Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
PATRICIA BENNER From Novice to Expert
Transcript of PATRICIA BENNER From Novice to Expert
The Clinical Wisdom
of Patricia Benner
Novice to Expert
Meanings are embedded in skills, practices, intentions, expectations, and outcomes and cannot be made completely explicit.
People, who share a common cultural history and language; which allows for understanding and interpretations.
Meanings can be interpreted by someone who shares a similar background and can be validated by participants and practitioners.
Humans are integrated, holistic beings. Embodied intelligence enables skilled activity that is transformed through experience and mastery.
(Masters, 2012, p. 80; Benner 1984)
The framework of Benner’s theory was applied to a 3-year project called “The Bay Area Simulation Collaborative” (BASC) faculty development plan.
BASC consisted of 100+ member schools and hospitals involving over 600 faculty members in 10 counties of the San Francisco Bay Area.
The results are that more than 400 clinical educators and faculty have successfully been trained.
Theorist: Patricia Benner PhD, RN
Origin: Based on the Dreyfus model of skill acquisition; from a federally funded training grant project Achieving Methods of Intra-Professional Concensus, Assessment, and Evaluation (AMICAE) (Benner, 1984; Alligood & Tomey, 2010)
Purpose: To study clinical practice to describe how skills and knowledge are acquired
Discovering assumptions, expectations, and sets can uncover an unexamined area of practical knowledge which can be studied, extended or refuted.
Clinical knowledge is embedded in perception rather than precepts.
Perpetual awareness is central to good nursing judgement.
Expertise develops when the clinician tests and refines propositions, hypothesis and principle based expectations in actual practice situations.
(Masters, 2012, p. 80-81; Benner, 1984)
(Waxman & Telles 2009)
Team Presentation by:
Morlinda Kruegel, MSN, RN, A-GNP &
Megan Winegarden MSN, EdM, RN, CNE
Alligood, M. R., & Marriner-Tomey, A. (2010). Nursing theorists and their work. Maryland Heights, Mo: Mosby/Elsevier.
Altmann, T. (2007). An evaluation of the seminal work of Patricia Benner: theory or philosophy?. Contemporary Nurse: A Journal For The Australian Nursing Profession, 25(1-2), 114-123. doi:10.5172/conu.2007.25.1-2.114
Benner, P. (1984). From novice to expert: Excellence in clinical nursing practice. Menlo Park, CA: Addison-Wesley Publishing Company.
Masters, K. (2012). Nursing theories: A framework for professional practice. Sudbury, MA: Jones & Bartlett Learning.
NovEx Novice to Expert Learning, LLC (2011). NovEx: Novice to expert learning. Retrieved January 6, 2013, from http://www.novicetoexpert.org
Waxman, K., , & Telles, C. L. (2009). The Use of Benner’s Framework in High-fidelity Simulation Faculty Development. Clinical Simulation in Nursing, 5(6), e231-e235. doi:10.1016/j.ecns.2009.06.001
Exhibit evidence applying the Benner model to training faculty members in simulation
Faculty start at the novice stage when learning how to teach in high fidelity simulation
Faculty need support and resources to become skilled and successfully navigate through the stages of expertise.
This faculty development plan can be replicated in other genres, successfully following Benner’s theory.
Is it a Philosophy? A Theory? A Framework? A Model?
The helping role
Diagnostic and patient monitoring function
Effective management of rapidly changing situations
Administering and monitoring therapeutic interventions and regimens
Monitoring and ensuring the quality of healthcare practices
Organizational work role competencies
(Masters, 2012, p. 75-76; Benner, 1984)
For Example: In the teaching-coaching function; 5 Competencies
1. Capturing the patient's readiness to learn;
2. Assisting patients to integrate the implications of illness and recovery into their lifestyles
3. Eliciting and understanding the patient's interpretation of his or her illness
4. Providing an interpretation of the patient's condition and giving a rationale for procedures
5. Making culturally avoided aspects of an illness approachable and understandable. (Benner, 1984, p. 79)
Potential Application ?