The development of clinical judgment is an important topic in nursing education, and various teaching strategies have been proposed to improve this skill among nursing students and new graduate nurses. However, the effectiveness of these strategies is not well-researched. One promising approach is using higher-order questions to guide and develop the thought patterns of clinical reasoning. One suggested teaching strategy is using clinical reasoning reflection prompts based on Tanner's Clinical Judgment Model. This study aimed to evaluate the efficacy of using clinical reasoning reflection prompts in the patient care setting to develop clinical judgment among 35 pre-licensure nursing students within a private Midwest BSN nursing program. This quantitative study employed a quasi-experimental pretest-posttest design to measure changes in clinical judgment, measured by Lasater's Clinical Judgment Rubric (LCJR) and the National Council State Board of Nursing Clinical Judgment Measurement Model (NCJMM). The pretest-posttest data using a two-tailed paired sample t-tests, and a correlation point-biserial coefficient test, was analyzed using the SPSS statistical platform. The findings revealed significant improvements in students' clinical judgment behaviors, demonstrated by increased LCJR scores and improved performance on NCJMM-based NCLEX questions. The results of this study support the effectiveness of structured, model-based reflection as an effective clinical pedagogy to develop clinical judgment and help inform nursing education teaching and assessment practices to close the academic-practice gap. Future studies should focus on expanding the study to larger populations and exploring additional teaching strategies to further enhance the development of clinical judgment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]