Benner's concepts regarding the performance characteristics and learning needs of nurses with varying levels of clinical competency can be incorporated into nursing education. Valid and reliable methods of identifying the developmental stage of nurses are important when developing and implementing teaching NOVICE TO EXPERT THEORY AND REFLECTIVE PRACTICE 19 and learning strategies (Haag-Heitman, 2008).However, she critiqued the concept of competency based testing by contrasting it with the complexity of proficiency and expert stages described in the Dreyfus Model of Skill Acquisition” and stated that “ Competency based testing seems limited to the less situational, less interactional areas of patient care where the behavior can be well defined and patient and nurse variations do not alter the performance criteria.
As a result of Benner’s application of the Dreyfus model, nursing educators have realized that learning needs at the early stages of clinical knowledge development are different from those required at later stages.
In Expertise of Nursing Practice, Benner Tanner and Chelsea (1996) emphasized the importance of learning the skills of involvement and caring through practical experiences, the articulation of knowledge and practice, and the use of narratives in undergraduate education. This work provides support to the thesis that it may be better to place a new graduate with a competent nurse preceptor who can explain nursing practice in ways that the beginner comprehends, rather than with the expert, whose intuitive knowledge may elude beginners who do not have experienced know how to grasp the situation. This work, led to the development of internship and orientation programs for newly graduated nurses and to clinical development for more experienced nurse.
In Clinical Wisdom in Critical Care, Benner Hopper-Kyriakidis, and Stannard (1999) urged greater attention to experiential learning and presented the work as a guide to teaching. They designed a highly interactive CD-ROM to accompany the book. Two major types of integrative strategies presented in 2011 edition are multiple examples of coaching situated learning and a thinking-in-action approach to integrating classroom with clinical teaching.
A national study of nursing education was designed to identify “signature pedagogies” that maximize the nurse’s ability to cope with the challenges of nursing that have developed during the 30 years since the last national study of nursing education. The authors recommend that nursed educators make four major shifts in their focus (1) from covering abstract knowledge to emphasizing teaching from particular situations; (2) from separations between clinical and classroom teaching to integration of these components: (3) from critical thinking to clinical reasoning; and (4) from emphasizing socialization and role-taking to professional identity formation. In addition, several nursing schools have used Benner’s philosophy of novice to expert skill acquisition to develop a structure for nursing curricula (Brykcznski, 2010b).
References:
Nursing Theorist and their Work, 8th Edition by Marth Raile Alligood, PhD, RN, ANEF, Copyright 2014 by Mosby, Page 132-33
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