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NextGen NCLEX Workshop Resources

View the Workshop Resources

View the following resources to help you plan, implement, teach, and evaluate students’ ability to make clinical judgments, prepare nursing students to succeed on the NCLEX-RN exam (including NextGen questions), and prepare graduates for safe and effective nursing practice.

Using Clinical Judgment Model Across the Curriculum

Presented by Diane Billings, EdD, RN, ANEF, FAAN

Session Description:

In this session, participants choose one model to use across their curriculum and will consider how to use that model at all levels of their academic program.

Session Learning Objectives:

After engaging in this session, the participant will be able to:

  • Choose a clinical judgment model to implement across their curriculum.
  • Consider how to implement one model across a curriculum.
  • Engage in using an example of how to use a clinical judgment model.

Session Preparation:

Prior to attending this session, participants should be familiar with how clinical judgment is being taught at their schools and be prepared to work with their faculty to identify ONE CJ model to use in all courses.

Handouts:

Readings:

  • Dickison, P., Haerling, K, Lasater, K. (2019). Integrating the National Council of State Boards of Nursing Clinical Judgment Model into Nursing Educational Frameworks. Journal of Nursing Education, 58 (2), 72-77.
How to Write a Case Study to Use to Teach, Assess, and Test Clinical Judgment Across the Curriculum

Presented by Kathleen Martin, DNP, RN, CNE

Session Description:

In this session, participants will develop a case study to use in their course. The session includes information about choosing a case study, a template for writing a case study, consider elements to include in the case study, and an opportunity to practice writing a case study.

Session Learning Objectives:

After engaging in this session, the participant will be able to:

  • Consider appropriate sources for a case
  • Organize key elements of the case necessary for making effective clinical
  • Use a case study template to develop a case study to use when teaching, assessing, and evaluating student’s ability to make clinical

Session Preparation:

Prior to participating in this session, participants should:

  1. Review their course learning objectives and content
  2. Identify a topic for a case study that requires decision making
  3. Review the article by Betts and Muntean and the template for writing a case study.

Handouts:

Readings:

  • Betts, J., Muntean, W., Kim, D., Jorean, D., & Dickison, P. (2019). Building a method for writing clinical judgment items for entry-level nursing exams. Journal of Applied Testing Technology, 20(2).
  • NCSBN (Spring 2020). The NGN case study.
Overview of Next Generation Questions

Presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE

Session Description:

In this session, the participant will review Next-Gen item types and consider their use in testing each step of a clinical judgment model. The session also includes information on scoring each item type.

Session Learning Objectives:

After engaging in this session, the participant will be able to:

  • Choose the appropriate test item type to measure each step of a clinical judgment model.
  • Calculate a score for each item type.

Session Preparation:

Prior to attending this session, participants should be familiar with the NextGen Test Item Types and how they are used to test each step of a Clinical Judgment Model. Read NGN News, Fall 2019, Item Types and NGN News, Summer 2021, Scoring https://www.ncsbn.org/15991.htm

Handouts:

Readings:

  • Dickison, P. (2021). Next Generation NCLEX Update. https://www.ncsbn.org/2021_MYM_pdickison_NGN.pdf PDF
  • Dougherty, C. (2020). Prioritization & clinical judgment for NCLEX-RN®. FA Davis
  • Ignatavicius, D. (2021). Developing clinical judgment for professional nursing and the Next-Generation NCLEX-RN® Examination. Elsevier
  • Rupert, D. (2020). NCLEX-RN: Alternate format questions. Lippincott.
How to Write Case Study Questions (Highlight, Drag and Drop, Drop Down, Multiple Choice, Multiple Responses)

Presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE

Session Description:

In this session, using a case study, participants will choose an appropriate test item type for each step of a clinical judgment model. Participants will be given the opportunity to practice writing questions for their case study.

Session Learning Objectives:

After engaging in this session, the participant will be able to:

  • Use their case study to write test questions for each step of a clinical judgment model.

Session Preparation:

Prior to attending this session, participants should:

Handouts:

Readings:

  • Betts, J., Muntean, W., Kim, D., Jorean, D., & Dickison, P. (2019). Building a method for writing clinical judgment items for entry-level nursing exams. Journal of Applied Testing Technology, 20 (2).
  • NCSBN (Spring 2020). The NGN case study. https://www.ncsbn.org/NGN_Spring20_Eng_02.pdf PDF
How to Write Standalone Questions (Bow-Tie and Trend)

Presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE

Session Description:

In this session, participants will write Bow-tie and Trends questions.

Session Learning Objectives:

After engaging in this session, the participant will be able to:

  • Determine a topic for a Bow-tie and Trend question.
  • Write a Bow-tie and Trend Question for their own test.

Session Preparation:

Prior to attending this session, participants should:

Handouts:

Readings: 

  • Betts, J., Muntean, W., Kim, D., Jorean, D., & Dickison, P. (2019). Building a method for writing clinical judgment items for entry-level nursing exams. Journal of Applied Testing Technology, 20 (2).
Yours, Mine, and Ours: Sharing Ideas for Assessing Clinical Judgment Development

Presented by Kathie Lasater, EdD, RN, ANEF, FAAN

Session Description:

In this session, participants will learn how to integrate the use of a clinical judgment model into their teaching, assessment, and evaluation strategies in didactic, clinical, and simulation experiences.

Session Learning Outcomes:

After engaging in this session, the participant will be able to:

  • Explain two ways to use the Lasater Clinical Judgment Rubric (LCJR).
  • Share with others a strategy you use to develop/assess students’ clinical judgment.
  • Identify a new (for you) strategy you can use to develop/assess students’ clinical judgment.

Session Preparation:

Prior to participating in this session, participants should:

  • Review the session outcomes.
  • Identify a strategy that you use to develop or assess students’ clinical judgment.
  • Read the recommended articles.

Handouts:

Readings:

  • Gonzalez, L., Nielsen, A., & Lasater, K. (2021). Developing students’ clinical reasoning skills: A faculty guide. Journal of Nursing Education, 60(9), 485–493. https://doi.org/10.3928/01484834-20210708-01 (recommended)
  • Jessee, M. A., & Tanner, C. (2016). Pursuing improvement in clinical reasoning: Development of the clinical coaching interactions inventory. Journal of Nursing Education, 55(9), 495-504. 10.3928/01484834-20160816-03 (recommended)
  • Lasater, K. (2011). Clinical judgment: The last frontier for evaluation. Nurse Education in Practice, 11(2), 86-92. 10.1016/j.nepr.2010.11.013 (recommended)
  • Monagle, J. L., Lasater, K., Stoyles, S., & Dieckmann, N. (2018). New graduate nurse experiences in clinical judgment: What academic and practice educators need to know. Nursing Education Perspectives, 39(4), 201-207. 10.1097/01.NEP.0000000000000336 (recommended for those interested in role of reflection in clinical judgment development)
  • Nielsen, A. (2016). Concept-based learning in clinical experiences: Bringing theory to clinical education for deep learning. Journal of Nursing Education, 55(7), 365-371. 10.3928/01484834-20160615-02 (recommended)
  • Nielsen, A., Lasater, K., & Stock, M. (2016). A framework to support preceptors' evaluation and development of new nurses' clinical judgment. Nurse Education in Practice, 19, 84-90, 10.1016/j.nepr.2016.03.012 (recommended)
  • Tanner, C. A. Thinking like a nurse: A research-based model of clinical judgment. Journal of Nursing Education, 45(6), 204-211.10.3928/01484834-20060601-04 (should be read as a foundation for clinical judgment work)
Using Debriefing to Foster Clinical Judgment

Presented by Raquel Bertiz, PhD, RN, CNE, CHSE; Jasline Moreno, MSN, RN, CHSE; and Denyce Watties-Daniels, DNP, RN, OLC-C

Session Description:

In this session, participants will learn how to utilize debriefing in simulation to create reflective learners to prepare them for the complexity of today’s health care environment.

Session Learning Outcomes:

After engaging in this session, the participant will be able to:

  • Describe the theory, standards, and methods of debriefing/reflective practice.
  • Discuss how to use debriefing to teach clinical judgment.
  • Apply debriefing to a simulation experience.

Session Preparation:

Prior to participating in this session, participants should review the recommended readings.

Handouts:

Readings:

Making the Connection with Concept Mapping: A Versatile Strategy for Teaching, Assessing, and Evaluating Clinical Judgment

Presented by Lisa Gonzalez, MSN, RN, CNE, CCRN-K

Session Description:

In this session, participants will explore the usefulness of concept mapping in developing students’ clinical judgment. The session includes examples of how concept mapping can be used for teaching, assessing, and evaluating clinical judgment. Faculty will discuss implementation ideas and practice tailoring a concept mapping learning activity to meet students’ needs.

Session Learning Outcomes:

After engaging in this session, the participant will be able to:

  • Discuss the connection between concept mapping and clinical judgment development.
  • Recognize the utility of concept mapping as a teaching strategy, assessment opportunity, and evaluation tool.
  • Practice tailoring a concept-mapping activity to meet students’ needs.
  • Discuss how they can implement concept mapping across the curriculum.

Session Preparation:

Prior to participating in this session, participants should be familiar with Tanner’s Clinical Judgment Model and concept mapping. Faculty should reflect on any previous experiences with concept mapping as well as the state of students’ clinical judgment competence.

Handouts:

Readings:

  • Breytenbach, C., Ham-Baloyi, W., & Jordan, P. J. (2017). An integrative literature review of evidence-based teaching strategies for nurse educators. Nursing Education Perspectives, 38(4), 193-197.
  • Bridges, S. M., Corbet, E. F., & Chan, L. K. (2015). Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences. Knowledge Management & E-Learning, 7(1), 119.
  • Daley, B. J., Morgan, S., & Black, S. B. (2016). Concept maps in nursing education: A historical literature review and research directions. Journal of Nursing Education, 55(11), 631-639.
  • Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62(3), 279-301.
  • Eisenmann, N. (2021). An innovative clinical concept map to promote clinical judgment in nursing students. (2021). Journal of Nursing Education, 60(3), 143-149.
  • Garwood, J. K., Ahmed, A. H., & McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students' critical thinking. Nursing Education Perspectives, 39(4), 208-214.
  • Gonzalez, L. (2018). Teaching clinical reasoning piece by piece: A clinical reasoning concept-based learning method. Journal of Nursing Education, 57(12), 727-735.
  • Gonzalez, L., Nielsen, A., & Lasater, K. (2021). Developing students' clinical reasoning skills: A faculty guide. Journal of Nursing Education, 60(9), 485-493.
  • Hagell, P., Edfors, E., Hedin, G., Westergren, A., & Hammarlund, C. S. (2016). Group concept mapping for evaluation and development in nursing education. Nurse Education in Practice, 20, 147-153.
  • Schwendimann, B. A. (2015). Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education. Knowledge Management & E-Learning, 7(1), 73.
It’s Time to “Take Action” in the Classroom

Presented by Kathleen Martin, DNP, RN, CNE

Session Description:

This session will guide the nurse educator through the process of enhancing classroom teaching strategies to promote the development of clinical judgment.

Session Learning Outcomes:

After engaging in this session, the participant will be able to:

  • Describe the concept of “small teaching.”
  • Create a list of ways to engage in the classroom by making small changes, to promote clinical judgment.
  • Begin to infuse clinical judgment terminology when designing class discussions, presentations, and
    lecture-level objectives.
  • Include one classroom strategy, each week, to promote clinical judgement.

Session Preparation:

  • Download and review this presentation PDF.
  • Prior to participating in this session, participants should be review the following readings:
    • Lang, J. M. (2016). Small teaching: Everyday lessons from the science of teaching. Jossey-Bass.
    • Tucker, C. A. & Bradshaw, M. J. (2017). Clinical reasoning: Action-focused thinking. In Bradshaw, M. J. & Hultquist, B. L. (Eds.). Innovative teaching strategies in nursing and health-related professions (7th ed., pp.71-82). Jones and Bartlett.
    • Woodring, B. C. & Hultquist, B. L. (2017). Using lecture in active classrooms. In Bradshaw, M. J. & Hultquist, B. L. (Eds.). Innovative teaching strategies in nursing and health-related professions (7th ed., pp.143-161). Jones and Bartlett.
Maximizing Your Testing Environment

Presented by Rita F. D’Aoust, PhD, ANP-BC, CNE, FAANP, FNAP, FAAN, and Krysia Hudson, DNP, RN, BC

Session Description:

Faculty will learn to explore, acknowledge, and utilize a variety of testing resources (technological and other resources) to provide practice with new question formats and scoring.

Session Learning Outcomes:

After engaging in this session, the participant will be able to:

  • identify what resources are currently available to provide Next Gen question formats
  • maximize their current enabling technologies and other resources.

Session Preparation:

Making the Most of Pre-Post Clinical Conferences Teaching Clinical Judgment in Clinical Practice

Presented by Denise E. Jarboe, DNP, RN, CNE

Session Description:

Faculty will explore methods to improve students’ critical thinking/critical judgment ability.

Session Learning Outcomes:

  • Describe teaching strategies for promoting critical thinking in pre-post clinical conference discussions.
  • Discuss how the critical thinking/clinical judgment learning objectives specific to each course influence pre-post clinical conference.
  • Describe a Pre-Post Conference discussion utilizing the Clinical Judgment Measurement Model (CJMM) process.
  • Apply cognitive processes of the Clinical Judgment Measurement Model (CJMM) to pre-post clinical conferences.

Session Preparation:

Prior to participating in this session, participants should be review the following readings:

  • https://www.ncsbn.org/14177.htm Webinar and PDF
  • Billings, D.M. (2019). Teaching nurses to make clinical judgments that ensure patient safety. Journal of Continuing Education in Nursing, 50(7),300-2.
  • Dickison, P., Haerling, K. A., & Lasater, K. (2019). Integrating the National Council of State Boards of Nursing Clinical Judgment Model into Nursing Educational Frameworks. Journal of Nursing Education, 58(2), 72-78.
  • Hensel, D., & Billings, D. (2020) Strategies to teach the National Council of State Boards of Nursing Clinical Judgment Model Nurse Educator DOI: 10.1097/NNE.0000000000000773.
  • National Council of State Boards of Nursing (NCSBN), Clinical Judgement Measurement Model. Retrieved from: https://www.ncsbn.org/14798.htm