Abstract
Background: Safe patient care is closely linked to clinical judgment. Concerns about inadequate practice readiness and the impending inclusion of clinical judgment items on the NextGen NCLEX have resulted in increasing interest and publications about teaching clinical judgment. However, little is known about actual current practices for teaching this skill.
Purpose: This research describes findings about current strategies to teach clinical judgment used in US prelicensure nursing programs.
Methods: Cross-sectional methodology was used to survey program deans and directors across the United States.
Results: Programs are using multiple strategies to teach clinical judgment. The most common strategies used include case studies and simulation. Participants believed strategies have a positive impact on student thinking, practice readiness, and program outcomes. They described insights into implementation of teaching for clinical judgment.
Conclusion: The results of this research provide foundational data to inform current teaching practices and further research for this essential skill.