NCM Reporting Flow

[Cajigas]
- Hello Good Afternoon to Everyone, So we’re the Group 4 Assigned to Present Dr. Patricia Benner’s
Biography, Theory and Her 4 Metaparadigms.

She proposed that one could gain knowledge and skills without ever learning the theory
She further explains that the development of knowledge in applied disciplines such as medicine and nursing
is composed of the extension of practical knowledge through research and the characterization and
understanding of clinical experience.
So Let’s Proceed on Dr. Patricia Benner’s Biography.

Dr. Benner is a Nursing Theorist, Academic, Author and also a Professor in UCSF.

Dr. Benner earned her Bachelor of Arts degree in nursing from Pasadena College in 1964. She went on to
earn a Master of Science in Medical-Surgical Nursing from the University of California at San Francisco in
1970, and a Ph.D. from the University of California at Berkeley in 1982

(READ THE RIGHT SIDE OF THE PPT ON SLIDE NO. 5)

In the late 1960s, Benner worked in the nursing field. This included working as a Head Nurse of the Coronary
Care Unit at the Kansas City General Hospital and an Intensive Care Staff Nurse at the Stanford University
Hospital and Medical Center. From 1970 until 1975, she was a Research Associate at the University of
California at San Francisco School of Nursing. Where She Published Her Novice to Expert Theory‟ in 1982

[Phil]
Now Speaking of Theory we will now talk about Dr. Patricia Benner’s Theory “The Novice to Expert Theory”
According to Dr. Patricia Benner's theory, nurses are recommended to follow a structured progression
consisting of five distinct stages in their journey of skill acquisition and professional development.

These five levels of nursing experience, as explained by Dr. Benner, are Categorized as follows: Novice,
Advanced Beginner, Competent, Proficient, and Expert. This framework serves as a valuable guide to
understanding the ongoing evolution of nursing expertise, providing a comprehensive perspective on how
nurses develop in their clinical practice from Being a novice to Expert.

Now Let’s Start of with Novice

From the Word ‘’Novice’’ which also stands for “inexperienced person”
So Novice talks about
- Novices are beginners with little to no experience. They follow rules and guidelines rigidly and lack
the ability to prioritize or differentiate between significant and less significant aspects of care.
They are Taught general rules to help perform tasks

Rules that are: context-free, independent of specific cases, and applied universally
For Ex. “Tell me what I need to do and I‟ll do it.”

Next is Advanced Beginner

 - Advanced beginners have gained some experience and can recognize important and recurring
component in a situation. Advanced Beginner Demonstrates acceptable performance,
- Has gained prior experience in actual situations to recognize recurring meaningful components
Principles, based on experiences,
- They began to develop principles to guide their actions.

[Adam]
Next we have, Competent
- Competent nurses have more experience and can now prioritize and make clinical judgments.
More Typically a nurse with 2-3 years experience on the job in the same area or in similar day-to-
day situations, They are More aware of long-term goals.
- They Gain perspective from planning own actions based on conscious, abstract, and analytical
thinking and helps to achieve greater efficiency and organization
Ex. They rely on their own previous experiences to guide their actions.

4th Level is Proficient

- Proficient nurses have developed a holistic understanding of patient care, improves decision-
making and Learns from experiences in what to expect in certain situations and how to modify
plans. It Perceives and understands situations as whole parts.
- They can see the big picture and anticipate potential problems.

Lastly Expert
- It is where He/She No longer relies on principles, rules, or guidelines to connect situations and
determine actions, Experts have vast experience and can make decisions intuitively. Much more
like a background of experience.
- They rely on an intuitive grasp of the situation and can respond rapidly.

These stages represent a shift from depending on theoretical principles in the past to using practical
experiences as examples, resulting in a change in how situations are seen as a whole, with some parts being
important. This theory has had a significant impact on nursing education and practice by highlighting the value
of experience and expertise in providing excellent patient care. It acknowledges that nurses' abilities and
decision-making improve as they gain more experience and encounter different clinical situations.

And now Let’s move on to Metaparadigms.

[Xyte]
Again what are the 4 Metaparadigms? (Recite with Audience)

The metaparadigm in nursing focuses on taking care of the whole person and combines human values with
scientific knowledge. Nurses learn how to do things by practising and working with experienced mentors. As
they gain more experience, they also learn why they do things in certain ways. This approach is becoming
more important in nursing because it connects with the entire field of nursing. Nurses learn from both school
and watching others, which helps them improve and grow in their roles.

Nursing
Patricia Benner defined nursing as a deeply caring and emotionally involved profession. She believed
that nursing is all about understanding and caring for people's experiences of health, illness, and disease, as
 well as the connections between them. In her view, nursing is not just a job but a meaningful and
compassionate relationship between the nurse and the client.

Person
Benner stated that a “self-interpreting being, that is, the person does not come into the world
predefined but gets defined in the course of living a life. A person also has an effortless and non-
reflective understanding of the self in the world. The person is viewed as a participant in common
meanings.”

there are also the 4 Components of Person Which are:

- The role of situation
- The role of the body
- The role of personal concerns
- And the role temporarily

[Nicole]
Health
Patricia Benner studies how people feel when they are healthy or sick. She says health can be
measured, but feeling well is a personal experience of being healthy. She thinks feeling well and being sick
are different ways of living. To her, health isn't just not being sick; it's also feeling whole in body and mind.
She also says you can have a disease without feeling sick because being sick is how a person feels when
something is wrong, while a disease is a physical problem you can see. Benner's approach reminds us to
think about how people feel when we look at their health.

Environment
Patricia Benner chose to use the word "situation" instead of "environment" because "situation" implies
a social context with social significance. She employed terms from phenomenology, specifically "being
situated" and "situated meaning," which are determined by a person's active engagement, interpretation, and
understanding of the circumstances or context they find themselves in.

In simpler terms, instead of saying "environment," Benner preferred to say "situation" because it better
captures the idea that the surroundings people are in have social and meaningful aspects. She also used
terms like "being situated" and "situated meaning" to highlight that a person's understanding of their situation
is shaped by how they interact with it and what it means to them.

To Sum Things Up:

Dr. Patricia Benner is a renowned nursing theorist known for her work on the "Novice to Expert" theory, which
has had a significant impact on the field of nursing education and practice. Her theory focuses on the
development of nursing expertise and the acquisition of clinical competence over time.

Overall, Dr. Patricia Benner's theory highlights the importance of experiential learning in nursing and suggests
that expertise is acquired over time through a combination of education, practice, and reflection. Her work has
influenced nursing education and practice by emphasizing the significance of real-world experience and the
development of clinical competence.