The 's Theory Of Skill Acquisition

Regrettably, the existence of nursing depends on the medical inadequacy of others. Unfortunately, nursing exists because people get hurt, cannot care for themselves, or need assistance with daily activities. Carol Taylor (2011), author of Fundamentals of Nursing: The Art and Science of Nursing Care, writes, “Nursing care involves any number of activities, from carrying out complicated technical procedures to something as seemingly as holding a hand” (p. 5). Taylor explains it is the duty of a nurse not only to learn the pertinent skills but also to bond with and comfort others. Nurses have to do and become many things: They must be stern when necessary, compassionate when needed, open minded

Patricia Benner, a well-known nursing theorist who published From Novice to Expert, theorizes how a nurse should progress through their career. Benner’s theory explains what stage of nursing one is in based on your education and the amount of time one has worked in a specific nursing field. She describes the five stages of the theory: novice, advanced beginner, competent, proficient, and expert. While this theory has its limitations, it is beneficial to the well-being of both the nurse and patient and that is proven by real world clinical practice.

The first pattern of knowing in nursing presented is the Empirics: the science of nursing. Carper (1978) described this empirical knowing as factual evidence and proven medical research or documentation used for patient treatment. This empirical knowledge is vastly related explanations and predictions from facts and things that have been proven. This author believes that most of this scientific evidence or knowledge stems from books and clinical experiences gained in healthcare facilities under the leadership of trained educators or licensed medical providers. This author believes this because as a nursing student, she will learn nursing techniques such as inserting foley catheters, and doing injections first by observing the nursing

In the article “What Do Nurses Really Do?”, Suzanne Gordon explores what nurses truly do. She concludes that nurses “save lives, prevent complications, prevent suffering, and save money” (Gordon 2006). Nurses provide care for their patients in the physical and emotional sense. Emotionally caring for a patient and being sensitive to his or her needs result from interacting with patients while performing the skills and using the knowledge that nurses learned in school. Nurses grow in their skills, knowledge, and attitudes through practice. Quality and safety education for nursing incorporates competencies that all nurses must use in their practice. These nursing competencies include evidence-based nursing practice, quality improvement, safety, teamwork and collaboration, patient-centered care, and informatics.

Hogston and Simpson (2002) describe this traditional task-orientated method of nursing care as contrary to the nursing process, compromising the concept of individualised patient centred care. Price (2006) supports this view, suggesting that patient-centred care requires the nurse to be flexible and not confined to set care pathways or task-orientated methods. I complied with functional nursing and completed tasks assigned to me which Higginson (2006) states many first year nursing students do as they are preoccupied with worries about their ability to perform nursing duties. However, through this I found that I did not engage completely with the patients which according to Squire (2001) would have built a good, therapeutic and interpersonal relationship with the patients. Reflecting using Benner (1984), in terms of starting to become a proficient and capable staff nurse, I was a novice. Rather (2007) states that novices are taught rules to help them perform, and although I was not taught these rules within my first placement I still adhered to them and reflecting back I would consider my practice as limited and inflexible due to these rules. Consequently I saw managerial skills such as time management, prioritising and delegation beyond my capabilities, Hill and Howlett (2005) state feeling incapable of managing patient care is normal for a first year student nurse.

A1. The nursing profession has evolved significantly over the decades. One of the factors that have greatly influenced these changes has been the involvement of nurses in the development of theories and data base needed to support the advancement of our profession. In the last half of the twentieth century, nurse researchers (1950s) and nurse theorists (1960s and 1970s) greatly contributed to the expanding body of nursing knowledge with their studies of nursing practice and the development of nursing models and theories (American Nurses Association, 2010, p. 16). Like in any other research activity, a special set of

Nursing was, for my sixteen year old self, taking care of the sick. Little did I know the complexities of that definition. Still, taking care of the sick was interesting enough to make nursing my major. I started practicing nursing years ago. However, I still struggle defining and explaining my profession to others. I usually start by differentiating nursing from medicine. Nurses see patients as humans rather than a disease that needs treatment (Zaccagnini & White, 2014, p. 15). However, as I advance my career, I must actively incorporate nursing theory into my practice. Nursing theory gives a foundation to understand patients and their health problems better. The use of nursing theory provides a framework to evaluate nurses’ interventions on a higher standard (Zaccagnini & White, 2014). Kenney described five steps to follow once the decision to include nursing theory has being made. This paper will explore the process of applying the Kenney’s five steps into my practice.

Patricia Benner is known as one of the most recognized theorist of our time. Patricia born in 1955 in Hampton, Virginia spent most of her childhood in California. It was there that she received her professional education. This paper will focus on her Novice to Expert theory using the Model of Skill Acquisition through defining concepts within her conceptual framework, identifying assumptions within her theory, discussing the significance of her theory as it relates to advanced practice nursing, and addressing how applicable her theory is to actual nursing practice.

Carper's Way of Knowing- In 1978, Barbara Carper, Professor of Nursing at Texas Woman's University, proposed patterns of healthcare knowing in a journal article in Advances in Nursing Science. Her rationale was that there needed to be a guide that would act as a developmental tool for nurses so that they could share their experience and enhance the goals of patient management, education, and further research (Carper, 1978). Like Jean Watson's Theory of Caring, many experts in the nursing field

This paper will discuss the functions of caring within the nursing practice, as well as my own personal views regarding caring. I will review the Benner model of Clinical Nursing and the Dreyfus Model of Skill Acquisition in relationship to my own personal skills. I will identify my competencies within each domain of the Benner Model. I will reflect upon my own personal nursing practice in terms of my strengths and weaknesses. Also included will be a discussion of my own professional goals, areas of improvement needed within my practice and solutions for how I can improve in order to help me achieve these personal goals.

The credibility of a profession is based upon its ability to create and apply theory. Nursing as a whole has not been at the forefront of theoretical research being much more practical or hands-on in nature. Unless nurses increase the value placed on research and the body of knowledge that establishes the legitimacy of their practice then nursing will remain in a subordinate position in the medical environment. Theorists anticipated that by conceptualizing models of nursing, practitioners would be able to become more autonomous in their clinical settings while increasing the visibility and authority of nursing as a discipline. It

Any nurse would admit that preparation to becoming a nurse is a difficult task. Mostly because the practice of nursing consists of many things to follow in order be a great nurse for the patient. To make the preparation less difficult for nurses or nurse to be, Ida Jean Orlando contributed to the Discipline of the Nursing Process to further prepare those in nursing. The Discipline of Nursing Process is a theoretical approach to nursing that follows a nurse-to-patient relationship that would improve the patient’s behavior to seek beneficence and autonomy of the patient (Orlando, 1972). This provides nurses or upcoming nurse the strategies to deal with real life circumstances in nursing and improves the skills of the nurse to improve a patient care. This piece will focus on the theorist, Ida Jean Orlando, the meaning of the nursing process and the reason for the nursing process, any discrepancies that may be associated with nursing such as medical procedures and professional nurses, studies associated with the use of the nursing process and how the nursing process influence personally.

Patricia Benner described the first stage as the novice nurse who is taught general rules to perform tasks without any, or very few, clinical experience. This rule-governed behavior is limited and inflexible (“From Novice to Expert”, 2013). Most nursing students are in the novice stage while they are completing their educational requirements (Cherry & Jacob, 2014). Although they have some exposure to clinical experience, it is limited and under the guidance of a nursing instructor rather than in a “real world” setting. According to Cherry & Jacob (2014), once the nursing student graduates, he or she will begin the progression into the advanced beginner stage (second stage). The advanced beginner nurse is able to make some judgment calls based on having experience in actual situations and performance is adequate. During this stage, the nurse begins to formulate principles to guide actions (“From Novice

By outlining the focus and boundaries of the discipline nursing is able to highlight areas of study that are significant to nursing education and practice, all of which can be traced back to the fundamental concepts. These central ideas feature as integral to nursing development and continue to demonstrate their influence by shaping the way nurses learn and do. The concepts of person, health, environment and nursing are all interrelated, as are the concepts put forward by Newman, Smith, Dexheimer-Pharris and Jones (2008), and can be identified as prominent in nursing studies and the development of nursing theories. The nursing theories based on these fundamental concepts serve as the building blocks for all nursing knowledge and as Smith and Parker (2010) explain “the primary purpose of nursing theories is to further the development and understanding of nursing practice” (p. 8). The structure of knowledge as described by Smith and Parker provides a clear example of how nursing metaparadigms have implications for all levels of nursing theory, education and research from the most abstract or global concepts to the more concrete

A weakness in my learning strategy is that I don’t study regularly. So, I cram up everything the day before a test or two days before a test. To tell you the truth I don’t even have a learning strategy. The topic I am going to choose to help my problem is minimizing distractions because, in my opinion, this is what makes me not study regularly. The “Success by Design” states that to not have distractions while studying one should look for a place where you won’t be distracted, a secluded place with a working environment. While studying one should turn off one’s cell phone and do not sit in a place where one is going to get to relax to work.