Clinical judgment is a crucial concept for the development of nursing and nursing education. Its theoretical origins are numerous, and its definition has not yet been agreed upon. An analysis of the scientific and professional literature shows heterogeneous and scattered points of view, notably on the role of intuition, on its cognitive and metacognitive dimensions, and on its proximity to other concepts. Between professional stakes and epistemological constructions, clinical judgment is still an emerging concept. To overcome the obstacle and contribute to the theoretical effort, we will argue that clinical judgment must be analyzed as a schema. It presents all the characteristics: diagnosis and information necessary for reasoning, a rational decision-making process, metacognitive control, and the evaluation of decision-making. Perspectives then broaden in order to better understand nursing activity. To conclude, recommendations for developing clinical judgment in training will be presented.