Application of Benner's Theory for Simulation Facilitators: A Report

This report explores the application of Patricia Benner's theory of nursing expertise to the role of simulation facilitators. It outlines the five stages of nursing proficiency: novice, advanced beginner, competent, proficient, and expert, and how simulation environments can be tailored to support learners at each stage. The report details how facilitators can adapt their approach based on the student's level of experience, providing appropriate cues, challenges, and feedback. It also discusses the importance of simulation in developing clinical decision-making skills and the ability to handle complex situations. Furthermore, the report emphasizes the facilitator's role in creating a safe and effective learning environment, promoting critical thinking, and facilitating the transition from theory to practice. The references provided support the concepts and frameworks discussed in the report.

Application for Simulation Facilitators
By using banner’s theory

simulation
It is a strategy not
technology to mirror,
anticipate and
amplify real life
situation with guided
experience in a
interactive way
(Thomas et al. 2015)
Figure:
simulation in
nursing
Figure :
(Thomas et al.
2015)

First stage of benner’s theory
novice
No
experience
in situation
lacks confidence to
demonstrate safe practice
(Arzani, Lotfi & Abedi, 2016).
requires
continual
verbal
and
physical
cues
unable to use
discretionary
judgment.

Simulation in novice stage
• Novice facilitators would face
difficulty in implementing
multiple aspects of simulation
• Typically, they learn how to turn
it on and use software (Thomas et
al. 2015) .
•Difficulty in trouble shooting is
also observed
• nurse educators begin to add
simulation methods with their
other teaching, scholarship
Figure : simulation
Source : (Hutchins et
al., 2016)

Second stage of benner's theory
Advance
d
Beginner
demonstrate
marginally
acceptable
performance
(Hutchins et
al., 2016)
developing prior
experiences in real
life situations
(Thomas et al. 2015)
skilful
and
efficient
in certain
domain
the knowledge
development is
in preliminary
stages

Simulation in Advanced Beginner
stage
• Advanced beginners have
enough experience for
arranging situational elements
which they found relevant
•However, unable to prioritize
the task having same relevance
(Benner, 2016).
• they have knowledge about
the task but overwhelmed by
the complexity of the task
(Thomas et al. 2015)
•This helps the advanced
beginners to acquire decision
making skills in situations.
Figure : simulation
Source : (Hutchins et
al., 2016)

Competent
Third stage of banner's theory
nursing professionals
who are in same
domain for 2or 3
years(Thomas et al.
2015)
Efficient,
coordinat
e,
confident
in the
actions
Have perspective for
development of
conscious, deliberate
Observed
to be
organize
d

Simulation in Competent
•No longer required checklist for
prioritizing since they
experienced Varity of
stimulation situation
•Able to alter protocols and
methods according to new rules
and continuously changing
situation
•More flexible and able to
implement theories (Benner,
2016).
.
Figure :
simulation
Source :
(Flinkman et al.,
2017)

Fourth stage of benner’s theory
Proficient
seen to
perceive
situations
as wholes
seen to learn from
different
experiences
Able to modify
plans according to
the event
Undertake
less labor
and
improved
decision
making
skills

Simulation in Proficient
• They have sound technical skills
• They are able to pick out subtle
student responses and psychomotor
skills as correct or needing
refinement (Hutchins et al., 2016)
• Less time required for task
performance involving equipments
•They able to predict how a scenario
will be depending on actions of
student.
Figure : simulation
Source : (Hutchins et
al., 2016)

fifth stage of benner’s theory
The
Expert
a deep
underst
anding
of the
total
situatio
n
Flexible,
highly
proficient.
able to apply
highly skilled
analytical
ability
(Thomas et al.
2015)
Able to perform in
situation having
no previous
experience

Simulation in the expert
•They are able to utilize vision,
confidence, risks, drive and
energy, competitive spirit, ability
to rationalize self-criticism, and
leadership qualities in clinical
field.
•They are more emotionally
attentive towards the simulations
•They are able to maintain
standards and guidelines.
Figure: simulation in
nursing
Figure : (Thomas et
al. 2015)

references
Arzani, A., Lotfi, M., & Abedi, A. R. (2016). Experiences and clinical
decision-making of operating room nurses based on benner’s
theory. Journal of Babol University Of Medical Sciences, 18(4), 35-
40.
Benner, P. (2016). Discourse Links Between Philosophy, Theory,
Practice, and Research. Canadian Journal of Nursing Research
Archive, 32(2).
Flinkman, M., Leino‐Kilpi, H., Numminen, O., Jeon, Y., Kuokkanen, L.,
& Meretoja, R. (2017). Nurse Competence Scale: a systematic and
psychometric review. Journal of advanced nursing, 73(5), 1035-
1050.
Hutchins, T. L., Prelock, P. A., Morris, H., Benner, J., LaVigne, T., &
Hoza, B. (2016). Explicit vs. applied theory of mind competence: A
comparison of typically developing males, males with ASD, and
males with ADHD. Research in Autism Spectrum Disorders, 21, 94-
108.
Thomas, C. M., Sievers, L. D., Kellgren, M., Manning, S. J., Rojas, D.
E., & Gamblian, V. C. (2015). Developing a theory-based
simulation educator resource. Nursing education
perspectives, 36(5), 340-342

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you