Benner's Theory: From Novice to Expert in Nursing

Running head: BENNER’S THEORY
BENNER’S THEORY
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BENNER’S THEORY
Introduction:
Patricia Benner had developed the theory called “From Novice to Expert”. This
theory was based on the concept that nursing professionals develop their knowledge and
skills along with an understanding of the patient care gradually over time from the
combination of personal experiences as well as strong educational foundations (Thomas et
al., 2015). This assignment will first describe the theory briefly by the discussion of four
articles depicting the concept of the Benner’s theory.
Stages of the Benner’s model:
The level-one stage is called the novice stage. In this scenario, beginners are seen to
have no experiences of the situations where they are asked to perform their tasks. Such
nursing professionals are found to lack their confidence in demonstrating safe practices. They
also require continuous verbal as well as the physical cures from their preceptors or mentor
the nurses also fail is discretionary judgement when they are in this stage of expertise.
The level-two stage is called the advanced beginner stage. In this stage, nurses are
seen to exhibit marginally acceptable skills and knowledge. This may be because the nurse
had prior expectations in different types of actual situations (Payne, 2015). Although the
nurses are seen to have become skilful and efficient in certain situations, but they still require
occasional supportive cues. Knowledge continues to develop in this stage
The level-three stage is called the competent stage. The nurses can develop their
competence by being in the profession and having experiences of similar situations for more
than two or three years. Such nurses are seen to exhibit efficiency and confidence in their
approaches and practices and that they are seen to be coordinated. Competent nurses are able
to set up plans that help in establishing perspectives as well as the different plans remain

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BENNER’S THEORY
based on consciousness, analytical contemplation, and abstract of the problem. The
characteristic feature of this skill level is the development of deliberate and conscious
planning by the nurses that actually helps them in achieving efficiency and organisation. The
care is found to be completed within a suitable period and such nurses do not require any
supportive cues from seniors (Berglund, 2019).
The level-four stage is called the proficient stage. In this stage, nurses are seen to
perceive situations as whole and do not consider them in term of dissected parts as well as
aspects. Such nurses are able to understand situations as ‘whole’ as within this time; they are
able to perceive them as long-term goals. Nurses in this skill level are seen to learn from their
experiences about what typical events can be expected in a particular condition and the ways
they need to modify the plans in responding to the events (Kim & Choi, 2015). They also
develop the capability in identifying when the expected outcome would not be materialised.
Such form of holistic knowledge development helps in improving the decision-making skills
of the nurses. It becomes less labour-some for the nurses as they now have perspectives about
which of the existing aspects and attributes are urgent and significant ones.
The level five is called the expert stage. This expert nurse would be having an
intuitive grasp of every situation that arises and they develop the capability of zeroing on the
appropriate as well as the perfect domain of the issue without “wasteful consideration of a
large range of unfruitful, alternative diagnoses and solutions” (Kunde & Webb, 2019). Such
nurses in the expert skill level are seen to develop an in-depth understanding of the total
situation-taking place. Their performance only does not become highly proficient but also
become much fluid and flexible. These nurses are also seen to exhibit highly skilled analytic
ability even in some of the situations with which the nurse had no previous experiences.