AbstractThe selection and use of nominal group process as an instructional method in a clinical conference is outlined. A step‐by‐step guide is provided for the instructor interested in using this teaching method. Data obtained from the use of this method with students in a community health nursing rotation yielded the students' perceptions of barriers encountered during clinical experience involving home visits with low income families. The most critical barriers identified by these students included “client's cycle of decreased energy perpetuates poor coping strategies,”“client is present oriented with no plans for future,” and “client lacks resources to access and receive adequate hea