Document Type
Article
Publication Date
2026
Publication Title
Journal of Professional Nursing
Keywords
clinical judgment, educational measurement, nursing education, nursing faculty, licensure
Abstract
Background
The shift to Next Generation NCLEX (NGN) requires that nurse educators (NEs) align strategies to teach and assess clinical judgment (CJ). However, gaps remain in NEs' formal preparation to effectively teach and assess CJ as they prepare graduates for success on the evolving licensure examination.
Purpose
This study identified facilitators and barriers to teaching and assessing CJ within the context of NGN.
Method
A descriptive cross-sectional survey was conducted with 143 NEs across the United States (September 2022–April 2023). Findings were interpreted through the National League for Nursing (NLN) Core Competencies and Scope of Practice framework rather than reported as competency-domain scores.
Results
Preparedness varied across competency domains, with the greatest challenges in assessment and evaluation. Most NEs (68%) indicated their programs lacked item-writing guidelines. Barriers included time and workload constraints, resource limitations and technological constraints, and organizational readiness for change. Facilitators included faculty development and capacity building, software infrastructure and resources, and lack of institutional support and structured implementation and collaboration.
Conclusion
When interpreted through the NLN framework, the findings suggest gaps between competency expectations and the program-level supports available to NEs implementing NGN-aligned teaching and assessment practices.
Funding Source
Patricia Pence and Seon Yoon Chung received a grant (A22-0084) from Sigma Theta Tau International, Xi Pi Chapter. This article was published open access thanks to a transformative agreement between Milner Library and Elsevier.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
DOI
10.1016/j.profnurs.2026.09.008
Recommended Citation
Pence, P. L., Chung, S. Y., Brodersen, L. D., Moran, V., & Kim, M. (2026). Facilitators and barriers to teach and assess clinical judgment in the context of NGN and interpreted through the NLN framework. Journal of Professional Nursing. https://doi.org/10.1016/j.profnurs.2026.09.008
Comments
First published in Journal of Professional Nursing (2026): https://doi.org/10.1016/j.profnurs.2026.09.008