Theoritical framework: Benner's model novice to expert

THEORETICAL FRAMEWORK: BENNER’S MODEL NOVICE TO EXPERT
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Professional development and advancement models are frequently used frameworks for recognizing clinical expertise of nurses who provide direct patient care. Unlike the earlier clinical ladder models, Patricia Benner (1984) developed a model that included the elements of reflective practice, leadership and continued learning. My choice of Benner’s model is prompted by the fact that it illustrates practical formation of skilled competence in students by offering actual life context in which to practice. Benner developed this model in a Patient Care environment, as such it is fittingly appropriate as a guideline in training nursing students since it emphasizes the gain of knowledge and skills (“know-how”) without ever learning the theory (“knowing that”) through a sound educational base. Thus, Benner’s framework fits the environment of training new and practicing nurses.
Benner (1984) applied Dreyfus Model of Skill Acquisition to nursing to develop her novice -to-expert model, which has five levels of competence: Novice, advanced beginner, competent, proficient and expert. According to Benner, novice has no experience at all in the nursing field; they are, therefore, rigid on the rules. They have very little situational perception and have no discretionary judgment of circumstances. The novices always need close supervision since they cannot connect ‘textbook’ knowledge with practice. Advance beginner, always see actions as a series of steps. Their situational perception is still limited, and they need supervision in order to prioritize as they operate on general guidelines.
The competent nurse has developed mastery and capability to cope with and administer over contingencies of practice. He/she has good working and background knowledge of the area of practice, thus, tends to be conscious, delib...