Scope of theory: The Novice to Expert theory is an explanatory, high middle-range theory. 

Purpose of theory: Explanatory theory, McEwen and Wills (2019) explain that middle-range theories guide the development of nursing practice

Origins of theory: Patricia Benner introduced her theory in 1984 after an observation and interview studio of clinical nursing practice situations from the perspective of new nurses and their preceptors (Benner, 2001).

Major concepts: Person, Health, and Situation (aka Environment).  “With experience and mastery, the skill is transformed.” (Benner, 2001)

Major theoretical propositions are as follows: 

1.      Expertise develops when the clinician tests and refines propositions, hypotheses, and principle-based expectations in actual practice situations” (Benner, 1984a, p.3). 

2.      “Discovering assumptions, expectations, and sets can uncover an unexamined area of practical knowledge that can then be systematically studied and extended or refuted” (Benner, 1984a,p.8) 

3.      Clinical knowledge develops over time and each clinician develops a personal repertoire of practice knowledge that can be shared in dialogue with other clinicians. 

4.      Formal rules are limited, and discretionary judgment is needed in actual clinical situations 

Major Assumptions:

1.      Theory is derived from Practice

2.      Human wisdom is more than rational calculation

3.      Theory frames issues and guides the practitioner in where to look and what to ask

4.      No practitioner can practice beyond experience

Context for Use: Nursing practice from student to experienced.  All levels of nurses with the introduction of new material. 

Congruence with current nursing interventions or therapeutics: Application of Patricia Benner’s theory include emergency room RN’s disaster preparedness (Schneider, 2019), nurse practitioners working on their career ladder in pediatrics, from practitioner to leadership (Evans et. al. 2016) and education of instructors with the use of HPS in nursing school (Thomas and Kellgren, 2017).

Evidence of empirical testing/research support/validity: Patricia Benner’s theory was introduced after she performed an observation and interview of clinical nursing practice situations (Benner 2001).   She claimed that nurses can perform the “knowing how” without the “knowing that”.  Basically, going from novice to expert allows the nurse to gain the concrete knowledge without having to learn the theory and concept behind the skills (Benner 2001).  

Kiernan, L. C. (2018). Evaluating competence and confidence using simulation technology, utilized Benner’s theory to show that measurement of confidence increased 37.26% from beginning to end of program.  

Oshvandi et. al. 2016, used Benner’s theory to show that the novice to expert theory can be used as a predetermined clinical guideline for conducting all practices associated with nursing career.

Benner’s theory has been widely use by nursing educators, nursing researchers, and nursing administrators to increase the knowledge and confidence base of nurses.

Social relevance: Benner’s theory and levels of learning, from novice to expert, show a movement from past conceptual to past actual experience. It has a huge impact on our current nursing practice, administration, education and research.

Contribution to nursing: The use of Patricia Benner’s theory has altered the nursing profession’s views on what conditions are needed to become an expert. Meaning the nurse that has given the most experienced patient care has built the experience to perform independently and to act as a model for novice nurses.

 

Conclusions and implications:  Patricia Benner’s theory is beneficial for all nurses regardless of their educational level.  Benner’s theory has been proven to be successful for all levels of professionals.  

Benner's From Novice to Expert. Nursing Theory. (2020, October 17). https://nursing-theory.org/theories-and-models/from-novice-to-expert.php. 

Benner, P. (1982). From novice to expert. American Journal of Nursing, 82(3), 402-407.

Benner, P. (1984). The Dreyfus model of skill acquisition applied to nursing. Addison-Wesley Pub. Co.

Benner, P. (2001). From novice to expert: excellence and power in clinical nursing practice. Prentice Hall. 

Evans, A., Loera, K., Harris, D., Carson, S., Boutros, L., & Okuhara, C. (2018, September 15). Development, Implementation, and Satisfaction With a Nurse Practitioner Professional Ladder: A Children's Hospital Experience. Journal of Pediatric Health Care. https://www.sciencedirect.com/science/article/pii/S0891524518301408?casa_token=05hk8-kI9rQAAAAA%3AjaehFxLsYnM7xcbEPY2VIGWsy7-nbhw4NPXzggkKKXgjxC7D6wpvEKDkHkXj8OXboSacawx4w68q. 

Kiernan, L. C. (2018). Evaluating competence and confidence using simulation technology. Nursing, 48(10), 45–52. https://doi.org/10.1097/01.nurse.0000545022.36908.f3 

Oshvandi, K., Moghadam, A. S., 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, 9(4), 3014–3020.   https://doi.org/http://eprints.umsha.ac.ir/id/eprint/2304

Schneider, Brian Charles, "An Investigation of the Relationships Between and Among Disaster           Preparedness Knowledge, Perceived Use of Intuition, and Triage Decision Making of    Emergency Department Registered Nurses in Acute Care Hospitals Using Benner’s       Novice to Expert Theory" (2019). Seton Hall University Dissertations and Theses        (ETDs). 2667. https://scholarship.shu.edu/dissertations/2667

Thomas, C. M., & Kellgren, M. (2017). Benner’s Novice to Expert Model: An Application for Simulation Facilitators. Nursing Science Quarterly, 30(3), 227–234. https://doi.org/10.1177/0894318417708410