Novice to Expert

Working under stress requires the ability to prioritise and multi-task. It also involves advocating and maintaining effective time management. These skills are part of a suite of learning considered ‘novice to expert’ in nursing (Benner, 1982). This ability to transfer thoughts is crucial for effective decision-making. It also involves processing information relevant to the particular situation, time, and place. Moreover, Jean Piaget’s theory of cognitive development states that thoughts, memory, and past experience influence the learner. Problem solving and processing information also play significant roles.

Piaget’s concept of schema theory involves the organized structure of memories, past experience, and the knowledge we hold. We develop this knowledge over time. Constant interpretation is considered the process of adaptation and assimilation to the environment. Educators use cognitive processes of types of knowledge in the work environment. They apply the taxonomy of Krathwohl (2002) to engage learners. This helps develop the learner’s high-level engagement. Assimilation is using new experiences to already existing schema, knowledge and experiences. This constant building of experience on experience is the scaffolding of learning in nursing. It can take years to build experience on top of knowledge to scaffold performance on the novice to expert pathway.

Clinical shifts regularly provide feedback opportunities through clinical supervision, along with performance management plans. This feedback practice must align with the nursing students learning objectives. For nurse mentors or peer support, the development of constructive feedback methods is essential as part of clinical supervision. Reflection is a major component of development and learning. Applying frameworks, such as Gibbs (1988) and Johns (2009), for reflective processes in nursing can help make sense of experiences. These frameworks also help summarize events.

Frameworks

Using Benner (1984) “novice to expert” or Bondy (1983) “dependent to independent” frameworks can create the learning environment. This method can help align content to nursing experience. It also aligns to skills expected to be learnt and assessed (see Intended Learning Outcomes).

Curriculum development involves setting intended learning outcomes, subject content, and assessments. The use of Bloom’s Taxonomy can aid in aligning and scaffolding education delivery. This can help provide focus for the delivery of education and meeting educational objectives.

References

Benner, P. (2004) Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgment in Nursing Practice and Education. Bulletin of Science, Technology & Society, 24: 188-199.

Benner, P. (1984). From novice to expert. Menlo Park.

Bondy, K, N. (1983). Criterion-referenced definitions for rating scales in clinical evaluation. Journal of Nursing Education. Vol. 22, no. 9, pp. 376-382.

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into practice, 41(4), 212-218.

Iowa State University. (2016). Revised Blooms Taxonomy. Center for Excellence Learning & Teaching.

Nursing Education Network. (2017). Blooms Taxonomy & Constructivism.

Nursing Education Network. (2020). Clinical Supervision in Nursing – Nursing Education Network.

Nursing Education Network.(2019). Intended Learning Outcomes.