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Theoretical Foundations in Nursing > Patricia Benner > Flashcards

Patricia Benner Flashcards

1
Q

This nursing theory proposes that expert nurses develop skills and understanding of patient care over time through a proper educational background as well as a multitude of experiences.

A

From Novice to Expert

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2
Q

Dr. Benner’s theory is not focused on how to be a nurse, rather on how _________________________

A

nurses acquire nursing knowledge — one could gain knowledge and skills (knowing how”), without ever learning the theory (“knowing that”).

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3
Q

She used the _______________________________ as a foundation for her work.

A

Dreyfus Model of Skill Acquisition

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4
Q

is a model based on observations of chess players

A

Dreyfus model

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5
Q

The Dreyfus model, described by brothers ____________________________________, is a model based on observations of chess players, Air Force pilots, army commanders and tank drivers.

A

Stuart and Huber Dreyfus

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6
Q

believed learning was experiential (learning through experience) as well as situation-based, and that a student
had to pass through five very distinct stages in learning, from novice to expert

A

Dreyfus brothers

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7
Q

She found when nurses engaged in various situations, and learned from them, they developed _________________________ with patients and family.

A

“skills of involvement”

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8
Q

Benner proposed that a nurse could gain knowledge and skills without actually learning a theory. She describes this as

A

a nurse “knowing how” without ““knowing that.”

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9
Q

The theory identifies five levels of nursing experience:

A

novice, advanced beginner. competent, proficient, and expert

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10
Q

is a beginner with no experience
they are told what to do and simply follow instructions.

A

novice

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11
Q

are taught general rule to help perform task, and their rule-governed behavior is limited and inflexible.

A

novice

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12
Q

they are told what to do and simply follow instructions

A

novice

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13
Q

shows acceptable performance, and has gained prior
experience in actual nursing situations.

A

advanced beginner

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14
Q

This helps the nurse recognize recurring meaningful components so that principles, based on those experiences, begin to formulate in order to guide actions.

A

advanced beginner

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15
Q

generally has two or three years’ experience on the job in the same field. For example, two or three years in intensive care. The experience may also be similar day-to-day situations.

A

competent nurse/competent

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16
Q

perceives and understands situations as whole parts. He or she has a more holistic understanding of nursing, which improves decision-making.

A

proficient nurse/proficient

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17
Q

These nurses learn from experiences what to expect in certain situations, as well as how to modify plans as needed.

A

proficient nurse/proficient

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18
Q

no longer rely on principles, rules, or guidelines to connect situations and dtermine actions

A

expert nurses/expert

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19
Q

they have a deeper background of experience and an intuitive grasp of clinical situations

A

expert nurses/expert

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20
Q

Their performances are fluid, flexible, and highly proficient.

A

expert nurses/expert

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21
Q

changed the understanding of what it means to be an expert in the nursing filed. This moves the label from a nurse with the highest pay or the most prestigious title to the nurse who provided the best care to his or her patients.

A

Benner’s Theory of From Novice to Expert

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22
Q

Benner acknowledges that her thinking in nursing was influenced greatly by

A

Virginia Henderson

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23
Q

Benner studies clinical nursing practince in an attempt to

A

discover and describe the knowledge embedded in nursing practice

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24
Q

describing, illustrating, and giving language to taken-for-granted areas of practical wisdom, skilled know-how, and notions of good practice

A

articulation research

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25
Q

Patricia Benner argues that

A

knowledge accrues over time in a practice discipline and is developed through experiential learning, situated thinking, and reflection on practice in particular practice situations

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26
Q

One of the first philosophical distinctions that Benner made was the

A

difference between practical and theoretical knowledge

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27
Q

“knowing how” means

A

a practical knowledge that may elude precise abstract formulations

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28
Q

“knowing that” means

A

which lends itself to theoretical explanations

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29
Q

is the disruption of meanings

A

stress

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30
Q

is what the person does about the disruption

A

coping

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31
Q

Generall, this level applies to the students of nursing

A

Novice

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32
Q

the person can generally demonstrate an acceptable performance

A

advanced beginner

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33
Q

has enough experience to grasp aspects of the situation

A

advanced beginner

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34
Q

nurses functioning at this level are guided by rules and oriented by task completion

A

advanced beginner

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35
Q

most newly graduated nurses are at this level

A

advanced beginner

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36
Q

conscious and deliberate planning that determines which aspects of current and future situations are important and which can be ignored

A

competent

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37
Q

are important in competent performance

A

consistency, predictability and time management

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38
Q

is most pivotal in clinical nursing

A

competent stage

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39
Q

the performer percieves the situation as a whole (the total picture) rather than in terms of aspects and the performance is guided by maxims

A

proficient

40
Q

has a intuitive grasp of the situation based on background undestanding

A

proficient

41
Q

nurses at this level demonstrate a new ability to see changing relevance in a situation

A

proficient

42
Q

there is much more involvement with the patient and family

A

proficient stage

43
Q

is a transition into expertise

A

proficient stage

44
Q

when the expert performer no longer relies on analytical principle (rule, guideline, maxim) to connect an understanding of the situation to an appropriate action

A

expert

45
Q

having ang intuitive grasp of the situation and as being able to identify the region of the problem without losing time considering a range of alternative diagnoses, and solutions

A

expert

46
Q

key aspects of expert practice include the following

A
  • demonstrating a clinical grasp and resource-based practice
  • possessing embodies know-how
  • seeing the big picture
  • seeing the unexpected
47
Q

has the ability to rcognize patterns on the basis of deep experiential background

A

expert

48
Q

the recurring meaningful situational components recognized and understood in context because the nurse has previous experiences

A

aspects

49
Q

are measurable properties of a situation that can be explained without previous experience in the situation

A

attributes

50
Q

an interpretively defined area of skilled performance indentified and described by its intent, functions and meanings

A

competency

51
Q

an area of practice having a number of competencies with similar intents, functions and meanings

A

domain

52
Q

an example of a clinical situation that conveys one or more intents, meanings, functions, or outcomes easily translated to other clinical situations

A

exemplar

53
Q

an active process of refining and changing preconcieved theories, notions, and ideas when confronted with actual situations

A

experience

54
Q

it implies there is dialogue between what is found in practice and what is expected

A

experience

55
Q

a cryptic description of skilled performance taht requires a certain level of experience to recognize the implications of the instructions

A

maxim

56
Q

is a clinical experience that stands out and alters the way the nurse will percieve and understand future clinical situations

A

paradigm case

57
Q

creates new clinical understanding and open new clinical perspectives and alternatives

A

paradigm case

58
Q

describes a perceptual stance or embodied knowledge whereby aspects of a situation stand out as more or less important

A

salience

59
Q

is good conduct born out of an individualized relationship with the patient

A

ethical comportment

60
Q

it envolves engagement in particular situation and entails a sense of membership in the relevant professional group

A

ethical comportment

61
Q

it is socially embedded, lived, and embodied in practices, ways of being, and responses to a clinical situation that promote the well-being of the patient

A

ethical comportment

62
Q

means “interpretative”

A

Hermeneutics

63
Q

the term derives from biblical and judicial exegesis

A

Hermeneutics

64
Q

describing and studying “meaningful human phenomena in a careful and detailed manner as free as possible from prior theoretical assumptions, based instead on practical understanding”

A

Hermeneutics

65
Q

address the development of senses, esthetics, perceptual activities, relational skills, knowledge and dispositions that take place as students nurses from professional identity

A

formation

66
Q

was identified as the signature pedagogy in nursing from the Educating Nurses study

A

Situated Coaching

67
Q

the teacher describes his or her understanding of the situation for students, including what is percieved as most relevant and salient

A

situated coaching

68
Q

enables students to learn to make qualitative distinctions and recognize trends and changes in the patient’s responses

A

situated coaching

69
Q

it was an interpretive, desciptive study that led to the use of Dreyfus’ five levels of competency to describe skill acquisition in clinical nursing practice

A

From Novice to Expert

70
Q

Benner proposed seven domains of nursing practice which are as follows:

A
  1. the helping role
  2. the teaching-coaching function
  3. the diagnostic and patient-monitoring function
  4. effective management of rapidly changing situations
  5. administering and monitoring therapeutic interventions and regimens
  6. monitoring and ensuring the quality of health care practices
  7. organizational and work-role competencies
71
Q

includes competencies related to establishing a healing relationship, prviding comfort measures, and inviting active patient participation and control in care

A

the helping role domain

72
Q

includes timing, readying patients for learning, motivating, change, assisting with lifestyle alterations, and negotiating agreement on goals

A

the teaching-coaching function domain

73
Q

competencies in ongoing assessment and anticipation of outcomes

A

the diagnostic and patient-monitoring function domain

74
Q

the ability to contingently match demands with resources and to assess and manage care during crisis situations

A

effective management of rapidly changing situations domain

75
Q

competencies related to preventing complications during drug therapy, wound management and hospitalization

A

administering and monitoring therapeutic interventions and regimens domain

76
Q

competencies with regard to maintenance of safety, continuous quality improvement, collaboration and consultation with physicians, self-evaluation, a management of technology

A

monitoring and ensuring the quality of health care practices domain

77
Q

includes competencies in priority setting, team building, coordinating, and providing for contuinity

A

organizational and work-role competencies domain

78
Q

aspects of practical knowledge:

A

qualitative distinctions
maxims
assumptions, expectations and sets
common meanings
paradigm cases
exemplars
unplanned practices

79
Q

three areas that underlie all intelligent behavior

A
  1. the role of the body in organizing and unifying our experience of objects
  2. the role of situation in providing a background against which behavior can be orderly without being rule-like
  3. the role of human purposes and needs in organizing the situation so that objects are recognized as relevant and accessible
80
Q
A
81
Q

According to Benner, clinical nursing requires

A

theoretical knowledge and practical knowledge

82
Q

theoretical knowledge can be acquired in

A

an abstract fashion through reading, observing or discussing

83
Q

practical knowledge requires

A

experience in a situation because it is contextual and transactional

84
Q

perceptual, recognitional clinical judgement that refers to accurate detection of minute alterations that cannot be qualified and that are often context dependent

A

qualitative distinctions

85
Q

knowledge from past experience that helps orient and provide a frame of reference for anticipatory guidance along typical trajectory

A

assumptions, expectations and sets

86
Q

are often taken for granted, tacit beliefs that something is true

A

assumptions

87
Q

are notions that something can be reasonably anticipated following a certain scenario

A

expectations

88
Q

are inclination or tendencies to respond to anticipated situations

A

sets

89
Q

shared, taken for granted, background knowledge of a cultural group that is transmitted in implicit ways

A

common meanings

90
Q

clinical experiences that stand out in one’s memory as having made a significant impact on the nurse’s future practice and profoundly alter perceptions and future understanding

A

paradigm cases

91
Q

robust clinical examples that convey more than one intent, meaning, or outcome and can be readily translated to other clinical situations that may be quite different.

A

exemplars

92
Q

knowledge that develops as the practice of nursing expands into new areas

A

unplanned practices

93
Q

aspects of clinical judgment definition and skill comportment

A

reasoning in transition
skilled know-how
response-based practice
agency
perceptual acuity and involvement
links between clinical and ethical reasoning

94
Q

Benner describes Nursing as

A

a caring relationship, an “enabling condition of connection and concern”

95
Q

four major aspects of understanding that the person must deal with

A

the role of the situation
the role of the body
the role of personal concerns
the role of temporality

Theoretical Foundations in Nursing (8 decks)

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