Improving New Graduate Nurse Clinical Judgment by Training Preceptors on the Use of the Tanner Model

New graduate nurses (NGNs) often enter the workforce with deficits in clinical judgment, which has been further exacerbated by pandemic-related limitations in clinical education. This project aimed to improve NGN clinical judgment by training preceptors to use the Tanner Clinical Judgment Model (TCJM) and Lasater Clinical Judgment Rubric (LCJR). A quasi-experimental evaluation design was used to compare outcomes between two groups of preceptor–preceptee pairs. Half of the preceptor participants received training on the TCJM and LCJR, while the other half did not. Clinical judgment development was measured using the LCJR pre- and post-orientation. Additional preceptor feedback regarding the implementation and familiarity with the TCJM and LCJR was collected via surveys. Results indicated greater improvements in LCJR scores among orientees whose preceptor received education on TCJM and LCJR, particularly in the domain of reflection. Preceptors who received training reported the model supported reflective practice and helped standardize their approach to mentorship. However, barriers such as time constraints and limited familiarity with the model were noted. Findings suggest that integrating TCJM and LCJR into preceptor education may enhance NGN clinical judgment, improve orientation outcomes, and support nursing retention. Further refinement of the training, including appealing to visual learners and defining shared LCJR expectations, is recommended to ensure sustainability.