Assignment on nursing PDF

RUNNING HEAD: ASSIGNMENT 1: NURSING
ASSIGNMENT 1: NURSING

ASSIGNMENT 1: NURSING 1
Table of Contents
Introduction................................................................................................................................3
Explanation of Benner’s Theory................................................................................................3
Demonstration of “Advance Practice of Nursing”.....................................................................5
Comparison between the role of a novice nurse and an expert nurse........................................5
NMBA Standard of practice and its relation with Benner’s theory...........................................6
Conclusion..................................................................................................................................7
Reference List............................................................................................................................8

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Introduction
Advanced Licensed Practice Nurse means a nurse practitioner that acquires
professional expertise, training and expertise through an APRN Compact Administrator's
Interstate Commission ("Commission") program approved or established and who has a
license to provide advanced treatment. An APRN position compatible with an Education,
Credential, and Commission rules is authorized for the specialized practice of a nurse
practitioner. Care is a productive region and over the next decade, demand for these health
practitioners will rise by 22%. Students wishing to find satisfying job prospects should
compete in nursing programs and benefit from attractive pay as well as other educational
advantages. Those who wish to find the most profitable job prospects should take specialized
courses and earn professional degrees.
Explanation of Benner’s Theory
As opined by Yuan (2017), in the famous novel "From Novice to Expert: Excellence
and Power in Clinical Practice" Dr Patricia Benner is a nursing philosophy designer that first
created a concept of levels of clinical competency. Her design is among the clearest guideline
for determining the needs of nurses at various levels. This clinical theory suggests that
professionals develop treatment experience and information in a proper pedagogical sense.
Dr. Benner's philosophy does not focus on nursing, but on how nurses get the skills to learn
and understand, without learning theories. She also used the skills learning paradigm of
Dreyfus as a foundation of her work. This was a paradigm that centered on chess operators'
observations and pilots, managers and tankers of aircraft. The model Dreyfus was identified
by Brothers Stuart und Hubert Drybrush. The Dreyfus Brothers felt it was both experiential
and situational, and that a pupil had to undergo five very distinct stages of learning, from
beginner to specialist (García‐Martín, Roman, Rodriguez‐Arrastia, Diaz‐Cortes, Soriano‐
Martin & Ropero‐Padilla, 2020).
Step 1 Novice: In his first year of professional practice, he will be a nursing student; the
conduct of the clinical community is very minimal and uncompromising. Novices are highly
constrained in their abilities to predict what can happen in a given patient situation. Signs and
signs, including mental changes, can only be detected when an inexperienced nurse has
encountered related symptoms in patients.

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Step 2 Intermediate Beginner: These are the young graders on their first work. Existing and
important components of the scenario provide more expertise with the caregivers. You have
the skills, but not sufficient in-depth expertise.
Step 3 Professional: The skilled nurses do not have speed and stamina, but are masterful and
are able to count on advanced preparation and management abilities. Competent nurses more
easily and precisely than advanced beginners understand trends and the styles of clinical
conditions.
Step 4 Professional: At this stage, nurses are willing instead of modules to perceive
conditions as "wholes." Experienced healthcare practitioners learn from experience how
normal accidents occur and may change arrangements for multiple incidents.
Step 5 Expert: In contexts, nurses can recognize their needs and resources and achieve them.
These doctors know how to do other things. In certain cases the rules that regulate their
actions no longer depend on them. They receive an intuitive understanding of the condition
through their profound preparation and understanding. The focus is focused on the most
important issues and not the least. It is only possible to use test tools if they do not realize an
incident or if incidents do not take place as per expectations.
Mann & De Gagne (2017) stated that novice nurse mainly focus on beginning tasks and
follows a priority list while an expert staff rely on the whole scenario when carrying out their
duties. They can see some evidence of a disorder such as a patient who is a little harder to
wake up than in previous sessions. This principle's value is that such thresholds vary from
historical, theoretical, past and observable experiences. Each stage depends on the last, as the
functional and clinical knowledge gained by the nurse strengthens these abstract principles.
This hypothesis has changed the watching of an expert. The doctor is no longer the highest
paying nurse, but the nurse is the best nursing practitioner.Five steps of clinical competencies its
relation with the transition of nursing
According to Sterner, Hagiwara, Ramstrand & Palmér (2019), beginners are taught
the principles of medical treatment, including clinical metrics, also including weight, in
taking, efficiency and pressure, and are also taught how to use the guiding principles such as
atmospheric pressure above the normal. A novice nurse relies primarily on understanding
particular responsibilities, and may then rely on this clinical work and take independent
decisions regarding patient care. After the initial preparation a nurse uses significant core

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credentials to care for the patients. The transformation to a skilful physician takes place as the
kid learns simple abilities and realizes how they can be realized with improved judgement,
with long term expectations and how action forms priorities. If the nurses learn those
fundamental skills and progress to the patient specialist stage, they can use the skills and
organization they have developed. School supervisors typically don't need to provide
consistent skills like budgeting, successful personnel presentations, dispute mediation or
meeting assistance, despite the very strong planning and career creation (Kaack, Bender,
Finch, Borns, Grasham, Avolio & Williams, 2018).
Demonstration of “Advance Practice of Nursing”
As commented by Bodine (2020), Advanced Practices in Nursing offers a variety of
expertise in modern clinical experience and research for hospitals and doctors and medical
practitioners that treat individuals with acute and chronic disorders in emergencies. Nurses,
physicians, nursing aestheticians, and nursing paediatricians, all of whom are vital to the
future of patient treatment, are among APRNs. Often primary care providers are APRNs and
they are in the process of developing the population with preventive care. Advanced nursing
is the area of nursing which enhances and expands the limits of the nursing profession, refers
to nursing awareness and fosters the promotion of the career. As per the viewpoint of Woeber
(2018), a master or doctoral degree has been completed by psychiatrists with advanced
experience (APNs) or licensed psychiatrists is able play higher positions in the profession.
Advanced identifications for nursing practice enable nurses to be much more independent and
flexible in the job and treatment. Advanced practice nurses can do similar roles to RN
contemporaries; furthermore, they can become more autonomous and lead other nurses on the
staff. They should also focus on improving their impact on success in medical care and
recovery programs.
Comparison between the role of a novice nurse and an expert nurse
As commented by Recchia (2018), expert nurses gathered about twice as many
different knowledge than beginner caregivers. The specialist nurses have also grouped
together more details to assess the patient's status in decision making. Expert nurses became
more involved in gathering pertinent knowledge and identifying concerns that could help
patients detect issues. Professional life professions are special in terms of the complexities of
those who are responsible for the job. A majority of young nurses are thrust into the

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workforce with little professional training, no clinical judgement and a loss of faith following
their study in an approved diet program. From the framework point of view, the unit's
organization, environment and community will have a significant effect on the move from
student to nurse.
NMBA Standard of practice and its relation with Benner’s theory
Type 1: Critical thought and study in nursing
According to Terry, Carr & Curzio (2017). RNs use different thinking methods and the latest
data to make appropriate assessments to deliver quality and healthy nursing services through
evidence-based and individually oriented systems.
In total, the registered nurse does the following work:
• Review, access and use of the latest data including test outcomes to ensure consistency and
safe practice
• To establish practice by focusing on awareness, memories, emotions, behaviour and
convictions to decide the practice of shape;
• respects all experiences and cultures including the position of the community and family
that support the health and welfare of Aboriginal and Torres Strait Islanders and others;
• Follows rules, guidelines, procedures, laws and other technically applicable criteria or
expectations when making decisions
• Using legal mechanisms
Type 2: Clinical and workplace participation
Practices of RN typically rely on technical and therapeutic partnerships. It includes the
graciousness of the universities with respect for mutual trust and business relations (Brown &
Sorrell, 2017).
The nurse enrolled:
• Develops, promotes and closes relations so that the boundaries between personal and
occupational relations are transformed;

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• respecting the culture, dignity, belief systems and liberties of a person and communicating
effectively
• Recognition of the experience most people have in their lives
• Provides support and guidance to people in developing health decision-making
• Make the best possible use in professional relations to achieve health results through
supervision, representatives, discussion, cooperation and reimbursements
• Promoting and encouraging safety culture and experience, including interaction with
healthcare workers, in order to share skills and beliefs that help people to care
• Participates in leading cooperation
• Report on the significant behaviour of health workers, healthcare professionals and others
Nursing practices
As per the viewpoint of Dunbar, Kawar & Scruth (2019), the design of a health care system
can have an impact on the success of a new nurse. Functions of organisation, which may
prevent a new nurse from entering the workforce, are found in some healthcare systems. The
lack of coordination of specialty groups and the failure to easily respond to developments
which are often happening in the medical sector make such programs not conducive to full
care for patients. This impedes the willingness of a young nurse to adapt when they need to
collaborate in various specialties to treat their patients.
Conclusion
Continuing the change in the current postgraduate nurse may have the biggest effect
on environment and culture. Environment can involve coordination, morals of workers,
working hours, teamwork, protection and well-being. All of these considerations may either
support or discourage a new nurse from transitioning to his/her career. Community may
include principles, rituals, and mechanisms of control and structures of organisation. When a
special unit or hospital takes significant emphasis to educating new persons, this is evident in
the transition of a new nurse into the profession. Strengthening structure may also deeply
influence a stable transition. The following study concludes the relation of Benner’s theory of
novice to expert and five stages of nursing journey for a novice nurse to become an expert
nurse.

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Reference List
Dunbar, G., Kawar, L. N., & Scruth, E. A. (2019). The transition from expert to novice and
back to expert: Ensuring competent and safe practice. Clinical Nurse Specialist, 33(3),
106-109. Retrieved on: 2nd January 2021 DOI: 10.1097/NUR.0000000000000442
Brown, T., & Sorrell, J. (2017). Challenges of novice nurse educator's transition from
practice to classroom. Teaching and Learning in Nursing, 12(3), 207-211. Retrieved
on: 2nd January 2021 DOI: https://doi.org/10.1016/j.teln.2017.03.002
Terry, L., Carr, G., & Curzio, J. (2017). Expert Nurses' Perceptions of the Relevance of
Carper's Patterns of Knowing to Junior Nurses. Advances in Nursing Science, 40(1),
85-102. Retrieved on: 2nd January 2021 DOI: doi: 10.1097/ANS.0000000000000142
Recchia, M. (2018). From novice to expert. Journal of Aesthetic Nursing, 7(9), 490-490. .
Retrieved on: 2nd January 2021 DOI: https://doi.org/10.12968/joan.2018.7.9.490
Woeber, K. (2018). Development and implementation of a competency-based clinical
evaluation tool for midwifery education. Midwifery, 62, 92-95. Retrieved on: 2nd
January 2021 DOI: https://doi.org/10.1016/j.midw.2018.03.004
Bodine, J. (2020). Training the Novice Nurse to Precept. Journal for Nurses in Professional
Development, 36(4), 246-247. Retrieved on: 2nd January 2021 DOI:
10.1097/NND.0000000000000652
Kaack, L., Bender, M., Finch, M., Borns, L., Grasham, K., Avolio, A., ... & Williams, M.
(2018). A Clinical Nurse Leader (CNL) practice development model to support
integration of the CNL role into microsystem care delivery. Journal of Professional
Nursing, 34(1), 65-71. Retrieved on: 2nd January 2021 DOI:
https://doi.org/10.1016/j.profnurs.2017.06.007
Sterner, A., Hagiwara, M. A., Ramstrand, N., & Palmér, L. (2019). Factors developing
nursing students and novice nurses’ ability to provide care in acute situations. Nurse
education in practice, 35, 135-140. Retrieved on: 2nd January 2021 DOI:
https://doi.org/10.1016/j.nepr.2019.02.005

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Mann, C., & De Gagne, J. C. (2017). Experience of novice clinical adjunct faculty: A
qualitative study. The Journal of Continuing Education in Nursing, 48(4), 167-174.
Retrieved on: 2nd January 2021 DOI: https://doi.org/10.3928/00220124-20170321-07
Yuan, H. (2017). Benner’s from Novice to Expert Model and Its Application in Nursing
Practice. Retrieved on: 2nd January 2021 DOI: https://doi.org/10.12677/ns.2017.62015
García‐Martín, M., Roman, P., Rodriguez‐Arrastia, M., Diaz‐Cortes, M. D. M., Soriano‐
Martin, P. J., & Ropero‐Padilla, C. (2020). Novice nurse's transitioning to emergency
nurse during COVID‐19 pandemic: A qualitative study. Journal of Nursing
Management. Retrieved on: 2nd January 2021 DOI:
https://doi.org/10.1111/jonm.13148