Introduction
Benner, P. (1982). From novice to expert. The American Journal of Nursing. 82(3), 402-407.
The quality of health care intervention is built on nursing skills and experience (Benner, 1982). Thus, nurses develop skills to ensure patient’s safety. In the article “From Novice to expert”, Benner Patricia described the development and adoption of nursing skills. Patricia argued that result oriented learning is better than nursing theories. As a result, Patricia Benner explained the nursing concepts and prerequisites for advanced learning.
Synopsis of the article
Patricia Benner introduced five levels of change in advanced learning. She described the nursing experience from novice to expert. The paradigm of learing includes expert, proficient, advance beginner, and novice (Benner, 1982).
Novice: This is the first stage of advance learning. The nurse utilizes specific rules and interventions to perform tasks. Thus, the nurse with will completed the assignment as stipulated by the job description.
Advanced Beginner: At this stage, the nurse can recognize similar patterns and procedures. As a result, the individual’s task assessment is good. Thus, the nurse acquires knowledge based on nursing principles and experience.
Competent: At this stage of skill development, the nurse would have 3-4 years of experience. The individual can describe and perform intervention techniques. Thus, the nurse takes decisions without complications. The individual correlates experience to modify procedures and outcomes.
Expert: The individual relies on experience rather than principles and regulations. As a result, the nurse can perform clinical interventions with precision and efficiency.
Conclusion
The stages of skill development reflect the shift from nursing principles to individual experience (Benner, 1982). Thus, the individual builds each stage with experience and nursing principles. Nursing practice and principles improve the stages of skill development. Thus, nursing theory and human experience improve the quality of service delivery.
Nursing metaparadigms are concepts and suggestions used by professionals to develop theories and models. Thus, a metaparadigm is the framework for theory development in nursing practice. As a result, nursing education requires theories, framework, and models. The metaparadigm includes person, health, environment, and nursing.
Person
Nursing theorist describes the person as a patient with the ability to learn and build self-knowledge. Thus, it is the responsibility of the individual to ensure safety while receiving health care interventions. However, in complex situations, the nurse will provide shelter and safety for the patient. Because of the explanation, I can argue that patients can ensure personal safety depending on the health situation.
Environment
Nursing theorist describes the environment as physical surroundings that facilitate personal development. Thus, social, physical, and developmental component best describes the environment. As a result, social and physical elements of the environment influence the quality of health care delivery.
Health
Health intervention and practice is associated with the quality of service delivery. Nursing theorist revealed that patients could develop their psychomotor skills to improve safety and wellbeing. As a result, nurses provide health interventions and practices to improve the patient’s health status. I believe that health implementation and maintenance facilitate quality health care delivery.
Nursing
Nursing paradigm correlates self-care, theory, and deficit to ensure quality health practice. Nursing theorist believes that a nurse is the agent of change, thus nursing practice and interventions can improve patient’s safety.
Finally, the “Person” in nursing metaparadigm can develop health standards. The environment facilitates health care development and practices. However, “Health” paradigm describes nursing practice and interventions. Thus, nursing theory utilizes these paradigms to develop health interventions and practice.
Reference
Benner, P. (1982). From novice to expert. The American Journal of Nursing. 82(3), 402-407.