Registered nurses need to identify the teachable moment to provide client education to maximize clinical outcomes. Patient safety is a national concern and regulatory agencies have imposed restrictions based on substandard clinical outcomes. Healthcare services are unnecessarily consumed when clients lack information. A universal definition and concept of a teachable moment are not clearly defined in the literature. An experimental post-test only comparison group design is used to evaluate the effectiveness of an educational intervention on nurses' ability to identify a teachable moment during the course of client care using Bandura's Social Cognitive Theory as the theoretical foundation. The study, conducted electronically, collected demographic data with The Teachable Moment Appraisal Scale (TMAS) measuring study outcomes. Methods to analyze data include descriptive and comparative statistics, independent t-tests, Pearson's correlation, and analysis of variance (ANOVA). Additionally, a qualitative analysis of the meaning of the teachable moment is presented. Research findings presented include methodologies, design, analyses, instrumentation, generalizations, and conclusions. Impacts for nursing science, research, education, practice, and administration are discussed. This research contributes to the literature a concept analysis, definition, and a new instrument to measure behavioral indicators of the teachable moment. Participants gain the requisite knowledge to identify and act on the teachable moment. Conclusions and recommendations are presented to summarize current and advise future research. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]