Summative Assessment

Critical Thinking Case Study 2

Ana Posada
University of Phoenix
NSG/416
Connie Houser
Date: 11-14-2022
 Summative Assessment
Critical Thinking Case Study 2

According to Brenner's five stages, the novice is defined as the person who has no

previous experience of the situation he or she must face. There are problems for differences

between the relevant and irrelevant aspects of a situation (Pujianto & Wulaningsih, 2021).

As a general rule, nursing students find themselves at this stage, although expert nurses in a

certain area could also find themselves when they have to face a situation that is unknown

to them. An example of this can be rooting nurses. They may demonstrate skills in one area

but those skills are unrelated to another room in which they may encounter difficulties.

Then, in the second stage, there is the Advanced Novice, in which he demonstrates an

acceptable command of the necessary skills, which is a reflection of having faced a

sufficient number of real cases as well as having been instructed by a tutor in relation to the

aspects that should be improved (Pujianto & Wulaningsih, 2021).

At this stage, the person can master essential aspects of certain cases through a

faithful follow-up of the standards and regulations, in addition to receiving the appropriate

guidance in relation to the tasks to be carried out. These limitations stand out in situations

where it requires a mastery of the patient's situation under a deeper approach, which is why

it focuses on the study of the clinical situation to demonstrate his capabilities and recognize

what the needs of a specific situation are.

Then, at the competent level, the nurse has a mastery of the patient's current

situation, and may also have a broad and precise approach to provide responses consistent

with planning (Yoneda, 2016). In this way, attention is focused on the organization of tasks

and time management. The fourth level is Efficient, which is characterized by being a
quantum leap with respect to the competent one in which the person is able to recognize the

most important aspects and has an intuitive mastery of the situation based on the previous

information known (Xueqiong & Jianing, 2022). Finally, there is the expert level, where

nurses intuitively perceive the situation and are able to determine the cause of the problem

without wasting time on alternative solutions and diagnosis.

Thanks to her extensive experience, an expert nurse is able to recognize patterns.

The nurse develops her professional practice with flexibility and efficiency; she no longer

needs rules, guidelines, or maxims to link her situational awareness to appropriate action.

She demonstrates a high degree of analysis and insight when faced with new situations and

is inclined to take a certain course of action because she "feels it is right". It should be

noted that for Benner, clinical knowledge with the accumulation of professional experience

becomes a mixture of practical and theoretical knowledge (Xueqiong & Jianing, 2022). Her

research shows that knowledge and skills built on a solid foundation are easier to learn.

This classification by him reinforces the idea of experienced nursing training,

because uncertainty arises in the early stages of patient care, in the first experience of death,

the observation of peers and other professionals. Additionally, these levels of training allow

Benner to place nurses in their own learning environment, allowing each one to learn their

strengths and weaknesses. The organizational competencies of the nursing professional

therefore consist of the diagnostic and monitoring function of the patient, in addition to the

effective management of rapidly changing situations (Mckenna, Pajnkihar & Murphy,

2014). Consequently, from admission, the patient must be diagnosed in relation to the

intensity, duration and frequency of contractions.

This assessment stage also determines the woman's weight, blood pressure,

temperature, and heart and respiratory rates, and urine and blood samples are taken for
analysis. The examination of the abdomen includes the estimation of the fetal size, its

position. As the results are obtained, the needs of the patient and the fetus (Carolan, Gurjeet

& Cheryl, 2012) can be determined. As the observation stage progresses, your behavior,

mood, and environment can provide the healthcare team with information about the

progress of labor. After the observation, the physical examination stage proceeds. Vaginal

exploration will determine the degree of dilation and retraction of the cervix, however,

multiple diagnoses are required to determine the needs and appropriate treatment for the

patient and the fetus. For these reasons, the nursing action begins from the moment the

patient is admitted, after anamnesis, the pregnant woman must be classified according to

the level of risk of Gestational Diabetes, and challenging complications may occur that, at

her beginner level, she could not handle adequately, thus increasing risks for both the

pregnant woman and the fetus.

 References

Carolan, M., Gurjeet, K. & Cheryl, S. (2012). Women’s experiences of factors that
facilitate or inhibit gestational diabetes self-management. Retrieved from:
https://bmcpregnancychildbirth.biomedcentral.com/articles/10.1186/1471-2393-12-
99

Mckenna, H., Pajnkihar, M., Murphy, F. (2014). Fundamentals of Nursing Models,

Theories and Practice. John Wiley & Sons, Ltd

Pujianto, T. I., & Wulaningsih, I. (2021). Nurses’ Role in Taking Care of Gestational
Diabetes Mellitus Patients: A Qualitative Study. Jurnal Ners, 16(2). 162-168.
doi:http://dx.doi.org/10.20473/jn.v16i2.29811

Xueqiong, R. & Jianing, J. (2022). Research on the Effect of Nursing Methods for
Gestational Diabetes Mellitus Based on Comprehensive Nursing Intervention.
Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9303124/

Yoneda, K. (2016). Development of Embodiment Care for Diabetic Patients Using

Benner’s Nursing Theory. Retrieved from:
https://www.researchgate.net/publication/315659932_Development_of_Embodimen
t_Care_for_Diabetic_Patients_Using_Benner's_Nursing_Theory