 In New Jersey, the hospitals aren't allowing as many students into the units for clinical experiences. So we have that stress where we're graduating students that don't have as many actual hours hands on ours with patients. So we have to find different creative ways to get the learning in and to help them to develop that credit those critical thought processes. We have to find a way to develop a critical judgment to start thinking like a nurse, which, you know, for many is, is a totally different thought process than what they're used to. And we, I've found creative ways to do that with hypothesis because with the social annotation with the social reading with hypothesis, you know, one of the first things they have to do is they have to notice. There is a model of a model of thought a model of clinical judgment of nurse thinking that that says, that uses in this model it's noticing interpreting responding and then reflecting which is basically what students do when they are doing a social reading they have to read the text notice what hey what stands out to me what is important here, and then they have to, you know, think about it, and then they, they have to interpret it, then they have to respond to it, and then they reflect. Okay, so it's, it's kind of, you know, rewiring their brain when and to start that thinking that thought process to think like, like a nurse so we just have to come up with different ways when we can't get them into those experiences we have to think okay what what can we do differently to help them develop those thought processes thought processes to have that clinical judgment and critical thinking that they need to be a to be a nurse to practice safely after they graduate.