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Benner

Patricia Benner's Nursing Expertise Model is based on the Dreyfus Model of skill acquisition, outlining five levels of nursing skill development: novice, advanced beginner, competent, proficient, and expert. Each stage reflects a nurse's increasing reliance on experience and intuition, moving from basic rule-following to a holistic understanding of complex clinical situations. The model emphasizes the importance of experiential learning and tailored educational approaches to enhance nursing competencies.

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Jen Concepcion
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3 views14 pages

Benner

Patricia Benner's Nursing Expertise Model is based on the Dreyfus Model of skill acquisition, outlining five levels of nursing skill development: novice, advanced beginner, competent, proficient, and expert. Each stage reflects a nurse's increasing reliance on experience and intuition, moving from basic rule-following to a holistic understanding of complex clinical situations. The model emphasizes the importance of experiential learning and tailored educational approaches to enhance nursing competencies.

Uploaded by

Jen Concepcion
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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FROM NOVICE TO EXPERT

(Nursing Expertise
Model)

Patricia Benner
Nursing Expertise Model
• Patricia Benner was interested in the
Dreyfus Model of skill acquisition and
applied it to nursing
• “How do nurses learn to do nursing?”
Dreyfus Model
• It is situational
• Describes the five level of skill acquisition
and development: novice, advanced
beginner, competent, proficient, and
expert
• Proposes that as a person improves in
skill level, there is a corresponding change
in the performance of a given skill.
These are:
1. Movement from reliance on abstract principles
and rules to use of past concrete experience
2. Shift from reliance on analytical, rule-based
thinking to intuition
3. Change in the learner’s perception of the
situation from viewing it as a compilation of
equally relevant pieces to viewing it as an
increasingly complex whole in which some parts
stand out as more or less relevant
4. Passage from a detached observer, standing
outside the situation, to one of a position of
involvement, fully engaged in the situation
• Experience-based skill acquisition is safer
and quicker when it is founded on a sound
educational base
• Skill refers to nursing interventions and
clinical judgment skills in actual clinical
situations
• As the nurse gains experience, clinical
knowledge becomes a good mix of
practical and theoretical knowledge.
• Competency – an interpretively defined
area of skilled performance identified and
described by its intent, functions, and
meanings
• Maxims – a mysterious description of
skilled performance
NOVICE STAGE
• Characterized by a person who lacks
background experience of the situation
he/she is involved in.
• Simple rules and objective attributes
should be given
• Examples are nursing students and
professional nurses who have been
assigned to a new area
ADVANCED BEGINNER
• Has minimally acceptable performance within a
given situation
• Has enough experience to grasp aspects of a
situation but not within the context of the situation
• Guided by rules and are oriented by the completion
of tasks
• Nurses in this stage usually view the clinical
situations given to her as a test of her abilities than
in terms of patient needs and responses
• Highly responsible for managing patient care but
will still need other experienced nurses
• Examples are newly registered professional nurses
COMPETENT
• Learning from actual practice situations and by
following the actions of others
• Exhibits a sense of mastery, increased level of
efficiency, consistency, predictability, and time
management
• Ready to recognize patterns and identify which
elements of the situation need the most attention
and which can be ignored
• Formulated new rules and reasoning procedures
for a plan
• Most important task is active teaching and learning
PROFICIENT
• Has a holistic view of a particular situation
• Nurse’s performance is guided by maxims
by this stage
• Show an intuitive grasp of the situation
based on background understanding
• Recognition and implementation of skilled
responses to the situation as it evolves
EXPERT
• Nurse does not rely anymore on the
analytical principles of rules, guidelines, and
maxims to connect her understanding of the
situation to an appropriate action
• Characterized by the following:
1.Demonstrate a clinical grasp and resource-
based practice
2.Possesses embodied know-how
3.See the big picture
4.See the unexpected
Application of the
Theory
• Use of phenomenological approaches to
nursing practice
• Phenomenological approaches have resulted
to the development of clinical promotion
ladders, new graduate – orientation
programs, and clinical knowledge
development seminars
• Allowed nursing educators to realize that
learning needs at the early stages of clinical
knowledge development are different from
those required at later or higher stages
• Nurse manager should devise a plan that
carefully takes into consideration the
employee nurses level of competency in the
clinical area
• Emphasizes the importance of learning the
skill of involvement and caring through
practical experience, articulation of
knowledge with practice, and the use of
narratives in undergraduate education
• Learn through experience or by experiential
learning to gain mastery of a given skill

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