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Nursing & Health Sciences Research Journal

Abstract

Introduction: According to the Nursing Council of State Boards of Nursing (NCSBN), more than half of all errors among new graduate registered nurses are related to a lack of clinical judgment, a critical component of nursing practice. Considering the Next Generation National Council Licensure Examination (NCLEX) focuses on clinical judgment, a greater understanding of faculty’s Next Generation NCLEX (NGN) teaching preparedness is needed. The purpose of this study was to explore nursing faculty’s lived experience preparing students for the NGN.

Methods: This was a qualitative descriptive study. Data were collected via 15-minute individual interviews. Participants were pre-licensure nursing faculty from community colleges and university schools of nursing. Data were analyzed using Braun and Clark’s thematic analysis approach. Descriptive statistics were used to determine frequencies, mean, median, standard deviation, and ranges of demographic data.

Results: The findings revealed significant variation in faculty preparedness to teach NGN content. While some participants expressed confidence due to prior training, others reported feeling underprepared for the shift toward clinical judgment-focused education. The three themes that emerged were: Faculty understanding of NGN; challenges to incorporating NGN into the curriculum; institutional support and infrastructure. These themes highlight the critical role of institutional support and professional development in facilitating this transition.

Discussion: Organizations should prioritize NGN-specific workshops and training sessions to enhance faculty confidence and competence. Providing access to NGN case studies and assessment tools will be essential. Faculty need allocated time and institutional encouragement to revise lesson plans and teaching methods.

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