FHS1 2021 - St.

Therese of Lisieux
Midterm Learning Resources

WEEK 6 - Level of Proficiency and Roles and Responsibilities of the Professional Practitioner
 

Fantastic Day future health professionals! For this week we are about to discuss Benner’s Five Stages of Proficiency and Roles and Responsibilities of the
professional practitioner which will play a central and critical role in improving access and quality health care. Furthermore, this will guide you in the
development of professional competencies through continuing education to ensure you are equipped to provide the best care possible.

PATRICIA BENNER Novice-Expert Model

     Patricia Benner’s research and theory work provides the profession of nursing with what we now know as the Novice to Expert model, also
known as Benner’s Stages of Clinical Competence.
     Benner’s work as applied to the nursing profession is adapted from the Dreyfus Model of Skill Acquisition.

  

  

Skill Acquisition
    “The utility of the concept of skill acquisition lies in helping the teacher understand how to assist the learner in advancing to the next
level”  - (McClure, 2005)

    Benner categorized nursing into 5 levels of capabilities: novice, advanced beginner, competent, proficient, and expert.
    Her research was aimed at discovering if there were distinguishable, characteristic differences in the novice’s and expert’s descriptions of the
same clinical incident.

Novice

     The person has no background experience of the situation in which he or she is involved.

     There is difficulty discerning between relevant and irrelevant aspects of the situation.

     These inexperienced function at the level of instruction from school.  They are unable to leap the classroom lecture to individual patients.  Often,
they apply rules learned in school to all patients and are unable  to discern individual patient needs. These are usually new graduates or those
who return to the workplace after a long absence and are re-educated in refresher programs.

Advanced Beginner

    The advanced beginner stage in the Dreyfus the model develops when the person can demonstrate marginally acceptable performance having
coped with enough real situations to note, or to have pointed out by mentor, the recurring meaningful components of the situation.
    Still requires a mentor or experience to assist with defining situations, setting priorities, and to integrate practical knowledge.
Competent

      After two to three years in the same area of healthcare the provider moves into the Competent Stage of skill acquisition.

     The competent stage is the most pivotal in clinical learning because the learner must begin to recognize patterns and determine which elements
of the situation warrant attention and which can be ignored.
      The competent healthcare devises new rules and reasoning procedures for a plan while applying learned rules for action based on the relevant
facts of that situation. 

Proficient

      After three to five years: at this level demonstrate a new ability to see changes relevance in a situation including the recognition and the
implementation of skilled responses to the situation as is it evolves.

Expert

    The expert performer no longer relies on an analytic principle (rule, guideline, maxim) to connect her or his understanding of the situation to
appropriate action.
     The expert operates from a deep understanding of the total situation.

Roles and Responsibilities of the Professional Practitioner

 

The roles and responsibilities of professional medical practitioners:

    ensure that patients have access to the right healthcare at all times;
    provide medical assistance as well as psychological help to the patients;
    have an idea of the principled issues that are encountered while dealing with disabled adults;
    understanding of the rights of the patient and the responsibility of the medical practitioner in society to ensure that ethics are not bleached.

Definition of an Educator & Roles

1. The primary source of knowledge and learning

2. The primary catalyst for the learning process
3. A role model of students
4. An active facilitator, who demonstrates and teaches patient care to students in the classroom and clinical settings
5. A source of health care information and patient care to clients of care, and; Is diligent; keeps abreast of developments in his or her field through
continuing education, reading of nursing journals, and active participation in workshops and seminars.

Functions of a Health Educator

     Practitioner professionally prepared in the field of health education, who demonstrates competence in both theory and practice and accepts
responsibility in advancing the aims of the health education process.

A health educator performs the following:

1. Collaborates with health specialists and civic groups in assessing community health needs and availability of resources and services and in
developing goals for meeting the health needs of clients.
2. Designs and conducts evaluation and diagnostic studies to assess the quality and performance of health education programs.
3. Develops and implements health education and promotion programs such as training, workshops, conferences, and school or community projects.
4. Develops operational plans and policies necessary to achieve health education objectives and services.
5. Develops, conducts, or coordinates health needs assessments and other public health surveys.

Functions of a Health Educator…

1. Prepares and distributes health education materials, such as reports, bulletins, and visual aids like films, videotapes, photographs, and posters.
2. Provides guidance to agencies and organizations in the assessment of health educationneeds and the development and delivery of health education
programs.
3. Provides program information to the public by preparing and issuing press releases, conducting media campaigns, and or maintaining program-
related websites.
4. Promotes and maintains a cooperative working relationship with agencies and organizations interested in public health care.
5. Promotes and maintains health education libraries to provide resources for staff and  community agencies.
6. Develops, prepares, and coordinates grant applications and grant-related activities to obtain funding for health education programs and related
work.
7. Documents activities, record information such as the number of programs completed,  nursing actions implemented, and individuals assisted.
8. Maintains databases, mailing lists, telephone networks, and other information to facilitate the functioning of health education programs

Patient Teaching Defined

    Patient teaching is the process of influencing patient behavior and producing changes in knowledge, attitudes, and skills necessary in maintaining
or improving health.
     It is a holistic process with the goal of changing or affirming patient’s behavior to benefit health status. 
    Refers to only one component of the patient education process which is giving the patient healthcare information.
    Patient teaching is more than imparting information. The skilled nurse educator assists the patient in interpreting, integrating, and applying the
information given.
    It ends with an evaluation of patient learning.
    A process that occurs over time, requiring an ongoing assessment of the patient’s knowledge, attitudes, and skills. Patient readiness or motivation
to change behaviors and the obstacles that the patient faces to create behavioral change are important factors to consider.

Purposes of Patient Teaching

1. Increase client’s awareness and knowledge of their health status

2. Increase client satisfaction
3. Improve the quality of life
4. Ensure continuity of care
5. Decrease patient anxiety
6. Increase self-reliant behavior
7. Reduce effectively the incidence of complications of illness
8. Promote adherence to health care treatment plans                                                      
9. Maximize independence in the performance of activities of daily living
10. Energize and empower consumers to become actively involved in the planning of their care
Professional Standards

     are a set of practices, ethics, and behaviors that members of a particular professional group must adhere to.
    these sets of standards are frequently agreed to by a governing body that represents the interests of the group.

 Examples of professional standards include:

    Accountability – takes responsibility for their actions

    Confidentiality – keeps all sensitive information private and away from those who shouldn’t have access to it
    Fiduciary duty – places the needs of clients before their own
     Honesty – always being truthful   
     Integrity – having strong moral principles
     Law-abiding – follows all governing laws in the jurisdictions they perform activities
     Loyalty – remain committed to their profession
     Objectivity – not swayed or influenced by biases
   Transparency – revealing all relevant information and not concealing anything

GENERALIZATION

Patricia Brenners Model provided us with our level of professionalism on how we develop and transition as a health care provider. It gives us an idea of the
changes that could happen across time by the things we have learned and the skills we have acquired. It is also important to know the roles and
responsibilities of a professional medical practitioner for us to ensure that patients have access to the right healthcare at all times; provide medical assistance
as well as psychological help to the patients; have an idea of the principled issues that are encountered while dealing with disabled adults, and understanding
of the rights of the patient and the responsibility of the medical practitioner in the society to ensure that ethics are not bleached.

Please accomplish the students’ feedback form for Week 6 learning content and assessment. Click the link below.

https://forms.gle/n88jH7yVXhNPf5mC7

“For there will never cease to be poor in the land. Therefore I command you, ‘You shall open wide
your hand to your brother, to the needy and to the poor, in your land’. - Dueteronomy 15:11
REFERENCES

Textbook
 th
Kozier, B. et. al., Fundamentals of Nursing (7  Edition) Jurong, Singapore, Pearson Prentice Hall., 2004

Online References

Davis, A & Maisano, P. Patricia Benner: Novice to Expert – A Concept Whose Time Has Come (Again). Retrieved
from  https://www.nursingald.com/articles/16408-patricia-benner-novice-to-expert-a-concept-whose-time-has-come-
again#:~:text=The%20five%20stages%20of%20proficiency,with%20the%20situation%20at%20hand.

Ozdemir, N.(2019). The Development of Nurses’ Individualized Care Perceptions and Practices: Benner's Novice to Expert Model Perspective. Retrieved
from https://www.internationaljournalofcaringsciences.org/docs/81_ozdemir_special_12_2.pdf