Facilitators and barriers to teach and assess clinical judgment in the context of NGN and interpreted through the NLN framework

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.