Abstract
Nursing instructors must select teaching strategies that foster clinical judgment to prepare nursing students for licensure and practice. Questioning is not a new strategy, but it is an effective method to engage students in higher-order thinking including clinical judgment. By scaffolding and sequencing the questions around Bloom's Taxonomy, instructors can guide student thinking in a stepwise fashion toward the evaluation and synthesis levels where clinical judgment occurs. This manuscript provides instructions on how to employ scaffolded questions to foster clinical judgment.
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