Summarized Analysis Of Articles On Patricia Benner's Nursing
Summarized Analysis of Articles on Patricia Benner’s Nursing Theory
In this assignment, the focus is on exploring Patricia Benner’s nursing theory by beginning with a brief overview of her background, followed by comprehensive summaries of two scholarly articles related to her conceptual framework. The articles selected for this purpose are "Patricia Benner: Novice to Expert -- A Concept Whose Time Has Come (Again)" by Davis and Maisano (2016), and "Using the Benner intuitive-humanistic decision-making model in action: A case study" by Blum (2010). Each summary, approximately one page in length, distills the core ideas, contextual relevance, and practical implications of each article. The goal is to understand how Benner’s theory informs clinical practice, decision-making, and nursing education, with particular emphasis on its evolution and application in contemporary healthcare settings.
Paper For Above instruction
Patricia Benner: Novice to Expert -- A Concept Whose Time Has Come (Again) by Davis & Maisano (2016)
This article critically examines Patricia Benner’s seminal theory of skill acquisition in nursing, emphasizing its enduring significance in nursing practice and education. Davis and Maisano (2016) revisit Benner’s framework, which delineates five stages of clinical expertise: novice, advanced beginner, competent, proficient, and expert. The authors argue that Benner’s model remains highly relevant, especially in the context of evolving healthcare environments that demand nuanced clinical judgment and adaptive expertise. The article elaborates on the historical development of Benner’s theory, noting that her work extends rooted in Patricia Benner’s background in nursing education and her collaboration with Paul Dreyfus in developing the Dreyfus model of skill acquisition. The authors discuss how the model has been adopted across various nursing disciplines to enhance competency development and improve patient care outcomes. They also highlight the renewed interest in the theory during recent healthcare reforms and technological advances, which necessitate ongoing professional growth and mastery. Overall, the article underscores that Benner’s concept of moving from novice to expert has become a vital tool for nurse educators and practitioners aiming to foster clinical expertise and improve practice standards.
Using the Benner intuitive-humanistic decision-making model in action: A case study by Blum (2010)
Blum’s (2010) article provides a practical case study illustrating the application of Patricia Benner’s intuitive-humanistic decision-making model within a clinical nursing scenario. The study demonstrates how nurses transition through Benner’s stages of proficiency to reach a level of expertise where intuitive and humanistic judgment plays a pivotal role. The case involves a nurse managing a complex patient situation, requiring rapid decision-making that integrates both technical skills and holistic understanding of the patient’s needs. Blum emphasizes the importance of the intuitive-humanistic decision-making process, which is characteristic of proficient and expert nurses, emphasizing pattern recognition, ethical considerations, and empathy. The case study highlights how nurses, particularly those at the proficient or expert level, rely on experiential knowledge and intuitive insight to inform their actions in real-time, often without conscious deliberation. The article also discusses implications for nursing education, advocating for experiential learning opportunities that foster intuition and humanistic understanding. Ultimately, Blum’s work illustrates that Benner’s model is not only theoretical but also highly applicable, guiding nurses to make more nuanced, compassionate decisions in complex clinical environments.
References
- Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to Expert -- A Concept Whose Time Has Come (Again). Oklahoma Nurse, 61(3), 13-15.
- Blum, C. A. (2010). Using the benner intuitive-humanistic decision-making model in action: A case study. Nurse Education in Practice, 10(5), 303-7. doi:10.1016/j.nepr.2010.02.002