ArticlesCurrent Practices for Teaching Clinical Judgment Results From a National SurveyNielsen, Ann PhD, RN; Gonzalez, Lisa MSN, RN, CNE, CCRN-k; Jessee, Mary Ann PhD, RN; Monagle, Janet PhD, RN, CNE; Dickison, Phillip PhD, RN; Lasater, Kathie EdD, RN, ANEF, FAAN Author Information Associate Professor of Clinical Nursing Emerita (Dr Nielsen), Professor Emerita (Dr Lasater), Oregon Health & Science University, Portland, Oregon; Professor of Nursing (Ms Gonzalez), College of Southern Maryland, La Plata, Maryland; Associate Professor, Assistant Dean for Academics, Generalist Nursing Practice (Dr Jessee), Vanderbilt University School of Nursing, Nashville, Tennessee; Associate Professor (Dr Monagle), School of Nursing, MGH Institute of Health Professions, Boston, Massachusetts; and Chief Officer, Operations and Examinations (Dr Phillip Dickison), National Council of State Boards of Nursing, Chicago, Illinois. Correspondence: Dr Ann Nielsen, School of Nursing, Oregon Health & Science University, 3455 SW US Veterans Hospital Rd, Portland, OR 97239 ([email protected]). This study was partially funded by the National Council of State Boards of Nursing. The authors gratefully acknowledge support for qualitative data analysis from Dr Julie Barroso, PhD, RN, ANP, FNAP, FAAN. The authors declare no conflicts of interest. Supplemental digital content is available for this article. Direct URL citation appears in the printed text and is provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com). Accepted for publication: June 14, 2022 Early Access: August 1, 2022 Cite this article as: Nielsen A, Gonzalez L, Jessee MA, Monagle J, Dickison P, Lasater K. Current practices for teaching clinical judgment: results from a national survey. Nurse Educ. 2022. doi:10.1097/NNE.0000000000001268 Nurse Educator 48(1):p 7-12, January/February 2023. | DOI: 10.1097/NNE.0000000000001268 Buy SDC Metrics 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. © 2022 Wolters Kluwer Health, Inc. All rights reserved.