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Updated: Jan 14, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Study of Nurse Educators' Preparedness to Teach and Assess Clinical Judgment in Alignment With the Next-Generation
Patricia L Pence1, Lisa D Brodersen, Seon Yoon Chung
1Author Affiliations: Associate Professor (Dr Pence), College Statistician (Dr Kim), Mennonite College of Nursing, Illinois State University, Normal, Illinois; Professor (Dr Brodersen), Allen College-UnityPoint Health, Waterloo, Iowa; Dean (Dr Chung), College of Nursing, Health Professions, STEM, University of Wisconsin-Oshkosh, Oshkosh, Wisconsin; and Associate Professor (Dr Moran), Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, Missouri.
Background:
Nurse educators (NEs) play a critical role in preparing graduates for success on the Next-Generation National Council Licensure Examination (NGN).
Purpose:
This multistate study examined NEs' preparedness to teach and assess clinical judgment (CJ) in alignment with the NGN.
Methods:
NEs teaching in accredited prelicensure Bachelor of Science in Nursing programs were surveyed between September 2022 and April 2023 about their preparedness to teach and assess CJ.
Results:
Of 126 NEs, 20 (15.78%) reported that faculty in their program were extremely or very prepared. Only 23% of NEs felt extremely or very well prepared to teach and assess CJ, while 43% felt somewhat prepared, and 34% reported being not so or not at all prepared.
Conclusions:
Results may provide nursing program leaders with evidence to inform policy, professional development initiatives, and resource allocation to better support NEs.
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