GROUP 3 PROJECT 13
Group 3 Project: Patricia Benner – From Novice to Expert
Jenna Cook
Roshani Patel
Sherley Thervil
Brandie Turner
Running Head: GROUP 3 PROJECT 1
Lissette Valcarcel
Novice to Expert Outline of PowerPoint Presentation
1) TITLE PAGE
a) From Novice to Expert – Skills Acquisition Model
b) Jenna Cook, Roshani Patel, Sherley Thervil, Brandie Turner, Lissette Valcarcel
2) BACKGROUND ON PATRICIA BENNER
a) Self-Portrait
b) Birth place
c) Educational Background
3) BACKGROUND ON PATRICIA BENNER CONTINUED
a) Professional Appointments
b) Career Positions
4) BACKGROUND ON PATRICIA BENNER CONTINUED
a) Awards
b) Recognitions
5) FRAMEWORK OF NOVICE TO EXPERT THEORY
a) Overview
b) Framework Development
6) FOUR METAPARADIGMS
a) Person
i) Definitions
b) Environment
GROUP 3 PROJECT 2
ii) Definitions
c) Health
iii) Definitions
d) Nursing
iv) Definitions
7) ADDITIONAL CONCEPT
a) Skills Acquisition Model
i) Novice to Expert Graph
ii) Stage 1 – Novice
iii) Stage 2 – Advanced Beginner
iv) Stage 3 – Competent
v) Stage 4 – Proficient
vi) Stage 5 – Expert
8) ADDITIONAL CONCEPT
a) Seven Domains
b) List of Seven Domains
9) THEORETICAL ASSUMPTIONS AND PROPOSITIONS
10) STRENGTHS OF THE MODEL & WEAKNESSES OF THE MODEL
a) Strengths
b) Weaknesses
11) IMPLICATIONS IN NURSING PRACTICE
GROUP 3 PROJECT 3
12) IMPLICATIONS IN NURSING EDUCATION
13) IMPLICATIONS IN NURSING RESEARCH
14) APPLICATIONS IN NURSING PRACTICE
15) CONCLUSION
16) REFERENCES
17) REFERENCES
GROUP 3 PROJECT 4
Article #1: Cook, C. (2016). A TOOLKIT FOR CLINICAL EDUCATORS TO FOSTER LEARNERS’ CLINICAL REASONING AND SKILLS ACQUISITION. Nursing Praxis in New Zealand, 32(1), 28-37. Retrieved from https://search-proquest-com.southuniversity.libproxy.edmc.edu/docview/1817528441?accountid=87314
Summary by Brandie Turner:
The basis of the article is to discuss the characteristics of the expert nurse when given the circumstances of becoming the educator. The expert nurse often makes decisions and provides care to patients using pure intuition. Intuition cannot be taught or studied. When the expert nurse becomes a preceptor it is important for the preceptor to take on a novice approach to teaching to ensure full learning opportunity to the preceptee. The importance of the novice nurse to be able to work alongside of the expert nurse is a valuable learning experience. (Cook, 2016)
The article offers several options to assist in the education layout for the preceptor following Benner’s novice to expert model. The Model of Practical Skill Performance (MPSP) has five components: central to learning, content knowledge, substance, sequence and accuracy (Cook, 2016). The MPSP focuses on the role that the educator plays when preceptorship is in effect and how the novice nurse learns better when there is a caring component and the preceptor values the responsibility (Cook, 2016).
GROUP 3 PROJECT 5
The 4A model focuses on a series of questions; “Have you undertaken this procedure before?” “Tell me what you already know about…” “What went well?” “What was challenging last time you…?” The 4A model helps the novice nurse focus on their clinical skill and reflection of the knowledge from which the skill is drawn (Cook, 2016). Another model for the preceptor to follow is the Five Minute Preceptor (5MP) (Cook, 2016). The 5MP involves three steps. Step one is to have the student take a stand and know what is going on with the patient and the care that is being provided (Cook, 2016). Step two is to probe the student for answers this allows the preceptor to learn the students’ knowledge and the gaps that may be present (Cook, 2016). Step three is where the preceptor enables the student to apply their knowledge to their skill (Cook, 2016).
Article #2: Oshvandi, K., Moghadam, A.S., Khatiban, M., Cheraghi, F., Borzu, R., and Moradi, Y. (2016). On the application of novice to expert theory in nursing: A systematic review. Journal of Chemical and Pharmaceutical Sciences, 9(4), 3014-3020.
Summary by Roshani Patel:
The conceptual framework used in this study is Benner’s Novice to Expert Theory which used a variety of databases to find relevant studies that included the keywords ‘from novice to expert’ and ‘Benner’s theory’. The authors explain that the purpose of the study is to address the application of Benner’s novice to expert theory in nursing career. Benner, as a nursing theorist emphasizes on experience and the knowledge gained through experience (Oshvandi et al, 2016).
Benner explains expertise as a road with five sections which should be passed through by a practitioner to become clinically skilled and these sections are as follows (1) novice, (2) advanced beginner, (3) competent (4) proficient, (5) expert. The authors in this study aimed at examining the theory by explaining four scopes of nursing – education, practice, research, and management.
From the 988 articles gathered, all articles were assessed qualitatively and from those, eleven deemed relevant to the subject of the study. The articles were assessed using the STROBE Statement. To assess the representational quality of results in an observational study, ten outstanding researches from various countries such as Netherlands, Switzerland, Germany, England, Denmark, and United States of America developed a checklist composed of 22 main issues which would be taken into account to assess the quality of the journal article. This check is known as STROBE statement (Oshvandi et al, 2016). Poorolajal (2009) outlines the three main categories of observational studies have been considered by STROBE statement: cohort studies, case-control studies, and cross-sectional studies.
This study used all 22 items of the checklist to assess the quality of the articles and the results were categorized into four subsections and in each subsection the authors addressed the application of the novice to expert theory. The four subsections include application of the theory in: (1) nursing practice, (2) nursing education, (3) nursing research, (4) nursing management (Oshvandi et al, 2016).
The study noted that simulators are very useful training tools which can be employed in the novice and advanced novice steps for providing nursing with required skills. Neil (2009) adds that according to Benner’s theory nursing instructors can use simulators to facilitate the progress of nursing students in gaining clinical competencies. The simulators would provide students with a positive experience which make them enable to manage patients in a more proper manner. In using Benner’s theory, the competencies of performing special tasks and finding strategies for improving their performances would be assessed (Oshvandi et al, 2016).
GROUP 3 PROJECT 6
Cash (1995) summarizes that although the theory is regarded as an easy to understand model, there still are some complexities when it is used for distinguishing various strategies. Benner’s theory has been proven to be useful, effective tool by various related bodies, including nursing faculties, hospitals, community organizations, and Nursing Continuing Education Programs (Oshvandi et al, 2016). Altmann (2007) states that the role of education is not considered as important as it should be in this theory. The reason behind this deficiency is because the main focus of the theory is on gaining knowledge through experience rather than education. Applying the Benner’s theory principles in clinical scope and hospital require financial resource application for holding training courses and detection of situations through which knowledge of nurses can be promoted (Oshvandi et al, 2016). Cash (1995) states that in the nursing management domain, the theory is used for developing the career ladder, staff development plans, and reward programs.
Article #3: Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to expert-A concept whose time has come (again). Oklahoma Nurse, 61(3), 13-15.
Summary by Lissette Valcarcel:
According to this article, new nurses graduate from nursing programs every year and start working in clinical settings. As the new nurses continue to gain more insight into the field and acquire knowledge in their new careers, they become seasoned nurses. They mentor new generations of nurses who are joining the clinical settings (Davis, 2016). Patricia Benner gave a detailed discussion of how long-term career development is essential in the nursing field due to responsibility and complexity of clinical nursing practice. She came up with a theory known as Novice to Expert theory.
The Novice to Expert theory was established and introduced to nursing practice by Dr. Benner in the year 1982. The theory discusses how nurses develop their knowledge, skills, understanding of patient care with time (Benner, 1982). Dr. Benner derived the theory form Dreyfus skill acquisition model. She focused on providing an objective way of assessing the progress of nursing skills and knowledge. The theory describes how a person starts at the novice stage (Davis, 2016). As the person gain new skills and knowledge, he/she progresses through several stages up to the expert stage.
The five proficiency stages in this theory are novice, advanced beginner, competent, proficient, and expert stages. In the first stage, novice, a person has no experience with any clinical situation. New nurses belong here, and they learn simple but objective attributes which they can identify easily (Davis, 2016). The second stage is advanced beginner. Nurses in this stage have participated in various real-world clinical situations which the recurrent element is identified easily. Nurses in this stage need help and support in the clinical area. The third stage is competent. The nurse can prioritize tasks or situations at hand using past experience. They can also work efficiently and in an organized manner. The next stage is proficient. Here, the performance of a nurse is guided and directed by maxims because of seeing a clinical situation as a whole (Benner, 1982). Nurses in this stage have a holistic understanding of clinical situations they face. The last stage is the expert stage. Nurses in this stage have substantial knowledge of various clinical situations, this allows for confidence as well as intuitive understanding of complex clinical situations.
The Patricia Benner theory has been applied in many areas of the nursing field. It has had a major impact on clinical nursing practices in the healthcare sector. The theory facilitates for gaining knowledge and acquiring skills as a person progresses through every stage (Davis, 2016). The theory also describes essential teaching strategies for all stages of the theory. An example of this would be how nurses in the advanced beginner stage would benefit from mentoring because support is required in discovering important things and setting priorities (Davis, 2016). The Patricia Benner theory has also been used in professional development for nurse leaders and managers.
GROUP 3 PROJECT 7
In conclusion, Benner’s Novice to Expert theory has and is been applied in the healthcare sector to create and develop leadership programs, mentorship programs, enhance nurse retention and offering teaching aids for nurses and nurse leaders. In leadership programs development, using mentorship together with guides on self-assessment can enable constant growth and development for current as well as future nurse leaders. Commitment and appropriate leadership preparation can result in improved nursing staff retention, reduced costs of turnover, and improved quality and patient outcomes. Provision of professional growth and development based on the Benner theory for nurse leaders helps healthcare systems to create capable and confident leaders who can contribute to quality and safety in patient care while increasing staff retention.
Article #4 : Savage, P., Fitzgerald, B., & Lee, C. T. (2015). Piloting an integrated education pathway as a strategy to prepare for and encourage oncology specialty certification. Canadian Oncology Nursing Journal, 25(2), 195-200. doi:10.5737/23688076252195200
Summary by Jenna Cook:
This study evaluated and described a pilot program intended to improve education programs for oncology nurses. The conceptual framework was based on Patricia Benner’s From Novice to Expert theory, which attempts to explain how skills and knowledge are acquired and then used as building blocks on the path from novice nurse to expert nurse (Benner, 1984). Savage, Fitzgerald and Lee (2015) explain that the purpose of the article is to describe the education program that was implemented, and to assess the effectiveness after one year (Savage, Fitzgerald, & Lee, 2015).
Savage, et al. (2015) first identified barriers to obtaining the type of education necessitated by the oncology field, which included lack of funding and lack of staff. Then, a literature review on post-licensure nursing programs and training workshops was conducted, which revealed fewer than 10 studies on these types of programs (Savage et al., 2015).
Benner’s From Novice to Expert theory was used as the curriculum foundation and as a basis for the three distinct roles in oncology nursing, as well as nine standards of care and seven competencies (Savage et al., 2015). The three roles include generalist nurse (one who works in a non-specialized oncology setting), the specialized nurse (one who works in an oncology setting), and the advanced nurse (one with a Master’s degree and specializing in oncology) (Savage et al., 2015). The distinction between these roles is important in the oncology setting as it requires a completely different skill set and very specific knowledge.
The application of Patricia Benner’s theory is also evident in the description of the pathway program. The program is segmented into three phases, each of which have an associated timeframe. The emphasis Patricia Benner places on experiential learning, which is essentially hands-on learning with reflection on the experience, is also seen by the teaching instruments used in this study. The nurses who participated in this pilot program were also asked to rate their level of competence, from novice to expert, which further underlines the experiential learning component of Benner’s theory, and the reflection on the experience that helps to instill knowledge (Alligood, 2014).
GROUP 3 PROJECT 8
The authors of this paper concluded that although the results were limited due to the minimal one-year evaluation and small sample size, this program improved participants’ skill level and knowledge regarding nursing care in the oncology setting (Savage et al., 2015).
Article #5: Benner, P. (January, 2005). In: Nursing Education Perspective. Retrieved from:
ebscohost-com.southuniversity.libproxy.edmc.edu/
Summary by Sherley Thervil:
In this article the author wants to promote a change in the health care system. She wants to make health care higher in quality, accessible and equitable. The author focuses on psychosocial issues such as illness management and prevention, also on the shaping of health care policy. She mentioned as well the poor image of nurses in the media, film, and television.
According to the author, women were not recognized as influential agents until the time of the equal rights feminist movements. Nurses voices were not recognized in the newspapers. The media had minimized or ignored the efforts of the nurse. Therefore, the negative effects of the depiction of women by the media, including the portrayal of nurses, tend to discourage women’s occupational aspirations. In addition, Nurses have not occupied places at the major health care policy-making tables.
According to the article, the nursing profession is considered primarily as a women’s profession, and is tremendous responsible for the welfare and well-being of the population. The profession has little recognition, little authority, almost no power associated within its level of responsibility. Nurses don’t have much say in the public arenas. As a profession, Nurses can no longer wait for the media to come to them, nor for health policy-making bodies to invite them to join the policy committees. Nurses must develop the skills in policy science and the skills of presenting themselves in the media and to the media. The have to take more responsibility for moving from silence to voice. Nurses can describe better what they know in their practice and science. According to Patricia Benner the health care reform and society will benefit from nurses contribution.
GROUP 3 PROJECT 9
References for Five Articles
Benner, P. (January, 2005). In: Nursing Education Perspective. Retrieved from:
ebscohost-com.southuniversity.libproxy.edmc.edu/
Cook, C. (2016). A Toolkit for Clinical Educators to Foster Learners’ Clinical Reasoning and Skills Acquisition. Nursing Praxis in New Zealand, 32(1), 28-37. Retrieved from https://search-proquest-com.southuniversity.libproxy.edmc.edu/docview/1817528441?accountid=87314
Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to expert-A concept whose time has come (again). Oklahoma Nurse, 61(3), 13-15.
Oshvandi, K., Moghadam, A.S., Khatiban, M., Cheraghi, F., Borzu, R., and Moradi, Y. (2016). On the application of novice to expert theory in nursing: A systematic review. Journal of Chemical and Pharmaceutical Sciences, 9(4), 3014-3020.
GROUP 3 PROJECT 10
Savage, P., Fitzgerald, B., & Lee, C. T. (2015). Piloting an integrated education pathway as a strategy to prepare for and encourage oncology specialty certification. Canadian Oncology Nursing Journal, 25(2), 195-200. doi:10.5737/23688076252195200
GROUP 3 PROJECT 11
Coble, R. (2015). Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/pedagogy-for-professional-schools-and-students/
Key Words and Definitions
1. Advanced Beginner – Demonstrates marginally accepted performance.
2. Competent – Plans nursing care and coordinates multiple complex care demands.
3. Concepts – The building blocks of the theory; abstract ideas or mental images of phenomena or reality.
4. Conceptual Framework – A group of related concepts.
5. Domains – An area of practice having a number of competencies with similar intents, functions, and meanings.
6. Environment – The internal/external surroundings of the client.
7. Expert – No longer relies on rules or guidelines to connect an understanding of the situation to an appropriate action.
8. Framework – A basic structure supporting anything.
9. Health – the Client’s state of well-being.
10. Metaparadigm – global concepts specific to a discipline
11. Novice – Nursing student or nurse entering a clinical setting with no clinical experience.
12. Nursing – A discipline from which client care interventions are provided.
13. Person – The recipient of nursing care (individuals, families, groups, and communities).
14. Proficient – Perceives a situation as a whole rather than just its individual aspects.
15. Proposition – A statement that expresses the relationship between concepts and is capable of being tested, believed, or denied.
16. Skill acquisition – The process whereby a learner progresses from slow, memory-intensive on a task, to rapid, automatic, near-error-free performance.
GROUP 3 PROJECT 12
17. Theory – set of interrelated concepts that guide thinking.
References
(for the Key Words and Definitions)
Johnson, T. R., Wang, H., & Zhang, J. (2005). Skill acquisition: Models. In L. Nadel, Encyclopedia of cognitive science. Hoboken, NJ: Wiley. Retrieved from http://thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=suo&turl=https%3A%2F%2Fsearch.credoreference.com%2Fcontent%2Fentry%2Fwileycs%2Fskill_acquisition_models%2F0%3FinstitutionId%3D6543
Theory. (2010). In A. B. Powers, Dictionary of nursing theory and research (4th ed.). New York, NY: Springer Publishing Company. Retrieved from http://thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=suo&turl=https%3A%2F%2Fsearch.credoreference.com%2Fcontent%2Fentry%2Fspnurthres%2Ftheory%2F0%3FinstitutionId%3D6543
Kozier, B., Erb, G., Blais, K., and Wilkinson, J.M. (1995). Fundamental of nurse: Concepts, process, and practice (5th ed.). Redwood City, California: Benjamin/Cummings Publishing Company, Inc.
Benchmark – Professional Capstone And Practicum Reflective Journal
/in Nursing /by adminStudents are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:
Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.
APA style is required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines.
Health Care Policy Reading Reflection
/in Nursing /by adminComplete this week’s assigned readings, chapters from 39 to 43 of the textbook:
Mason, D. J., Leavitt, J.K., Chaffee, M.W. (2016). Policy and Politics: In Nursing and Health Care. (7th• Ed) St. Louis, Missouri: Elsevier, Saunders. ISBN-13: 9780323299886
1- After completing the readings, post a reflection, approximately 2 paragraph in length, discussing your thoughts and opinions about one or several of the specific topics covered in the textbook readings.
2- Identify which MSN Essential most relates to your selected topic in your discussion.
I have attached the textbook and the MSN Essentials
Health Illness Continuum And It Relevance To Patient Care
/in Nursing /by adminResearch the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:
1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
2. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing.
3. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
4. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBRICS: A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Strong rationale is offered for support.
A thorough explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is logically and convincingly presented. The explanation draws clear connections between the role of the health care provider and the promotion of human flourishing. Strong rationale is offered for support
A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated personal health falls on the health-illness continuum.
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Writer is clearly in command of standard, written, academic English.
All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Week 9 NURS 6512 SHADOW HEALTH DOCUMENTATION
/in Nursing /by admin1/29/2020 Blackboard Learn
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Documentation / Electronic Health Record
Vitals Student DocumentationStudent Documentation Model DModel D
B/P 128/82, HR 78, RR 15, T 37.2C, Pox 99%, Pain 0/10, FVC 1.78, FEV 1.549 N/A
Health History Student DocumentationStudent Documentation Model DModel D Identifying Data & Reliability 28 year-old AA female, calm/cooperative, good historian.
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General Survey Mrs. Jones is a well appearing 28-year-old AA female, A+O x4, NAD VSS, 0/10 pain, last menstral period 2 weeks ago.
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Reason for Visit Tina is in for a general physical required for her insurance through new job.
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History of Present Illness Patient is here to have a general physical for her new job and insurance requires it. Paitent has no real complaints at this time.
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Documentation
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Student DocumentationStudent Documentation Model DModel DMedications Metformin Daily (most likely steroid) Inhaler Albuterol inhaler Zantac Yaz (birth control)
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Allergies No known drug allergies Allergic to cats.
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Medical History DM2 Asthma GERD PCO2 Palpitations Lower back pain Hypertension Anxiety Sleeplessness irregular menstral cycles
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Health Maintenance Eating better, exercising, recent weight loss. Eye exam 3 months ago, new Rx eye glasses GYN visit 4 months ago. Physical 5 months ago. Had denal visit.
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Family History Mother has hypertension and hyperlipidemida; Father has hypertension, hyperlipidemia, and diabetes; Paternal grandparents and Maternal grandparents patient is unceratin with health history.
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Student DocumentationStudent Documentation Model DModel DSocial History Patient follows fairly strict diabetic diet, keeps caffeine intake to 2 diet soda a day, patient is occaisonal drinker and never has more than a few sporadically, patient engages in walking at least 3 to 5 times a weeks for over 30 minutes, and patient is currently seeing new boyfriend, not sexually active yet, and has support system of mom, friends, and siblings and currently lives with mother.
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Mental Health History Patient denies any real anxiety or stress at present time, but history of both due to passing of grandparent, but denies ever having depression, and verbalizes appropriate sleep patterns.
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Review of Systems – General General: Tina denies fatigue, fever, or chills HEENT: patient denies hearing issues, double vision, sneezing/rhinitis, denies issues with swallowing/eating, denies tenderness to neck and has full ROM. Skin: denies any rashes, itchiness, dry skin, wounds, scars, Respiratory: patient denies SOB, wheezing, asthma excaerbations, cough. Cardiovascular: Tina denis palpitations, chest pain, tightness, discomfort, or edema Gastrointestinal: denies nausea, vomiting, diarrhea, constipation, heartburn, gas Genitourinary: Denies frequency, urgency, polyuria, urine yellow straw-colored, denies heavy period flow, irregular menses, or cramping. Neurological: denies any numbness, tingling, dizzyness, headaches, or change in bowel/bladder control. Musculoskeletal: denies weakness, pain, verbalizes steady gait, Hematologic/Endocrin: denies any easy bruising, blood clots, denies issues iwth diabetes (in good control), denies heat/cold intolerance Psychiatric: denies depression, anxeity, mood swings, stress.
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HEENT Student DocumentationStudent Documentation Model DModel D
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Student DocumentationStudent Documentation Model DModel DSubjective Patient verbalizes use of glasses, no problems with hearing, swallowing, mourht, or neck problems.
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Objective Head: head supples, no masses noted, no tenderness Eyes: no limitations to vision, extraoccular movemnts intact, sclera white and conjunctiva pink/moist, field of vision intact. Ears: hearing normal, passed whisper test, all structures intact and WNL Nose: membranes moist/pink, no inflammation, drainage noted. Mouth: teeth intact, gums pink/intact, toungue pink without defect Neck: no tenderness, no masses palpaable, full ROM, thyroid normal size
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Respiratory Student DocumentationStudent Documentation Model DModel D Subjective No complaints of SOB, wheezing, cough, pain upon inspiration/expiration, uses inhalers as prescribed.
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Objective Inspection of chest anteriorly and posteriorly WNL, no tactile fremitus throughout, chest expansion equal/symmetrical and without difficulty, all areas posteriorly resonant, and anteriorly as well, lung sounds clear throughout without any crackles, or wheezes, or rubs noted.
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Cardiovascular
Student DocumentationStudent Documentation Model DModel D This study source was downloaded by 100000822789681 from CourseHero.com on 04-30-2021 17:00:07 GMT -05:00
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Student DocumentationStudent Documentation Model DModel DSubjective Patient denies palpitations, chest pain.
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Objective S1, S2, no murmurs, all pulses 2+ throughout with no bruits/thrills, PMI nondisplaced with no heaves or lifts, capillary refill in both hands and feet <2 sec/brisk.
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Abdominal Student DocumentationStudent Documentation Model DModel D Subjective No complaints of reflux, gas, pain, diarrhea, constipation, bleeding in stools, daily bowel movements with no difficulties.
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Objective Bowel sound normoactive all quadrants, no masses palpable, soft and non-tender, liver palpable 1cm below right costal margin, spleen not palpable, kidneys not palpable and no masses, absence of CVA tenderness,
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Musculoskeletal Student DocumentationStudent Documentation Model DModel D Subjective No complaints of weakness, pain, or difficulty walking, or picking up, or bending/twisting.
N/A
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Student DocumentationStudent Documentation Model DModel DObjective All extremities,neck, shoulder, hip, back 5/5 strength, ROM WNL for all extremites, neck, all areas adduction, abduction, inversion, eversion, extension, flexion, bending, supination, pronation, normal, spine midline,
N/A
Neurological Student DocumentationStudent Documentation Model DModel D Subjective Patient denies dizzyness, headaches, numbness/tingling, sharp/dull sensation normal throughout.
N/A
Objective Heel moving to shin intact, able to touch ringer to nose without difficulty, alert and oriented times 4, memory intact, gross and fine motor movement intact, sharp/dull/soft sensation intact throughout, some sensation loss to left foot near pad/toes, all reflexes 2+, sterognosis and graphesthesia are intact.
N/A
Skin, Hair & Nails Student DocumentationStudent Documentation Model DModel D Subjective Patient has no complaints of rashes, itching, dry skin, wounds, scars.
N/A
This study source was downloaded by 100000822789681 from CourseHero.com on 04-30-2021 17:00:07 GMT -05:00
https://www.coursehero.com/file/54062835/Tina-Comprehensive-Assessment-Shadow-Health-Documentationpdf/
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https://class.waldenu.edu/webapps/blackboard/content/contentWrapper.jsp?course_id=_16633159_1&displayName=Shadow+Health+NURS6512&hr… 7/7
Student DocumentationStudent Documentation Model DModel DObjective No obvious wounds, scars, rashes, discoloration, skin warm.dry, normal for race, nails have no ridges or abnormalities, hair is thick, full, no issues.
N/A
This study source was downloaded by 100000822789681 from CourseHero.com on 04-30-2021 17:00:07 GMT -05:00
https://www.coursehero.com/file/54062835/Tina-Comprehensive-Assessment-Shadow-Health-Documentationpdf/
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The Nurse Leader as Knowledge Worker
/in Nursing /by adminAssignment: The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a presentation with an infographic to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts.
NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.
Present the hypothetical scenario you originally shared in the Discussion Forum( the answer of the discussion question is attached bellow in a document). Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ replies.
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
• Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–19)
• Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–33)
• Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–62)
24Slides. (2018). How to make an infographic in PowerPoint. Retrieved September 27, 2018, from https://24slides.com/presentbetter/how-make-infographic-powerpoint/
Nagle, L., Sermeus, W., & Junger, A. (2017). Evolving role of the nursing informatics specialist. In J. Murphy, W. Goossen, & P. Weber (Eds.), Forecasting Competencies for Nurses in the Future of Connected Health (212–221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF
Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21(1).
Note: You will access this article from the Walden Library databases.
Required Media
Laureate Education (Producer). (2018). Health Informatics and Population Health: Trends in Population Health [Video file]. Baltimore, MD: Author.
Accessible player
Public Health Informatics Institute. (2017). Public Health Informatics: “translating” knowledge for health [Video file]. Retrieved from https://www.youtube.com/watch?v=fLUygA8Hpfo.
“knowledge worker”
/in Nursing /by adminThe term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
To Prepare:
The Assignment:
NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.
A good example of a scenario that would benefit from access to data is a case where a healthcare centre wants to know the number of patients visiting on a daily basis so as to establish whether the available staff is enough. Data of this nature can be collected by registering all the patients that come to seek medical services on a daily basis for a period of one month. Upon registering the patient, the data might be stored in the computer and retrieved when needed. The only people that will be allowed to access such information are the staff members (McGonigle, 2017).
The specific knowledge that will be derived from the data on a number of the patient visit is information on whether there is a shortage of labour force. In any case, the health facility will, for instance, establish that the number of patients visiting the facility is too high when compared to the available number of nurses; this will be taken to mean that there is a staff shortage. It will also be interpreted to mean that the current staff is being overworked and so the quality of health services being provided is more likely to be compromised (Sweeney, 2017).
A nurse leader can use clinical reasoning and judgment in the formation of knowledge from this experience to approximate the overall performance of the health facility being managed. The nurse leader could for example reason that since the health facility is understaffed, it may not be performing well. The nurse leader could judge that the patient feedback is more likely to be negative suggesting poor performance. This is due to the fact that feedback from the patients is one of the tools used to tell whether a health facility is performing well or not (McGonigle, 2017).
References
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Sweeney, J. (2017). Healthcare Informatics. Online Journal of Nursing Informatics, 21(1).
**Attached is an example of one presentation**
(8 to 10 slides)
concepts and the conceptual framework/theoretical framework/model
/in Nursing /by adminGroup 3 Project: Patricia Benner – From Novice to Expert
Jenna Cook
Roshani Patel
Sherley Thervil
Brandie Turner
Running Head: GROUP 3 PROJECT 1
Lissette Valcarcel
Novice to Expert Outline of PowerPoint Presentation
1) TITLE PAGE
a) From Novice to Expert – Skills Acquisition Model
b) Jenna Cook, Roshani Patel, Sherley Thervil, Brandie Turner, Lissette Valcarcel
2) BACKGROUND ON PATRICIA BENNER
a) Self-Portrait
b) Birth place
c) Educational Background
3) BACKGROUND ON PATRICIA BENNER CONTINUED
a) Professional Appointments
b) Career Positions
4) BACKGROUND ON PATRICIA BENNER CONTINUED
a) Awards
b) Recognitions
5) FRAMEWORK OF NOVICE TO EXPERT THEORY
a) Overview
b) Framework Development
6) FOUR METAPARADIGMS
a) Person
i) Definitions
b) Environment
GROUP 3 PROJECT 2
ii) Definitions
c) Health
iii) Definitions
d) Nursing
iv) Definitions
7) ADDITIONAL CONCEPT
a) Skills Acquisition Model
i) Novice to Expert Graph
ii) Stage 1 – Novice
iii) Stage 2 – Advanced Beginner
iv) Stage 3 – Competent
v) Stage 4 – Proficient
vi) Stage 5 – Expert
8) ADDITIONAL CONCEPT
a) Seven Domains
b) List of Seven Domains
9) THEORETICAL ASSUMPTIONS AND PROPOSITIONS
10) STRENGTHS OF THE MODEL & WEAKNESSES OF THE MODEL
a) Strengths
b) Weaknesses
11) IMPLICATIONS IN NURSING PRACTICE
GROUP 3 PROJECT 3
12) IMPLICATIONS IN NURSING EDUCATION
13) IMPLICATIONS IN NURSING RESEARCH
14) APPLICATIONS IN NURSING PRACTICE
15) CONCLUSION
16) REFERENCES
17) REFERENCES
GROUP 3 PROJECT 4
Article #1: Cook, C. (2016). A TOOLKIT FOR CLINICAL EDUCATORS TO FOSTER LEARNERS’ CLINICAL REASONING AND SKILLS ACQUISITION. Nursing Praxis in New Zealand, 32(1), 28-37. Retrieved from https://search-proquest-com.southuniversity.libproxy.edmc.edu/docview/1817528441?accountid=87314
Summary by Brandie Turner:
The basis of the article is to discuss the characteristics of the expert nurse when given the circumstances of becoming the educator. The expert nurse often makes decisions and provides care to patients using pure intuition. Intuition cannot be taught or studied. When the expert nurse becomes a preceptor it is important for the preceptor to take on a novice approach to teaching to ensure full learning opportunity to the preceptee. The importance of the novice nurse to be able to work alongside of the expert nurse is a valuable learning experience. (Cook, 2016)
The article offers several options to assist in the education layout for the preceptor following Benner’s novice to expert model. The Model of Practical Skill Performance (MPSP) has five components: central to learning, content knowledge, substance, sequence and accuracy (Cook, 2016). The MPSP focuses on the role that the educator plays when preceptorship is in effect and how the novice nurse learns better when there is a caring component and the preceptor values the responsibility (Cook, 2016).
GROUP 3 PROJECT 5
The 4A model focuses on a series of questions; “Have you undertaken this procedure before?” “Tell me what you already know about…” “What went well?” “What was challenging last time you…?” The 4A model helps the novice nurse focus on their clinical skill and reflection of the knowledge from which the skill is drawn (Cook, 2016). Another model for the preceptor to follow is the Five Minute Preceptor (5MP) (Cook, 2016). The 5MP involves three steps. Step one is to have the student take a stand and know what is going on with the patient and the care that is being provided (Cook, 2016). Step two is to probe the student for answers this allows the preceptor to learn the students’ knowledge and the gaps that may be present (Cook, 2016). Step three is where the preceptor enables the student to apply their knowledge to their skill (Cook, 2016).
Article #2: Oshvandi, K., Moghadam, A.S., Khatiban, M., Cheraghi, F., Borzu, R., and Moradi, Y. (2016). On the application of novice to expert theory in nursing: A systematic review. Journal of Chemical and Pharmaceutical Sciences, 9(4), 3014-3020.
Summary by Roshani Patel:
The conceptual framework used in this study is Benner’s Novice to Expert Theory which used a variety of databases to find relevant studies that included the keywords ‘from novice to expert’ and ‘Benner’s theory’. The authors explain that the purpose of the study is to address the application of Benner’s novice to expert theory in nursing career. Benner, as a nursing theorist emphasizes on experience and the knowledge gained through experience (Oshvandi et al, 2016).
Benner explains expertise as a road with five sections which should be passed through by a practitioner to become clinically skilled and these sections are as follows (1) novice, (2) advanced beginner, (3) competent (4) proficient, (5) expert. The authors in this study aimed at examining the theory by explaining four scopes of nursing – education, practice, research, and management.
From the 988 articles gathered, all articles were assessed qualitatively and from those, eleven deemed relevant to the subject of the study. The articles were assessed using the STROBE Statement. To assess the representational quality of results in an observational study, ten outstanding researches from various countries such as Netherlands, Switzerland, Germany, England, Denmark, and United States of America developed a checklist composed of 22 main issues which would be taken into account to assess the quality of the journal article. This check is known as STROBE statement (Oshvandi et al, 2016). Poorolajal (2009) outlines the three main categories of observational studies have been considered by STROBE statement: cohort studies, case-control studies, and cross-sectional studies.
This study used all 22 items of the checklist to assess the quality of the articles and the results were categorized into four subsections and in each subsection the authors addressed the application of the novice to expert theory. The four subsections include application of the theory in: (1) nursing practice, (2) nursing education, (3) nursing research, (4) nursing management (Oshvandi et al, 2016).
The study noted that simulators are very useful training tools which can be employed in the novice and advanced novice steps for providing nursing with required skills. Neil (2009) adds that according to Benner’s theory nursing instructors can use simulators to facilitate the progress of nursing students in gaining clinical competencies. The simulators would provide students with a positive experience which make them enable to manage patients in a more proper manner. In using Benner’s theory, the competencies of performing special tasks and finding strategies for improving their performances would be assessed (Oshvandi et al, 2016).
GROUP 3 PROJECT 6
Cash (1995) summarizes that although the theory is regarded as an easy to understand model, there still are some complexities when it is used for distinguishing various strategies. Benner’s theory has been proven to be useful, effective tool by various related bodies, including nursing faculties, hospitals, community organizations, and Nursing Continuing Education Programs (Oshvandi et al, 2016). Altmann (2007) states that the role of education is not considered as important as it should be in this theory. The reason behind this deficiency is because the main focus of the theory is on gaining knowledge through experience rather than education. Applying the Benner’s theory principles in clinical scope and hospital require financial resource application for holding training courses and detection of situations through which knowledge of nurses can be promoted (Oshvandi et al, 2016). Cash (1995) states that in the nursing management domain, the theory is used for developing the career ladder, staff development plans, and reward programs.
Article #3: Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to expert-A concept whose time has come (again). Oklahoma Nurse, 61(3), 13-15.
Summary by Lissette Valcarcel:
According to this article, new nurses graduate from nursing programs every year and start working in clinical settings. As the new nurses continue to gain more insight into the field and acquire knowledge in their new careers, they become seasoned nurses. They mentor new generations of nurses who are joining the clinical settings (Davis, 2016). Patricia Benner gave a detailed discussion of how long-term career development is essential in the nursing field due to responsibility and complexity of clinical nursing practice. She came up with a theory known as Novice to Expert theory.
The Novice to Expert theory was established and introduced to nursing practice by Dr. Benner in the year 1982. The theory discusses how nurses develop their knowledge, skills, understanding of patient care with time (Benner, 1982). Dr. Benner derived the theory form Dreyfus skill acquisition model. She focused on providing an objective way of assessing the progress of nursing skills and knowledge. The theory describes how a person starts at the novice stage (Davis, 2016). As the person gain new skills and knowledge, he/she progresses through several stages up to the expert stage.
The five proficiency stages in this theory are novice, advanced beginner, competent, proficient, and expert stages. In the first stage, novice, a person has no experience with any clinical situation. New nurses belong here, and they learn simple but objective attributes which they can identify easily (Davis, 2016). The second stage is advanced beginner. Nurses in this stage have participated in various real-world clinical situations which the recurrent element is identified easily. Nurses in this stage need help and support in the clinical area. The third stage is competent. The nurse can prioritize tasks or situations at hand using past experience. They can also work efficiently and in an organized manner. The next stage is proficient. Here, the performance of a nurse is guided and directed by maxims because of seeing a clinical situation as a whole (Benner, 1982). Nurses in this stage have a holistic understanding of clinical situations they face. The last stage is the expert stage. Nurses in this stage have substantial knowledge of various clinical situations, this allows for confidence as well as intuitive understanding of complex clinical situations.
The Patricia Benner theory has been applied in many areas of the nursing field. It has had a major impact on clinical nursing practices in the healthcare sector. The theory facilitates for gaining knowledge and acquiring skills as a person progresses through every stage (Davis, 2016). The theory also describes essential teaching strategies for all stages of the theory. An example of this would be how nurses in the advanced beginner stage would benefit from mentoring because support is required in discovering important things and setting priorities (Davis, 2016). The Patricia Benner theory has also been used in professional development for nurse leaders and managers.
GROUP 3 PROJECT 7
In conclusion, Benner’s Novice to Expert theory has and is been applied in the healthcare sector to create and develop leadership programs, mentorship programs, enhance nurse retention and offering teaching aids for nurses and nurse leaders. In leadership programs development, using mentorship together with guides on self-assessment can enable constant growth and development for current as well as future nurse leaders. Commitment and appropriate leadership preparation can result in improved nursing staff retention, reduced costs of turnover, and improved quality and patient outcomes. Provision of professional growth and development based on the Benner theory for nurse leaders helps healthcare systems to create capable and confident leaders who can contribute to quality and safety in patient care while increasing staff retention.
Article #4 : Savage, P., Fitzgerald, B., & Lee, C. T. (2015). Piloting an integrated education pathway as a strategy to prepare for and encourage oncology specialty certification. Canadian Oncology Nursing Journal, 25(2), 195-200. doi:10.5737/23688076252195200
Summary by Jenna Cook:
This study evaluated and described a pilot program intended to improve education programs for oncology nurses. The conceptual framework was based on Patricia Benner’s From Novice to Expert theory, which attempts to explain how skills and knowledge are acquired and then used as building blocks on the path from novice nurse to expert nurse (Benner, 1984). Savage, Fitzgerald and Lee (2015) explain that the purpose of the article is to describe the education program that was implemented, and to assess the effectiveness after one year (Savage, Fitzgerald, & Lee, 2015).
Savage, et al. (2015) first identified barriers to obtaining the type of education necessitated by the oncology field, which included lack of funding and lack of staff. Then, a literature review on post-licensure nursing programs and training workshops was conducted, which revealed fewer than 10 studies on these types of programs (Savage et al., 2015).
Benner’s From Novice to Expert theory was used as the curriculum foundation and as a basis for the three distinct roles in oncology nursing, as well as nine standards of care and seven competencies (Savage et al., 2015). The three roles include generalist nurse (one who works in a non-specialized oncology setting), the specialized nurse (one who works in an oncology setting), and the advanced nurse (one with a Master’s degree and specializing in oncology) (Savage et al., 2015). The distinction between these roles is important in the oncology setting as it requires a completely different skill set and very specific knowledge.
The application of Patricia Benner’s theory is also evident in the description of the pathway program. The program is segmented into three phases, each of which have an associated timeframe. The emphasis Patricia Benner places on experiential learning, which is essentially hands-on learning with reflection on the experience, is also seen by the teaching instruments used in this study. The nurses who participated in this pilot program were also asked to rate their level of competence, from novice to expert, which further underlines the experiential learning component of Benner’s theory, and the reflection on the experience that helps to instill knowledge (Alligood, 2014).
GROUP 3 PROJECT 8
The authors of this paper concluded that although the results were limited due to the minimal one-year evaluation and small sample size, this program improved participants’ skill level and knowledge regarding nursing care in the oncology setting (Savage et al., 2015).
Article #5: Benner, P. (January, 2005). In: Nursing Education Perspective. Retrieved from:
ebscohost-com.southuniversity.libproxy.edmc.edu/
Summary by Sherley Thervil:
In this article the author wants to promote a change in the health care system. She wants to make health care higher in quality, accessible and equitable. The author focuses on psychosocial issues such as illness management and prevention, also on the shaping of health care policy. She mentioned as well the poor image of nurses in the media, film, and television.
According to the author, women were not recognized as influential agents until the time of the equal rights feminist movements. Nurses voices were not recognized in the newspapers. The media had minimized or ignored the efforts of the nurse. Therefore, the negative effects of the depiction of women by the media, including the portrayal of nurses, tend to discourage women’s occupational aspirations. In addition, Nurses have not occupied places at the major health care policy-making tables.
According to the article, the nursing profession is considered primarily as a women’s profession, and is tremendous responsible for the welfare and well-being of the population. The profession has little recognition, little authority, almost no power associated within its level of responsibility. Nurses don’t have much say in the public arenas. As a profession, Nurses can no longer wait for the media to come to them, nor for health policy-making bodies to invite them to join the policy committees. Nurses must develop the skills in policy science and the skills of presenting themselves in the media and to the media. The have to take more responsibility for moving from silence to voice. Nurses can describe better what they know in their practice and science. According to Patricia Benner the health care reform and society will benefit from nurses contribution.
GROUP 3 PROJECT 9
References for Five Articles
Benner, P. (January, 2005). In: Nursing Education Perspective. Retrieved from:
ebscohost-com.southuniversity.libproxy.edmc.edu/
Cook, C. (2016). A Toolkit for Clinical Educators to Foster Learners’ Clinical Reasoning and Skills Acquisition. Nursing Praxis in New Zealand, 32(1), 28-37. Retrieved from https://search-proquest-com.southuniversity.libproxy.edmc.edu/docview/1817528441?accountid=87314
Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to expert-A concept whose time has come (again). Oklahoma Nurse, 61(3), 13-15.
Oshvandi, K., Moghadam, A.S., Khatiban, M., Cheraghi, F., Borzu, R., and Moradi, Y. (2016). On the application of novice to expert theory in nursing: A systematic review. Journal of Chemical and Pharmaceutical Sciences, 9(4), 3014-3020.
GROUP 3 PROJECT 10
Savage, P., Fitzgerald, B., & Lee, C. T. (2015). Piloting an integrated education pathway as a strategy to prepare for and encourage oncology specialty certification. Canadian Oncology Nursing Journal, 25(2), 195-200. doi:10.5737/23688076252195200
GROUP 3 PROJECT 11
Coble, R. (2015). Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/pedagogy-for-professional-schools-and-students/
Key Words and Definitions
1. Advanced Beginner – Demonstrates marginally accepted performance.
2. Competent – Plans nursing care and coordinates multiple complex care demands.
3. Concepts – The building blocks of the theory; abstract ideas or mental images of phenomena or reality.
4. Conceptual Framework – A group of related concepts.
5. Domains – An area of practice having a number of competencies with similar intents, functions, and meanings.
6. Environment – The internal/external surroundings of the client.
7. Expert – No longer relies on rules or guidelines to connect an understanding of the situation to an appropriate action.
8. Framework – A basic structure supporting anything.
9. Health – the Client’s state of well-being.
10. Metaparadigm – global concepts specific to a discipline
11. Novice – Nursing student or nurse entering a clinical setting with no clinical experience.
12. Nursing – A discipline from which client care interventions are provided.
13. Person – The recipient of nursing care (individuals, families, groups, and communities).
14. Proficient – Perceives a situation as a whole rather than just its individual aspects.
15. Proposition – A statement that expresses the relationship between concepts and is capable of being tested, believed, or denied.
16. Skill acquisition – The process whereby a learner progresses from slow, memory-intensive on a task, to rapid, automatic, near-error-free performance.
GROUP 3 PROJECT 12
17. Theory – set of interrelated concepts that guide thinking.
References
(for the Key Words and Definitions)
Johnson, T. R., Wang, H., & Zhang, J. (2005). Skill acquisition: Models. In L. Nadel, Encyclopedia of cognitive science. Hoboken, NJ: Wiley. Retrieved from http://thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=suo&turl=https%3A%2F%2Fsearch.credoreference.com%2Fcontent%2Fentry%2Fwileycs%2Fskill_acquisition_models%2F0%3FinstitutionId%3D6543
Theory. (2010). In A. B. Powers, Dictionary of nursing theory and research (4th ed.). New York, NY: Springer Publishing Company. Retrieved from http://thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=suo&turl=https%3A%2F%2Fsearch.credoreference.com%2Fcontent%2Fentry%2Fspnurthres%2Ftheory%2F0%3FinstitutionId%3D6543
Kozier, B., Erb, G., Blais, K., and Wilkinson, J.M. (1995). Fundamental of nurse: Concepts, process, and practice (5th ed.). Redwood City, California: Benjamin/Cummings Publishing Company, Inc.
nursing management minimum data set (NMMDS)
/in Nursing /by adminPLEASE SEE THE ATTACHED DOCUMENT. IT IS A PAPER I HAD SUBMITTED & GOT 50/100. ON THE LAST PAPER IS THE INSTRUCTOR’S COMMENTS. PLEASE REVIEW IT.
Using the Data/Information/Knowledge/Wisdom Continuum
Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum
Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.
To prepare:
By Day 7 of Week 4
Write a 4-page paper that addresses the following: MUST BE APA FORMAT
Your paper must also include a title page, an introduction, a summary, and a reference page ( YOU CAN ONLY USE THE REFERENCES LISTED BELOW).
Nurse’s Role And Responsibility
/in Nursing /by adminDescribe The Nurse’s Role And Responsibility As Health Educator. What Strategies, Besides The Use Of Learning Styles, Can A Nurse Educator Consider When Developing Tailored Individual Care Plans, Or For Educational Programs In Health Promotion?
Patient education is a significant responsibility for all nurses. A patient should be educated from the moment of admission to the date of discharge. There are always opportunities for nurses to teach patients and enforce teaching. According to Whitney, the first process of being health educator and teaching is patient assessment (2018). Patient assessment is necessary because each patient has different learning style, education level, values, and belief system. Nurses are also responsible to assess for any barriers in learning. Some of these barriers include culture, health disparities, environment, language, literary, and physiological barriers (Whitney, 2018). Patients need to be educated to make informed decisions, manage their health, prevent illness, and promote health. Nurses collaborate with an interdisciplinary team to develop a teaching plan tailored to a patient.
Nurse educator may collaborate with an interdisciplinary team to develop a tailored individual care plan. It is important for nurses to find out what is important to their patient and what motivated them to make the teaching more effective (Smith & Zsohar, 2013). This will be different for every patient because each patient has a different motivator and readiness to learn. Nurses should utilize the teach back method to demonstrate effective teaching. When developing educational programs in health promotion it is important for nurses to focus on a specific target group that share the same values and goals. It is important to determine the literacy level and any other barriers to learning. Providing various resources such as video, written, and audio material is essential for teaching and evaluating the patient’s knowledge in teaching.
Behavioral objectives should be utilized in a patient’s care plan when the patient is willing to learn and change. Before a nurse can utilize the behavioral objective, they need to determine the patient’s readiness to change and create on objective for the patient’s stage (Whitney, 2018). There are six stages of change. Nurses play a crucial role in patient education and are key players in improving patient health and wellness.
References
Smith, J. A., & Zsohar, H. (2013). Patient-education tips for new nurses. Nursing, 43(10), 1-3. doi:10.1097/01.nurse.0000434224.51627.8a
Whitney, S. (2018). Teaching and Learning Styles. In Health Promotion: Health & Wellness Across the Continuum. Grand Canyon University.
Respond to the above student’s posting using 200 to 250 words APA format supporting with one or two references in discussions.
NURS 6051N
/in Nursing /by adminNURS 6051N
1. In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.
To Prepare:
Reflect on the concepts of informatics and knowledge work as presented in the Resources.
Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.
Part 2:
Assignment: The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a presentation with an info graphic to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts.
NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.
Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ replies.