Abstract
This study explores the experiences of clinical adjunct faculty using the Tanner clinical judgment model to enhance clinical judgment in nursing education. Despite the clinical expertise of adjunct faculty, a significant gap persists in pedagogical skills essential for fostering clinical judgment. Interviews with clinical adjunct faculty revealed four themes: structured framework benefits, importance of reflection, noticing skills, and improved student engagement. Findings suggest that structured frameworks in clinical settings are crucial for teaching clinical judgment, preparing nursing students for professional practice, and meeting faculty instructional needs, thus promoting effective patient care decision-making skills among graduates.