full learning opportunity to the preceptee.
full learning opportunity to the preceptee.
· Explain whether your preceptor uses privileged notes. If so, describe the type of information he or she might in
GROUP 3 PROJECT 13
Group 3 Project: Patricia Benner – From Novice to Expert
Jenna Cook
Roshani Patel
Sherley Thervil
Brandie Turner
Running Head: GROUP 3 PROJECT 1
Lissette Valcarcel
Novice to Expert Outline of PowerPoint Presentation
1) TITLE PAGE
a) From Novice to Expert – Skills Acquisition Model
b) Jenna Cook, Roshani Patel, Sherley Thervil, Brandie Turner, Lissette Valcarcel
2) BACKGROUND ON PATRICIA BENNER
a) Self-Portrait
b) Birth place
c) Educational Background
3) BACKGROUND ON PATRICIA BENNER CONTINUED
a) Professional Appointments
b) Career Positions
4) BACKGROUND ON PATRICIA BENNER CONTINUED
a) Awards
b) Recognitions
5) FRAMEWORK OF NOVICE TO EXPERT THEORY
a) Overview
b) Framework Development
6) FOUR METAPARADIGMS
a) Person
i) Definitions
b) Environment
GROUP 3 PROJECT 2
ii) Definitions
c) Health
iii) Definitions
d) Nursing
iv) Definitions
7) ADDITIONAL CONCEPT
a) Skills Acquisition Model
i) Novice to Expert Graph
ii) Stage 1 – Novice
iii) Stage 2 – Advanced Beginner
iv) Stage 3 – Competent
v) Stage 4 – Proficient
vi) Stage 5 – Expert
8) ADDITIONAL CONCEPT
a) Seven Domains
b) List of Seven Domains
9) THEORETICAL ASSUMPTIONS AND PROPOSITIONS
10) STRENGTHS OF THE MODEL & WEAKNESSES OF THE MODEL
a) Strengths
b) Weaknesses
11) IMPLICATIONS IN NURSING PRACTICE
GROUP 3 PROJECT 3
12) IMPLICATIONS IN NURSING EDUCATION
13) IMPLICATIONS IN NURSING RESEARCH
14) APPLICATIONS IN NURSING PRACTICE
15) CONCLUSION
16) REFERENCES
17) REFERENCES
GROUP 3 PROJECT 4
Article #1: Cook, C. (2016). A TOOLKIT FOR CLINICAL EDUCATORS TO FOSTER LEARNERS’ CLINICAL REASONING AND SKILLS ACQUISITION. Nursing Praxis in New Zealand, 32(1), 28-37. Retrieved from https://search-proquest-com.southuniversity.libproxy.edmc.edu/docview/1817528441?accountid=87314
Summary by Brandie Turner:
The basis of the article is to discuss the characteristics of the expert nurse when given the circumstances of becoming the educator. The expert nurse often makes decisions and provides care to patients using pure intuition. Intuition cannot be taught or studied. When the expert nurse becomes a preceptor it is important for the preceptor to take on a novice approach to teaching to ensure full learning opportunity to the preceptee. The importance of the novice nurse to be able to work alongside of the expert nurse is a valuable learning experience. (Cook, 2016)
The article offers several options to assist in the education layout for the preceptor following Benner’s novice to expert model. The Model of Practical Skill Performance (MPSP) has five components: central to learning, content knowledge, substance, sequence and accuracy (Cook, 2016). The MPSP focuses on the role that the educator plays when preceptorship is in effect and how the novice nurse learns better when there is a caring component and the preceptor values the responsibility (Cook, 2016).
GROUP 3 PROJECT 5
The 4A model focuses on a series of questions; “Have you undertaken this procedure before?” “Tell me what you already know about…” “What went well?” “What was challenging last time you…?” The 4A model helps the novice nurse focus on their clinical skill and reflection of the knowledge from which the skill is drawn (Cook, 2016). Another model for the preceptor to follow is the Five Minute Preceptor (5MP) (Cook, 2016). The 5MP involves three steps. Step one is to have the student take a stand and know what is going on with the patient and the care that is being provided (Cook, 2016). Step two is to probe the student for answers this allows the preceptor to learn the students’ knowledge and the gaps that may be present (Cook, 2016). Step three is where the preceptor enables the student to apply their knowledge to their skill (Cook, 2016).
Article #2: Oshvandi, K., Moghadam, A.S., Khatiban, M., Cheraghi, F., Borzu, R., and Moradi, Y. (2016). On the application of novice to expert theory in nursing: A systematic review. Journal of Chemical and Pharmaceutical Sciences, 9(4), 3014-3020.
Summary by Roshani Patel:
The conceptual framework used in this study is Benner’s Novice to Expert Theory which used a variety of databases to find relevant studies that included the keywords ‘from novice to expert’ and ‘Benner’s theory’. The authors explain that the purpose of the study is to address the application of Benner’s novice to expert theory in nursing career. Benner, as a nursing theorist emphasizes on experience and the knowledge gained through experience (Oshvandi et al, 2016).
Benner explains expertise as a road with five sections which should be passed through by a practitioner to become clinically skilled and these sections are as follows (1) novice, (2) advanced beginner, (3) competent (4) proficient, (5) expert. The authors in this study aimed at examining the theory by explaining four scopes of nursing – education, practice, research, and management.
From the 988 articles gathered, all articles were assessed qualitatively and from those, eleven deemed relevant to the subject of the study. The articles were assessed using the STROBE Statement. To assess the representational quality of results in an observational study, ten outstanding researches from various countries such as Netherlands, Switzerland, Germany, England, Denmark, and United States of America developed a checklist composed of 22 main issues which would be taken into account to assess the quality of the journal article. This check is known as STROBE statement (Oshvandi et al, 2016). Poorolajal (2009) outlines the three main categories of observational studies have been considered by STROBE statement: cohort studies, case-control studies, and cross-sectional studies.
This study used all 22 items of the checklist to assess the quality of the articles and the results were categorized into four subsections and in each subsection the authors addressed the application of the novice to expert theory. The four subsections include application of the theory in: (1) nursing practice, (2) nursing education, (3) nursing research, (4) nursing management (Oshvandi et al, 2016).
The study noted that simulators are very useful training tools which can be employed in the novice and advanced novice steps for providing nursing with required skills. Neil (2009) adds that according to Benner’s theory nursing instructors can use simulators to facilitate the progress of nursing students in gaining clinical competencies. The simulators would provide students with a positive experience which make them enable to manage patients in a more proper manner. In using Benner’s theory, the competencies of performing special tasks and finding strategies for improving their performances would be assessed (Oshvandi et al, 2016).
clude. If not, explain why.
