護理人員在每日的臨床工作中，需運用臨床判斷過程去收集個案資料，評價所有相關資訊、確立個案需求，並判斷個案護理的成果。此種判斷能力亦是評估護理學生學習成效的關鍵能力。本質性研究的目的在瞭解台灣護理教育在臨床判斷能力的教學概況，以作為進一步提供台灣護理學生，學習臨床判斷較佳學習方式的基礎。資料收集採個別深入會談方式，共訪談十位來自不同領域的資深護理教師。本研究兩項主要發現如下：(1)臨床判斷包括認知、技能和情意等三大領域，(2)由於文化差異，在描述情意領域時，台灣以「經驗」一詞取代國外文獻中的「直觀」。本研究建議台灣在臨床判斷的教學上，宜採用全人的統整的教學模式。

Clin i cal judg ment is a pro cess that nurses use dur ing the course of their daily prac tice to gather and to eval u ate data, define the needs of the cli ents, and to judge the out come of patient care. Such judg ment is also a crit i cal abil ity used to assess the prog ress of nurs ing stu dents. The pur pose of this qual i ta tive research was to describe the clin i cal judg ment teach ing in nurs ing edu ca tion in Tai wan and pro vide base line data for future nurs ing stu dents to learn in a more effec tive way. Data was col lected by in-depth indi vid ual inter views of 10 par tic i pants, all of whom were senior nurs ing fac ulty mem bers from dif fer ent nurs ing subspecialties. Two find ings were reached. First, clin i cal judg ment included not only the cog ni tive and the psychomotor domain of learn ing, but also the affec tive domain of rea son ing. Sec ond, due to cul tural dif fer ences, “intu ition” had never been men tioned in Tai wan, but a sim i lar con cept was sub sti tuted by use of the term “expe ri ence”. The find ings sug gested a holis tic and inte gra tive per spec tive was needed when teach ing clin i cal judge ment in Tai wan.