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INTRODUCTION OF NURSING THEORIES ANDINTRODUCTION OF NURSING THEORIES AND

MODELSMODELS

Presented ByPresented By:: SajidaSajida ParveenParveen

Group members:Group members: Rahman U DinRahman U Din Sana MushtaqSana Mushtaq Syed Zahid AliSyed Zahid Ali

(post RN BScN 1(post RN BScN 1stst^ year 2year 2ndnd^ semester)semester) (New Life College Of Nursing)(New Life College Of Nursing)

FacultyFaculty:: RameshRamesh KumarKumar

Date: 30Date: 30

thth

June 2016June 2016

Presented ByPresented By:: SajidaSajida ParveenParveen

Group members:Group members: Rahman U DinRahman U Din Sana MushtaqSana Mushtaq Syed Zahid AliSyed Zahid Ali

(post RN BScN 1(post RN BScN 1stst^ year 2year 2ndnd^ semester)semester) (New Life College Of Nursing)(New Life College Of Nursing)

FacultyFaculty:: RameshRamesh KumarKumar

Date: 30Date: 30

thth

June 2016June 2016

INTRODUCTION OF NURSING THEORIES ANDINTRODUCTION OF NURSING THEORIES AND

MODELSMODELS

Presented ByPresented By:: SajidaSajida ParveenParveen

Group members:Group members: Rahman U DinRahman U Din Sana MushtaqSana Mushtaq Syed Zahid AliSyed Zahid Ali

(post RN BScN 1(post RN BScN 1stst^ year 2year 2ndnd^ semester)semester) (New Life College Of Nursing)(New Life College Of Nursing)

FacultyFaculty:: RameshRamesh KumarKumar

Date: 30Date: 30

thth

June 2016June 2016

Presented ByPresented By:: SajidaSajida ParveenParveen

Group members:Group members: Rahman U DinRahman U Din Sana MushtaqSana Mushtaq Syed Zahid AliSyed Zahid Ali

(post RN BScN 1(post RN BScN 1stst^ year 2year 2ndnd^ semester)semester) (New Life College Of Nursing)(New Life College Of Nursing)

FacultyFaculty:: RameshRamesh KumarKumar

Date: 30Date: 30

thth

June 2016June 2016

OBJECTIVESOBJECTIVES

• • Introduction ofIntroduction of P a t r i c i aP a t r i c i a B e n n e r .B e n n e r.
• • DefineDefine Benner'sBenner's Philosophy.Philosophy.
• • Discuss StagesDiscuss Stages of Novice to Expertof Novice to Expert Model.Model.
  • Define Novice
  • Define Advanced beginner
  • Define Competent
  • Define Proficient
  • Define Expert
• • Introduction ofIntroduction of P a t r i c i aP a t r i c i a B e n n e r .B e n n e r.
• • DefineDefine Benner'sBenner's Philosophy.Philosophy.
• • Discuss StagesDiscuss Stages of Novice to Expertof Novice to Expert Model.Model.
  • Define Novice
  • Define Advanced beginner
  • Define Competent
  • Define Proficient
  • Define Expert
• • Introduction ofIntroduction of P a t r i c i aP a t r i c i a B e n n e r .B e n n e r.
• • DefineDefine Benner'sBenner's Philosophy.Philosophy.
• • Discuss StagesDiscuss Stages of Novice to Expertof Novice to Expert Model.Model.
  • Define Novice
  • Define Advanced beginner
  • Define Competent
  • Define Proficient
  • Define Expert
• • Introduction ofIntroduction of P a t r i c i aP a t r i c i a B e n n e r .B e n n e r.
• • DefineDefine Benner'sBenner's Philosophy.Philosophy.
• • Discuss StagesDiscuss Stages of Novice to Expertof Novice to Expert Model.Model.
  • Define Novice
  • Define Advanced beginner
  • Define Competent
  • Define Proficient
  • Define Expert

OBJECTIVESOBJECTIVES

• • DiscussDiscuss Application of benner‘s theory inApplication of benner‘s theory in nursing.nursing.
• • Benner’s Description ofBenner’s Description of Nursing, person, health, environment.Nursing, person, health, environment.
• • Case studyCase study
• • DiscussDiscuss Application of benner‘s theory inApplication of benner‘s theory in nursing.nursing.
• • Benner’s Description ofBenner’s Description of Nursing, person, health, environment.Nursing, person, health, environment.
• • Case studyCase study

PATRICIA BENNERPATRICIA BENNER

• Has taught and done research at UCSF since 1979
• Published 9 books and numerous articles
• Published ‘Novice to Expert Theory’ in 1982
• Received Book of the Year from AJN in 1984,1990,1996, 2000
• Has taught and done research at UCSF since 1979
• Published 9 books and numerous articles
• Published ‘Novice to Expert Theory’ in 1982
• Received Book of the Year from AJN in 1984,1990,1996, 2000 PATRICIA BENNERPATRICIA BENNER
• Has taught and done research at UCSF since 1979
• Published 9 books and numerous articles
• Published ‘Novice to Expert Theory’ in 1982
• Received Book of the Year from AJN in 1984,1990,1996, 2000
• Has taught and done research at UCSF since 1979
• Published 9 books and numerous articles
• Published ‘Novice to Expert Theory’ in 1982
• Received Book of the Year from AJN in 1984,1990,1996, 2000

INTRODUCTIONINTRODUCTION

• • Theory based on Dreyfus’s (1980)Theory based on Dreyfus’s (1980) “A five“A five stage model of the mental activities involvedstage model of the mental activities involved inin direct skills acquisition” model (Dreyfusdirect skills acquisition” model (Dreyfus).). SimilaritiesSimilarities
• • FiveFive developmentaldevelopmental stagesstages
• • IncreaseIncrease in skills and experience getsin skills and experience gets advancement in stagesadvancement in stages
• • Theory based on Dreyfus’s (1980)Theory based on Dreyfus’s (1980) “A five“A five stage model of the mental activities involvedstage model of the mental activities involved inin direct skills acquisition” model (Dreyfusdirect skills acquisition” model (Dreyfus).). SimilaritiesSimilarities
• • FiveFive developmentaldevelopmental stagesstages
• • IncreaseIncrease in skills and experience getsin skills and experience gets advancement in stagesadvancement in stages

INTRODUCTIONINTRODUCTION

• • Theory based on Dreyfus’s (1980)Theory based on Dreyfus’s (1980) “A five“A five stage model of the mental activities involvedstage model of the mental activities involved inin direct skills acquisition” model (Dreyfusdirect skills acquisition” model (Dreyfus).). SimilaritiesSimilarities
• • FiveFive developmentaldevelopmental stagesstages
• • IncreaseIncrease in skills and experience getsin skills and experience gets advancement in stagesadvancement in stages
• • Theory based on Dreyfus’s (1980)Theory based on Dreyfus’s (1980) “A five“A five stage model of the mental activities involvedstage model of the mental activities involved inin direct skills acquisition” model (Dreyfusdirect skills acquisition” model (Dreyfus).). SimilaritiesSimilarities
• • FiveFive developmentaldevelopmental stagesstages
• • IncreaseIncrease in skills and experience getsin skills and experience gets advancement in stagesadvancement in stages Hubert & Stuart Drey

BENNER'S PHILOSOPHYBENNER'S PHILOSOPHY

• • BennerBenner workedworked inin aa varietyvariety ofof nursingnursing areasareas includingincluding IntensiveIntensive

CareCare UnitUnit (ICU),(ICU), medicalmedical--surgical,surgical, emergency,emergency, andand

coronarycoronary.. SheShe becamebecame interestedinterested inin notnot howhow toto dodo nursingnursing butbut

howhow dodo nursesnurses learnlearn toto dodo nursingnursing..

• • practicalpractical situationssituations areare moremore complexcomplex thanthan theythey seemseem andand

formalformal methodsmethods suchsuch asas textbooktextbook descriptions,descriptions, theoriestheories andand

modelsmodels areare inadequateinadequate toto explainexplain thethe

complexitiescomplexities.. ExperienceExperience andand masterymastery areare requiredrequired toto bringbring

aa skillskill toto aa higherhigher levellevel..

• • BennerBenner workedworked inin aa varietyvariety ofof nursingnursing areasareas includingincluding IntensiveIntensive

CareCare UnitUnit (ICU),(ICU), medicalmedical--surgical,surgical, emergency,emergency, andand

coronarycoronary.. SheShe becamebecame interestedinterested inin notnot howhow toto dodo nursingnursing butbut

howhow dodo nursesnurses learnlearn toto dodo nursingnursing..

• • practicalpractical situationssituations areare moremore complexcomplex thanthan theythey seemseem andand

formalformal methodsmethods suchsuch asas textbooktextbook descriptions,descriptions, theoriestheories andand

modelsmodels areare inadequateinadequate toto explainexplain thethe

complexitiescomplexities.. ExperienceExperience andand masterymastery areare requiredrequired toto bringbring

aa skillskill toto aa higherhigher levellevel..

BENNER'S PHILOSOPHYBENNER'S PHILOSOPHY

• • BennerBenner workedworked inin aa varietyvariety ofof nursingnursing areasareas includingincluding IntensiveIntensive

CareCare UnitUnit (ICU),(ICU), medicalmedical--surgical,surgical, emergency,emergency, andand

coronarycoronary.. SheShe becamebecame interestedinterested inin notnot howhow toto dodo nursingnursing butbut

howhow dodo nursesnurses learnlearn toto dodo nursingnursing..

• • practicalpractical situationssituations areare moremore complexcomplex thanthan theythey seemseem andand

formalformal methodsmethods suchsuch asas textbooktextbook descriptions,descriptions, theoriestheories andand

modelsmodels areare inadequateinadequate toto explainexplain thethe

complexitiescomplexities.. ExperienceExperience andand masterymastery areare requiredrequired toto bringbring

aa skillskill toto aa higherhigher levellevel..

• • BennerBenner workedworked inin aa varietyvariety ofof nursingnursing areasareas includingincluding IntensiveIntensive

CareCare UnitUnit (ICU),(ICU), medicalmedical--surgical,surgical, emergency,emergency, andand

coronarycoronary.. SheShe becamebecame interestedinterested inin notnot howhow toto dodo nursingnursing butbut

howhow dodo nursesnurses learnlearn toto dodo nursingnursing..

• • practicalpractical situationssituations areare moremore complexcomplex thanthan theythey seemseem andand

formalformal methodsmethods suchsuch asas textbooktextbook descriptions,descriptions, theoriestheories andand

modelsmodels areare inadequateinadequate toto explainexplain thethe

complexitiescomplexities.. ExperienceExperience andand masterymastery areare requiredrequired toto bringbring

aa skillskill toto aa higherhigher levellevel..

STAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODEL

STAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODEL Novice

• Beginner with no experience
• Taught general rules to help perform tasks
• Rules are: context-free, independent of specific cases, and applied universally
• Rule-governed behavior is limited and inflexible
• Ex. “Tell me what I need to do and I’ll do it.”
• • Can also apply to experienced nurses in an area or situation ofCan also apply to experienced nurses in an area or situation of unfamiliarity.unfamiliarity. Novice
• Beginner with no experience
• Taught general rules to help perform tasks
• Rules are: context-free, independent of specific cases, and applied universally
• Rule-governed behavior is limited and inflexible
• Ex. “Tell me what I need to do and I’ll do it.”
• • Can also apply to experienced nurses in an area or situation ofCan also apply to experienced nurses in an area or situation of unfamiliarity.unfamiliarity. STAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODEL Novice
• Beginner with no experience
• Taught general rules to help perform tasks
• Rules are: context-free, independent of specific cases, and applied universally
• Rule-governed behavior is limited and inflexible
• Ex. “Tell me what I need to do and I’ll do it.”
• • Can also apply to experienced nurses in an area or situation ofCan also apply to experienced nurses in an area or situation of unfamiliarity.unfamiliarity. Novice
• Beginner with no experience
• Taught general rules to help perform tasks
• Rules are: context-free, independent of specific cases, and applied universally
• Rule-governed behavior is limited and inflexible
• Ex. “Tell me what I need to do and I’ll do it.”
• • Can also apply to experienced nurses in an area or situation ofCan also apply to experienced nurses in an area or situation of unfamiliarity.unfamiliarity.

STAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODEL Advanced Beginner

• Demonstrates acceptable performance
• Has gained prior experience in actual situations to recognize recurring meaningful components
• Principles, based on experiences, begin to be formulated to guide actions
• • AppliesApplies to most newly graduatedto most newly graduated nursesnurses
• • FeelFeel highly responsible for managing patienthighly responsible for managing patient carecare Advanced Beginner
• Demonstrates acceptable performance
• Has gained prior experience in actual situations to recognize recurring meaningful components
• Principles, based on experiences, begin to be formulated to guide actions
• • AppliesApplies to most newly graduatedto most newly graduated nursesnurses
• • FeelFeel highly responsible for managing patienthighly responsible for managing patient carecare STAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODEL Advanced Beginner
• Demonstrates acceptable performance
• Has gained prior experience in actual situations to recognize recurring meaningful components
• Principles, based on experiences, begin to be formulated to guide actions
• • AppliesApplies to most newly graduatedto most newly graduated nursesnurses
• • FeelFeel highly responsible for managing patienthighly responsible for managing patient carecare Advanced Beginner
• Demonstrates acceptable performance
• Has gained prior experience in actual situations to recognize recurring meaningful components
• Principles, based on experiences, begin to be formulated to guide actions
• • AppliesApplies to most newly graduatedto most newly graduated nursesnurses
• • FeelFeel highly responsible for managing patienthighly responsible for managing patient carecare

STAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODEL Competent PractitionerCompetent Practitioner

• • Usually applies to nurses with 2Usually applies to nurses with 2--3 years experience3 years experience
• • CoordinatesCoordinates several tasksseveral tasks simultaneouslysimultaneously
• • ConsistentConsistent, predictable, and able to manage time, predictable, and able to manage time
• • MayMay displaydisplay hyper responsibilityhyper responsibility for the patientfor the patient
• • BeginsBegins to recognize patternsto recognize patterns
• • DeterminesDetermines which elements of the situation warrant attention andwhich elements of the situation warrant attention and which can bewhich can be ignoredignored Competent PractitionerCompetent Practitioner
• • Usually applies to nurses with 2Usually applies to nurses with 2--3 years experience3 years experience
• • CoordinatesCoordinates several tasksseveral tasks simultaneouslysimultaneously
• • ConsistentConsistent, predictable, and able to manage time, predictable, and able to manage time
• • MayMay displaydisplay hyper responsibilityhyper responsibility for the patientfor the patient
• • BeginsBegins to recognize patternsto recognize patterns
• • DeterminesDetermines which elements of the situation warrant attention andwhich elements of the situation warrant attention and which can bewhich can be ignoredignored STAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODEL Competent PractitionerCompetent Practitioner
• • Usually applies to nurses with 2Usually applies to nurses with 2--3 years experience3 years experience
• • CoordinatesCoordinates several tasksseveral tasks simultaneouslysimultaneously
• • ConsistentConsistent, predictable, and able to manage time, predictable, and able to manage time
• • MayMay displaydisplay hyper responsibilityhyper responsibility for the patientfor the patient
• • BeginsBegins to recognize patternsto recognize patterns
• • DeterminesDetermines which elements of the situation warrant attention andwhich elements of the situation warrant attention and which can bewhich can be ignoredignored Competent PractitionerCompetent Practitioner
• • Usually applies to nurses with 2Usually applies to nurses with 2--3 years experience3 years experience
• • CoordinatesCoordinates several tasksseveral tasks simultaneouslysimultaneously
• • ConsistentConsistent, predictable, and able to manage time, predictable, and able to manage time
• • MayMay displaydisplay hyper responsibilityhyper responsibility for the patientfor the patient
• • BeginsBegins to recognize patternsto recognize patterns
• • DeterminesDetermines which elements of the situation warrant attention andwhich elements of the situation warrant attention and which can bewhich can be ignoredignored

STAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODEL ProficientProficient PractitionerPractitioner

• • UsuallyUsually applies to nurses with 3applies to nurses with 3--5 years experience5 years experience
• • ViewsViews patient holisticallypatient holistically
• • FocusesFocuses on longon long--termterm goalsgoals
• • CanCan see changing relevance in a situationsee changing relevance in a situation
• • NoNo longer relies on preset goals for organizationlonger relies on preset goals for organization
• • DemonstratesDemonstrates increased confidence in their knowledge andincreased confidence in their knowledge and abilitiesabilities
• More holistic understanding improves decision-making
• Learns from experiences what to expect in certain situations and how to modify plans ProficientProficient PractitionerPractitioner
• • UsuallyUsually applies to nurses with 3applies to nurses with 3--5 years experience5 years experience
• • ViewsViews patient holisticallypatient holistically
• • FocusesFocuses on longon long--termterm goalsgoals
• • CanCan see changing relevance in a situationsee changing relevance in a situation
• • NoNo longer relies on preset goals for organizationlonger relies on preset goals for organization
• • DemonstratesDemonstrates increased confidence in their knowledge andincreased confidence in their knowledge and abilitiesabilities
• More holistic understanding improves decision-making
• Learns from experiences what to expect in certain situations and how to modify plans STAGES OF NOVICE TO EXPERT MODELSTAGES OF NOVICE TO EXPERT MODEL ProficientProficient PractitionerPractitioner
• • UsuallyUsually applies to nurses with 3applies to nurses with 3--5 years experience5 years experience
• • ViewsViews patient holisticallypatient holistically
• • FocusesFocuses on longon long--termterm goalsgoals
• • CanCan see changing relevance in a situationsee changing relevance in a situation
• • NoNo longer relies on preset goals for organizationlonger relies on preset goals for organization
• • DemonstratesDemonstrates increased confidence in their knowledge andincreased confidence in their knowledge and abilitiesabilities
• More holistic understanding improves decision-making
• Learns from experiences what to expect in certain situations and how to modify plans ProficientProficient PractitionerPractitioner
• • UsuallyUsually applies to nurses with 3applies to nurses with 3--5 years experience5 years experience
• • ViewsViews patient holisticallypatient holistically
• • FocusesFocuses on longon long--termterm goalsgoals
• • CanCan see changing relevance in a situationsee changing relevance in a situation
• • NoNo longer relies on preset goals for organizationlonger relies on preset goals for organization
• • DemonstratesDemonstrates increased confidence in their knowledge andincreased confidence in their knowledge and abilitiesabilities
• More holistic understanding improves decision-making
• Learns from experiences what to expect in certain situations and how to modify plans

APPLICATION OF BENNER‘S THEORYAPPLICATION OF BENNER‘S THEORY Nursing applies Benner’s Theory throughNursing applies Benner’s Theory through::

• • Nursing school curriculumNursing school curriculum
• • Building clinical ladders forBuilding clinical ladders for nursesnurses
• • Developing mentorship programsDeveloping mentorship programs
  • • MentorsMentors for newly graduatedfor newly graduated nurses:nurses: Mentors do more than teach skills;Mentors do more than teach skills; they facilitate new learning experiences, help new nurses make careerthey facilitate new learning experiences, help new nurses make career decisions, and introduce them to networks of colleagues who can providedecisions, and introduce them to networks of colleagues who can provide new professional challenges and opportunities. Mentors are interactivenew professional challenges and opportunities. Mentors are interactive sounding boards who help others make decisions. Part of mentoringsounding boards who help others make decisions. Part of mentoring programs areprograms are preceptorspreceptors Nursing applies Benner’s Theory throughNursing applies Benner’s Theory through::
• • Nursing school curriculumNursing school curriculum
• • Building clinical ladders forBuilding clinical ladders for nursesnurses
• • Developing mentorship programsDeveloping mentorship programs
  • • MentorsMentors for newly graduatedfor newly graduated nurses:nurses: Mentors do more than teach skills;Mentors do more than teach skills; they facilitate new learning experiences, help new nurses make careerthey facilitate new learning experiences, help new nurses make career decisions, and introduce them to networks of colleagues who can providedecisions, and introduce them to networks of colleagues who can provide new professional challenges and opportunities. Mentors are interactivenew professional challenges and opportunities. Mentors are interactive sounding boards who help others make decisions. Part of mentoringsounding boards who help others make decisions. Part of mentoring programs areprograms are preceptorspreceptors APPLICATION OF BENNER‘S THEORYAPPLICATION OF BENNER‘S THEORY Nursing applies Benner’s Theory throughNursing applies Benner’s Theory through::
• • Nursing school curriculumNursing school curriculum
• • Building clinical ladders forBuilding clinical ladders for nursesnurses
• • Developing mentorship programsDeveloping mentorship programs
  • • MentorsMentors for newly graduatedfor newly graduated nurses:nurses: Mentors do more than teach skills;Mentors do more than teach skills; they facilitate new learning experiences, help new nurses make careerthey facilitate new learning experiences, help new nurses make career decisions, and introduce them to networks of colleagues who can providedecisions, and introduce them to networks of colleagues who can provide new professional challenges and opportunities. Mentors are interactivenew professional challenges and opportunities. Mentors are interactive sounding boards who help others make decisions. Part of mentoringsounding boards who help others make decisions. Part of mentoring programs areprograms are preceptorspreceptors Nursing applies Benner’s Theory throughNursing applies Benner’s Theory through::
• • Nursing school curriculumNursing school curriculum
• • Building clinical ladders forBuilding clinical ladders for nursesnurses
• • Developing mentorship programsDeveloping mentorship programs
  • • MentorsMentors for newly graduatedfor newly graduated nurses:nurses: Mentors do more than teach skills;Mentors do more than teach skills; they facilitate new learning experiences, help new nurses make careerthey facilitate new learning experiences, help new nurses make career decisions, and introduce them to networks of colleagues who can providedecisions, and introduce them to networks of colleagues who can provide new professional challenges and opportunities. Mentors are interactivenew professional challenges and opportunities. Mentors are interactive sounding boards who help others make decisions. Part of mentoringsounding boards who help others make decisions. Part of mentoring programs areprograms are preceptorspreceptors

APPLICATION OF BENNER‘S THEORYAPPLICATION OF BENNER‘S THEORY

• • Preceptors for studentPreceptors for student nurses:nurses:
  • • PreceptorsPreceptors help new nurses deal with the uncertainty of the clinical settinghelp new nurses deal with the uncertainty of the clinical setting that is inherent to gaining proficiency. The preceptor's role of "guide at thethat is inherent to gaining proficiency. The preceptor's role of "guide at the side" isside" is criticalcritical to moving from novice toto moving from novice to expert.expert.
• • Preceptors for studentPreceptors for student nurses:nurses:
  • • PreceptorsPreceptors help new nurses deal with the uncertainty of the clinical settinghelp new nurses deal with the uncertainty of the clinical setting that is inherent to gaining proficiency. The preceptor's role of "guide at thethat is inherent to gaining proficiency. The preceptor's role of "guide at the side" isside" is criticalcritical to moving from novice toto moving from novice to expert.expert. APPLICATION OF BENNER‘S THEORYAPPLICATION OF BENNER‘S THEORY
• • Preceptors for studentPreceptors for student nurses:nurses:
  • • PreceptorsPreceptors help new nurses deal with the uncertainty of the clinical settinghelp new nurses deal with the uncertainty of the clinical setting that is inherent to gaining proficiency. The preceptor's role of "guide at thethat is inherent to gaining proficiency. The preceptor's role of "guide at the side" isside" is criticalcritical to moving from novice toto moving from novice to expert.expert.
• • Preceptors for studentPreceptors for student nurses:nurses:
  • • PreceptorsPreceptors help new nurses deal with the uncertainty of the clinical settinghelp new nurses deal with the uncertainty of the clinical setting that is inherent to gaining proficiency. The preceptor's role of "guide at thethat is inherent to gaining proficiency. The preceptor's role of "guide at the side" isside" is criticalcritical to moving from novice toto moving from novice to expert.expert.