Dr. Patricia Benner: From Novice to Expert by Margaret Tynski https://padlet.com/margarett7/oa1gx4lzdgvee556 A High Middle Range Nursing Theory en-us 2020-07-25 23:49:36 UTC 2025-12-09 19:19:36 UTC hello@padlet.com Dr. Patricia Benner: Theorist margarett7 https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662516182 Founder of high middle range nursing theory 
  • theory known as "From Novice to Expert"
Authored book “From Novice to Expert: Excellence and Power in Clinical Nursing Practice” 1984
  • based on her work leading the Achieving Methods of Intraprofessional Consensus, Assessment and Evaluation Project (AMICAE Project) 
  • Highlighted model for stages of nursing clinical competence 
Frequently utilized framework:
  •  determines nurses' needs at various periods of professional growth
]]> 2020-07-26 00:03:29 UTC https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662516182 Application of theory margarett7 https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662563050 Meretoja (2004) Assessing nurse competency
Novice to expert theory: to develop competency scale 
  • goal: assess nurse competence in various hospital environments
  • 73 item scale
  • validated as evidence based model 
Evans (2006) Nursing model development
Novice to expert theory: evolution of nursing decision making skills as they progress through stages of theory 
  • inquiry on  knowledge/skill/judgement in nursing practice 
  • Findings: validated intuitive decision making as construct & knowledge and judgement improve as nurse progresses through five stages of novice to expert
Faley (2016) Clinical education
Novice to expert theory: competency through continued learning experiences
Attain skills as telemetry nurse through:
  • observation and imitation of preceptor actions 
  • preceptors have already gained the experience to function at a higher level: novice able to study their actions/thought processes
Thomas (2017) Clinical education: Simulation
The Novice to Expert theory: provides model to guide simulation facilitator development and aid in comprehending student learning trajectory.
Goal: to use theory as guide as to develop clinical skills simulation program and assess student learning development.
Adams (2019) Clinical education: Nurse retention/transitioning to ED program
Novice to expert theory: 
  • learning and progression through stages is derived from education and experience. 
  • levels of nursing theory applicable: new ED nurse may be classified as advanced beginner but was considered expert in previous specialty
Goal: evenly progressive experience for nurses transitioning to ED
retain transitioning nurses
  • structured increases in  levels of responsibility
  • provides a support system for the transitioning RN 
]]> 2020-07-26 03:38:58 UTC https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662563050 Theory Analysis margarett7 https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662563598 Theory is logically organized into five levels of skill acquisition:
  • Novice
  • Advanced beginner
  • Competent
  • Proficient
  • Expert
Theory differentiates:
  • practical knowledge “knowing how”
  • theoretical knowledge, “knowing that” 
Theory promotes: use of narrative/reflective practice/collection and record keeping: refine skills/advance practice
  •  perceptions
  • recognizing abilities, 
  • meanings  
  • characteristics
  • outcomes 
Concepts: 
  • Propositional: skills, experience, competence, progressive growth, caring, practical and clinical knowledge
  • Theoretical: environment, health, nurse, person
    • Metaparadigms
    • Person: recipient of care
    • Nurse: behavior, attitudes and characteristics of the individual providing care
    • Health: the overall state  pf physical, mental and social well being 
    • Environment: encompasses all circumstances and influences both internal and external
]]> 2020-07-26 03:41:49 UTC https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662563598 Theory Evaluation margarett7 https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662563692 Based on qualitative research Descriptive
Congruent with current nursing standards
  • offers a framework in which to promote learning and skill acquisition and assess the professional growth of nurses. 
  • The Institute for Healthcare Improvement (IHI): advocates for improvement in healthcare/model for change named, the Plan, Do, Study, Act (PDSA)
Nurse leaders: incorporate Benner's theory in QI
  • basis for understanding skill acquisition
  • implement PDSA improvement initiative 
  • promote change to benefit patient safety and staff retention.
Benner's theory: well utilized model for a framework in nursing and clinical education
  • used as a foundation to assess nurse competency: validated, seventy-three item scale (Meretoja, 2004). 
Benner's theory promotes cultural awareness:
  • caring practices must be adjusted to the individual 
Benner's theory socially relevant:
  • takes into account care of individual as whole/includes social influences
]]> 2020-07-26 03:42:16 UTC https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662563692 References margarett7 https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662563917 Adams, S. (2019). Training and retention: Establishing an evidence-based transition to specialty 
practice program in the emergency department. Retrieved from https:// www.doctorsofnursingpractice.org/project-repository
Altmann, Tanya (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), 114-23.
Benner, P. (1982). From novice to expert. The American Journal of Nursing, 82(3). 402-407.  Retrieved from: https://www.jstor.org/stable/
3462928
Benner, P. (1984). From novice to expert excellence and power in clinical nursing practice (Commemorative Edition ed.). Upper Saddle River, New Jersey: Prentice Hall Health.
Benner, P. (2020, June 11). Designing online nursing education based upon learning science and high impact learning strategies. Retrieved from https://www.educatingnurses.com/designing-online-nursing-education-based-upon-learning-science-and-high-impact-learning-strategies/
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses:  A call for radical transformation. San Francisco: Jossey-Bass.
Dreyfus, S. & Dreyfus, H. (1980). A five-stage model of the mental activities involved in directed 
 skill acquisition. Unpublished study. Operations Research Center University of California, Berkeley, CA. 
Educating nurses. (2015, February 2015). Preview novice to mastery: The use of narratives in research, practice and education [Video]. YouTube. https://www.youtube.com/watch?v=KqZ_Fbp2oNM
Evans, R. & Donnelly, G. (2006). A model to describe the relationship between knowledge, skill, and judgment in nursing practice. Nursing Forum 41(4).
Fraley, T.E. (2016). Transitioning novice nurses to expert nurses in progressive telemetry care. 
Nursing Theses and Capstone Projects. 245.
Institute for Healthcare Improvement. (2020). How to improve. Retrieved from http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx
Kahn, A. (2018). The Five Dreyfus Model Stages. Retrieved from https://www.360pmo.com/the-
five-dreyfus-model-stages/
Meretoja, R., Isoaho, H. & Leino-Kilpi, H. (2004). Nurse Competence Scale: Development and psychometric testing. Journal of Advanced Nursing, 47(2), 124–133.
McEwen, M. & Wills, E. M. (2019). Theoretical Basis for Nursing (5th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Nursing theory. (2020). Patricia Benner novice to expert-nursing theorist: Biography and career 
of Patricia Benner. Retrieved from https://nursing-theory.org/nursing-theorists/Patricia-Benner.php
Sribd. (2020). Metaparadigms of nursing, Foundations of nursing, nursing theories, Patricia Benner. Retrieved from https://www.scribd.com/doc/235287306/The-4-Metaparadigms-in-
Nursing-as-Defined-by-Patricia-Benner
Thomas, C. M., & Kellgren, M. (2017). Benner’s novice to expert model: An application for simulation facilitators. Nursing Science Quarterly, 30(3), 227–234.
]]> 2020-07-26 03:43:10 UTC https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662563917 Dr. Patricia Brenner: Background margarett7 https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662750007 Born in Hampton, Virginia
  • August 1942
Bachelor’s degree in Nursing (BSN) 
  • Pasadena College 1964
Master’s in nursing (MSN) 
  • Medical-Surgical Nursing 
  • University of California, San Francisco,1970
Ph.D 
  • University of California, Berkeley 1982
Associate Professor Department of Physiological Nursing 
  • University of California, San Francisco
Internationally known as
  • lecturer
  • researcher on health 
  • theorist: influenced clinical practice and clinical ethics
Director Carnegie Foundation for the Advancement of Teaching National Nursing Education Study
  • findings presented in book
  • "Educating Nurses: A Call for Radical Transformation" 2010
Chief Faculty Development Officer for Educating Nurses Videos 
]]> 2020-07-26 18:27:58 UTC https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662750007 Theory Overview margarett7 https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662765423 Patricia Benner (1984) viewed nursing as "enabling condition of connection or concern"
Theory focus
  • "how" acquisition of nursing knowledge is gained
  • understand skill 
Based on Dreyfus model of skill acquisition: how learners attain skills 
  • practice  
  • formal training
Expert nurses develop their knowledge of patient care/extensive skill through:
  • education
  • experience over time
Theory based on qualitative research

]]> 2020-07-26 19:26:13 UTC https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662765423 Five stages of clinical competency margarett7 https://padlet.com/margarett7/oa1gx4lzdgvee556/wish/662767002 Novice
  • little/no experience
  • taught general/universal rules
  • behavior is rule governed
Advanced beginner
  • prior actual experience
  • able to distinguish patterns/significant components
  • actions start to be directed by experience/principles 
Competent 
  • nurse with two to three years experience in specialty/relevant daily role
  • greater efficiency/organization/time management skills
  • mindful of long term goals
  • gains insight from own conscious/abstract/critical
Proficient
  • understand situation as whole parts
  • able to anticipate certain situations
  • increased holistic comprehension
  • improved decision making
Expert
  • decided actions not dependent on connection between situation and principles/rules/guidelines
  • increased foundation of experiences to draw from
  • highly proficient
  • smooth and flexible functioning in role
  • intuitive understanding of situation
Outcome of progression through stages: change in nurse's skills
  • decreased dependence on abstract ideas/principles  
  • concrete experiences lead to increase in critical thinking
  • changes in perception = new ways of thinking: holistic/higher level
Transformation of nurse from initial dependence on abstract to concrete 
  • use of concrete experience  creates internal structure to view situation as complete whole 
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