Five stages of the model
The famous healthcare stalwart namely, Patricia Benner believed that every nursing professional develop their skills over time. Experience and education and are the two foundation pillars that are responsible for contributing to the development of the nursing professionals. These attributes help the nurses to understand completely about the importance of effective nursing care for patient and the procedures by which evidence-based care can be assured to patients (Oshvandi et al., 2016). This procedure of development of the skills and knowledge take place through time and becomes the foundation for the model of Novice to expert nursing theory. This assignment will discuss the theory in details and will show how this theory contributes to the nursing field.
Benner was of the opinion that nursing professionals gain knowledge and skills over a period though gaining experiences lending to their personal expertise. This procedure continues even when the nursing professionals do not realize their gradual promotion through the steps of learning skills and developing expert knowledge. Benner came to a conclusion that every nursing professional would proceed through specific steps to progress from expert to novice stages when enough time are allowed to them.
In this stage, the nursing professionals were seen to develop their nursing careers. Studies are of the opinion that nursing individuals in this stage are seen to possess very limited ability for predicting what might happen to their parents. Nursing professionals can only recognize signs and symptoms in the patients only after gaining experiences after they are exposed to similar signs and symptoms in other patients as well (Romero et al., 2017). Practices are seen to take place within a prolonged time-period and the professionals are seen to be unable to utilize any discretionary judgments.
In this recent stage, recent graduates are seen to settle with their first jobs. In this stage, researchers have observed that beginners have the ability of recognizing recurrent situations. They are also seen to have knowledge that they can use in their practice. They can successfully work in an independent manner because they are seen to possess enough amount of personalized in-depth experience on which they can depend upon (Padilha et al., 2015).
In this stage, the nursing professionals formalize their knowledge as well as education into the practical daily applications in the nursing and caring domain. They are seen to possess organizational skills in this stage and they can recognize the patterns successfully and rapidly (Payne, 2015). They become also successful in implementing care plans with successfully. Due to these reasons, most of the professionals who are seen to reach this stage mainly aim in enhancement of their speed as well as flexibility in completing their activities. This is because at this stage, they become skilled enough to recognize the urgency of the situation and can immediately take decisions about how they need to react to the situations.
In this stage, nursing professionals are observed to have developed the skill of realizing the bigger picture that need to be embraced. The nurses start realizing that they need to become proactive with specific acts of the care (Flinkman et al., 2017). This causes the nurse in effective modification of their response plans at the various complex situations even when there is not a capability to have advanced planning and scheduling involved in the thought procedures.
Explanation of the four papers
In this stage, a nurse can identify resources as well as demands and they can use this recognition so that they can attain certain important goals. Nursing professionals develop the knowledge about what is needed to be done and therefore, they can implement a care plan so that to care for the patient effectively (Min et al., 2017). Studies suggest that instead of relying on the procedures or even the rules, they can rely on their knowledge as well as experiences for acting on the intuition when it becomes necessary. They are seen to stay focused on the relevant problems and utilize various tools as necessary. They can also ignore events that are not needed to be addressed.
Oshvandi et al. (2016) had developed a research paper where they had discussed in details about the different benefits of using the theory in various aspects of the nursing and healthcare professions. They are of the opinion that this theory is of exceptional help to the nursing instructors. This theory can act as the basis for most of the developmental models. It can help in identifying the level of skills and knowledge of the student. It can thereby act as the determinant factor for different training methods and strategies, which the instructors can adopt for training the students. Moreover, the nurses are also seen to use this model as framework during their reflection phases. The nurses can assess their own competency level in performing special types of tasks and find strategies that would help them to improve their performances. This model would help in self-assessment and self0development. Education of the students by the integration of the Benner model along with several simulated techniques can help students to get a positive experience. This makes them enable to manage patients more efficiently and cooperate with his or her colleagues in a more effective manner for the solving different issues that are related to students (Titzer, 2014).
Thomas et al. (2017) had shown how nurse facilitator could use the Benner model in order to develop knowledge and skills while conducting simulation activities for nursing students. The researchers are of the opinion that nurse simulation facilitators who are novice can only apply known educational theories for simulation activities for the students. However, this is done in an inflexible as well as linear manner. This is mainly because they lack the skills of judging the relative importance of various aspects of simulation for different educational situations. They fail to apply multiple aspects of simulation at the same time. They are seen to have significant apprehension to the use of technology. In the stage of advanced beginners, they are seen to gain experience and therefore they can realize the complexities associated with simulation and it no longer seems simple to them. They are seen to rely on checklists that help them in controlling and effective maintaining of the various aspects of simulation like planning, implementation, and execution. In the stage called the competent stage, the facilitators are seen to have gone through different positive and negative experiences. They become competent and no longer, use checklists because they have mastered the skills required for standardized tasks. They develop new rules; alter protocols and methods to align them with the needs of the learners. In the proficient stage, they are seen to focus more on the prediction about how a scenario might be accomplished based on the action of students. This helps the facilitators in designing scenarios that test students at different levels and predicting how a situation will open up depending on characteristics and environmental cues of the learner (Knight et al., 2016). The expert facilitators are seen to build up an intellect of accountability that is not only for pupils but also for sustaining facilitators who are less experienced. They help the latter in designing assignments for various kinds of the complex educational activities. This should be such that it incorporates performance standards and also meets up student needs and help others in the facilitator team. Accordingly, this paper would help the higher authorities to allocate sufficient resources for each of the stage of facilitators so that they can help students learn effectively and allow the facilitators to go through personal and professional development through training sessions.
Shaban (2015) had explained the concept of intuition in the nursing profession. The study explains the concept with Benner’s theory. Benner theory helped in analyzing the concept of intuition where she stated that expert nurses possess intuition that is not present in novice nurses. The researcher analyzed her interpretation and concluded that the capability of displaying intuitive judgment is a characteristic feature of expert nurses that remain absent in novice nurses. Expert nurses are no longer reliant on analytic principles for connecting their understanding of a situation to an appropriate decision and action. Therefore, mentor should not force intuition development in novice nurses and should leave it on experience development in novice nurses. They will gradually develop intuition with experience and expertise.
Vinales (2015) had stated that in order to develop expert nurses for the future, the learning environment for the novice nurses need to be supportive and should be constantly encourage lifelong learning for the nurses. The researcher is of the opinion that in order to develop a culture of lifelong learning for the students, the mentors need to follow the principles of Benner’s novice to expert theory. The study has stated that the mentors need to take the responsibilities for development of the culture of lifetime learning and coaching within their knowledge environment. Benner had stated that nursing professionals start their career by application of theories in their practice and gradually progressing with application of experiences in their practices for guiding actions and judgments. Therefore, mentors need to create a supportive environment so that the learner succession and awareness of the situations in their practice areas develop as they maintain their teaching and start making sense of nursing in actual world. However, one important thing needs to be kept in mind by mentors as advised by researchers (Noon, 2014). This procedure will not take place automatically and students might need 5 years to become experts. Students may fulfill their nursing programmer but may not be fully knowledgeable until they have further revelation and exposure and be trained the ropes in learning surroundings that they will be working in. so constant support, supervision and encouragement are important. Therefore, here the theory acts as guiding framework for mentors to help students gradually develop skills for nursing.
Conclusion:
From the above conclusion, it can be seen that Benner’s theory is helpful in understanding the gradual stages that nurses go through from their novice phases to their expert phases. This steps act as framework for the new nurses to understand their competency and help them to go through lifelong learning and development. It also helps facilitators to understand the areas they still need to work upon so that they can conduct proper stimulation activities for new leaders. It also helps organizations to understand the desired level of competence in their members and accordingly allocate resources. It also helps to know when individuals had progressed enough to become teachers or mentors for new people.
References:
Flinkman, M., Leino?Kilpi, H., Numminen, O., Jeon, Y., Kuokkanen, L., & Meretoja, R. (2017). Nurse Competence Scale: a systematic and psychometric review. Journal of advanced nursing, 73(5), 1035-1050.
Knight, K., Kenny, A., & Endacott, R. (2016). From expert generalists to ambiguity masters: using ambiguity tolerance theory to redefine the practice of rural nurses. Journal of clinical nursing, 25(11-12), 1757-1765.
Markowitz, M. (2018). The Academic Nurse Leader’s Role in Supporting Novice Nurse Educator Transition: A Grounded Theory Study.
Min, H., & O’Rourke, J. (2017). Faculty Attitudes and Adoption of Simulation: Pilot Testing of a New Instrument. Journal of Nursing Education, 56(6), 356-359.
Noon, A. J. (2014). The cognitive processes underpinning clinical decision in triage assessment: a theoretical conundrum?. International Emergency Nursing, 22(1), 40-46.
Oshvandi, K., Sadeghi Moghadam, A., Khatiban, M., Cheraghi, F., Borzu, R., & Moradi, Y. (2016). On the application of novice to expert theory in nursing; a systematic review. Journal of Chemical and Pharmaceutical Sciences.
Padilha, J. M., Machado, P. P., Ribeiro, A. L., & Ramos, J. L. (2018). Clinical virtual simulation in nursing education. Clinical Simulation in Nursing, 15, 13-18.
Payne, L. K. (2015). Toward a Theory of Intuitive Decision–Making in Nursing. Nursing science quarterly, 28(3), 223-228.
Romero?Hall, E., Watson, G. S., Adcock, A., Bliss, J., & Adams Tufts, K. (2016). Simulated environments with animated agents: effects on visual attention, emotion, performance, and perception. Journal of Computer Assisted Learning, 32(4), 360-373.
Shaban, R. (2015). Theories of clinical judgment and decision-making: A review of the theoretical literature. Australasian Journal of Paramedicine, 3(1).
Thomas, C. M., & Kellgren, M. (2017). Benner’s Novice to Expert Model: An Application for Simulation Facilitators. Nursing science quarterly, 30(3), 227-234.
Titzer, J. L., Shirey, M. R., & Hauck, S. (2014). A nurse manager succession planning model with associated empirical outcomes. Journal of Nursing Administration, 44(1), 37-46.
Vinales, J. J. (2015). The learning environment and learning styles: a guide for mentors. British Journal of Nursing, 24(8), 454-457.
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