FEATURED ARTICLES: OTHER PEER-REVIEWED ARTICLESA COLLABORATIVE PROJECT to Apply and Evaluate the Clinical Judgment Model Through SimulationDILLARD, NANCY; SIDERAS, STEPHANIE; RYAN, MARILYN; CARLTON, KAY HODSON; LASATER, KATHIE; SIKTBERG, LINDAAuthor Information About the AuthorsNancy Dillard, DNS, RN, is an assistant professor and associate director, Baccalaureate Nursing Program, Ball State University School of Nursing, Muncie, Indiana. Stephanie Sideras, PhD, RN, is director for simulation and clinical learning for the Southern Region Campuses of Oregon Health & Science University. Marilyn Ryan, EdD, RN, is a professor and associate director, Master's Nursing Program, Ball State University School of Nursing. Kay Hodson Carlton, EdD, RN, FAAN, ANEF, is professor and coordinator, Educational Resources and Extended Education Services, Ball State University School of Nursing. Kathie Lasater, EdD, RN, ANEF, is an assistant professor and interim statewide director, Simulation and Clinical Learning Center, Oregon Health & Science University, Portland. Linda Siktberg, PhD, RN, is an associate professor and director, Ball State University School of Nursing. This project was supported by a Nurse Educator Grant from the National League for Nursing. For more information, contact Dr. Dillard firstname.lastname@example.org. Nursing Education Perspectives: March-April 2009 - Volume 30 - Issue 2 - p 99-104 Buy Abstract As use of simulations increases in nursing education, nurse educators are challenged to evaluate students' clinical judgment skills. The purpose of this article is to describe faculty development in the use of the Lasater Clinical Judgment Rubric (LCJR); faculty application of LCJR in evaluating students' clinical judgment skills during a simulation scenario; and faculty and students' perception transference from the simulation to the clinical setting. Tanner's Clinical Judgment Model was used in an assigned adult health simulation. Quantitative and qualitative data were collected from faculty and student evaluations and students' reflective statements. Findings support the importance of simulation's contribution to clinical judgment development. However, more work remains to improve the integration of clinical judgment and use of a conceptual framework and evidence-based rubric. For long-term change, both faculty and students need ongoing practice and encouragement in applying the clinical judgment framework to clinical and simulation experiences. For application of the model, a recommendation is to incorporate the clinical judgment language into course syllabi, course assignments, and evaluations. Copyright 2009 by National League for Nursing, Inc.