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(GCNNK1) The role of Benner's model towardsNursing Knowledge assignment and skills building


Task: how can the Benner's model andNursing Knowledge assignment research skills be used to improve nursing skills


In this Nursing Knowledge assignment, firstlynursing practice will be explained by outlining Benner's theory and its clinical competence. Benner's model has been used in the profession of nursing to make innovative changes in acquiring and developing a rationale that is continued and served as the foundation of nurses' enhancing skills. This will help the nurses in building experiences and applying ideas in the clinical approach toward patients. Secondly in this paper, the transition of nurses from novice to expert has also been portrayed with advanced practice and skills. Functions of novice and advanced practice and thirdly, NMBA standards of practice have been detailed with outlining Benner's theory. The Nursing Knowledge assignment theory mainly illuminates the nursing and professionals that acquire skills to care for patients. This makes a significant impact in the nursing profession as it offers as its offers several information to nurses as well as to experienced nurses. Finally it can be said that Benner's theory acts as a base for the nursing practice that helps the nursing professionals from the beginning to acknowledge proper expertise in this field.

Outlining Benner’s theory
The reason behind the Nursing Knowledge assignment theory development of Benner is because it illuminates the nursing professionals in the acquiring of necessary skills. According to Benner’s theory (1982, 1984), the learners need to attempt and develop a set of competencies to move through the five stages of clinical competence. The five stages involve Novice, Advanced Beginner, Competent, Proficient, and Expert. In this theory of Benner, says that proceeding from novice to expert is a process of the circle and not a linear process at all. The concept or philosophy mainly is the transition “From Novice to Expert” which explains in the development of skills and understanding of patients need.

Five stages of clinical competence andNursing transition through becoming an expert
The five stages in Benner's model are involved in the development of nurse education. They are a novice, advanced beginners, competent, proficient, and experts.
Novice: as per the Nursing Knowledgeassignment findings this is mainly when a nursing student is in his or her first year of clinical education. Proper behavior in the clinical setting is very limited and the students remain inflexible. Therefore the novices mainly have less ability to predict things that might take place for a particular patient or situation. Such signs and symbols are involved in the change of mental status and can be recognized when a novice gains experience with relevant skills.
Advanced beginners: These people are the new graduates and they are in their first jobs. They have had experiences that make them realize and recognize the meaning of the situation. They have proper knowledge but they are not into the proper level of experience in their job roles.
Competent: In this stage, the nurses lack the proper flexibility and speed that is required in case of acknowledged proficiency. But on the other hand, they have mastery which can be relied on advanced planning with organizational skills. The nurses that are competent need to recognize the patterns and nature of specific clinical situations that are more accurate than the beginners in the advanced stage (Ozdemir, 2019). Proficient: In this stage, the nurses are capable to see the situation as a whole rather than seeing it in parts. As per the Nursing Knowledge assignment research, proficient nurses mainly learn from experiences that mainly events to modify plans in response to several kinds of events.

Expert: The nurses can recognize the demands and kinds of resources in situations to attain several goals. The nurses are being trained to understand the needs and demands of the patient. This is because the nurses do not rely on situation-based rules and guidance. This is because in this stage the nurses have an intuitive grasp of the situation that is based on specific knowledge and experience. The main focus is given to the relevant problems and not to the ones that are irreverent to nature. There is the usage of analytical tools when there is less knowledge about any situation or events that are not usually expected (Murray, Sundin& Cope, 2019).

It has been reported on this Nursing Knowledge assignment that for a range of examples, the beginner nurse mainly focuses on the tasks which are mainly checking vital signs and having a list of "to do". On the other hand, the experts mainly focus on the whole picture that arises during a situation or an event and completes the whole task. It can be said that when the nurses are emptying a Foley catheter and notice that there are certain kinds of changes, where patients seem much harder and arouses at times than in previous encounters. Therefore it can be said that Benner's theory clearly states the journey of nurses from novice to expert and explains the process and journey of the nurses (Quinn, 2020).

The novice graduate passes via several stages to become an expert, they are:

  • Doing: This is the period of orientation at a professional stage for the nurses that mainly consists of 3 to 4 months. In this phase, patients are not allotted and they are mainly on a probation period in the title of graduate nurse. They will just follow the instructions and the commands that are mainly enclosed to them in a given direction.
  • Being: This phase lasts for 4 to 5 months post orientation period that mainly undertakes a lot of development and improvement in thinking.
  • Knowing: This phase of the Nursing Knowledge assignment comes after 12 months of practice where they are comparatively in a balanced state with relief and proper faith in that position associated with designated duty and regimen (Khalil, Byrne &Ristevski, 2019).

So, this is the journey of a novice to becoming an expert nurse. This shows the time period of each stage through the novice goes through in order to come to the level of expertise and provide a professional service.

Advanced practice
The term advanced practice is mainly an element in the program that allows extending the studies which include mainly internship or an applied group that has a specific project of consultancy. This will be possible working with a real organization and this will develop a proper and valuable experience at work. Here, a registered nurse pertaining with additional training and education knows the ways of diagnosing and treating diseases. The practice of advanced nursing is licensed with the level of state and is certified by the nationalized organizations of nursing. The advanced practice of the Nursing Knowledge assignment mainly denotes a level of practice that is registered with the professionals of healthcare from a proper background with areas that can be achieved by meeting four elements of pillars. The four pillars in advanced practice mainly are clinical, leadership, research, and education. In such cases, the registered nurses are educated mainly at Masters or post-master level to maintain a specific role with the patient population. The APRNs are mainly prepared by specific education which certifies in diagnosing, assessing, managing patients problems, older tests, and also in accurately prescribing medications. This mainly refers to the advanced practice and its main role in nursing (Fishman, 2018).

Functions of a novice versus an advanced practice
The novice to expert model identified on this Nursing Knowledge assignment has been mainly used in the healthcare systems to make a development of mentorship programs, programs of leadership, retention increment, and also providing teaching aides for the staff nurses. In the case of the development of leadership programs, there is a need of utilizing mentorship along with self-assessment that allows for growth in a continuation mood for the current and future leaders of the healthcare system. If effective leadership is followed then the preparation and commitment need to be in a very high space to make staff retention as well as reduce the costs of turnover and the improvement in the outcome quality. The professional development of nurses by Dr. Benner's novice to expert mode mainly allows the healthcare system to build confidence in capable leaders who will increase the overall staff retention and will contribute to the safety and quality care of patients. It can be said that at times there are issues which are like stress, outcomes of patients, work environments, and the rates of turnover that occurs when there is no proper selection of nurses. Therefore it is the most important thing to give proper training and mentoring to the nurses before placing them in significant roles, otherwise, it can lead to disaster in the healthcare system (WANG et al. 2019).Advanced practice:In the case of advanced practice registered nurses, they mainly maintain four roles which are clinical specialists of nurses, certified nurse’s that are registered anesthetists, certified practitioner nurses, and lastly certified midwives, and nurses. The advanced nursing practice identified on this Nursing Knowledge assignment mainly means that the nurses have earned a proper graduate degree with a Master of Science degree as well as a Ph.D. degree with a proper focus on the nursing factor (Warshawsky, &Cramer, 2019). The difference in the functions mainly exists are:

Novice Advanced



·            Performing several physical exams and the histories of health before coming to any kind of critical decisions (Dziobaet al. 2022).

·            Providing proper health promotion, education as well as counseling


·            Administering the medications with several other personalized interventions

·            Coordinating with care mainly in collaboration by doing a wide array of healthcare professionals.

·            Treating and diagnosing illnesses

·            Advising the patient or public on the significant health issues

·            Managing chronic diseases

·            Engaging in the continuous education that remains forward technological, methodological, or in other developments


Relating Benner’s theory to NMBA standards of practice
• Maintains a capability for the practice (1st NMBA Standards): Benner mainly advocates the nurses making a dependency on previous experiences and in such cases nurses must intensify the stat of clinics. Then it highlights the apprehension and evolution via experiences that do not make the skills abandoned. In such a case critical thinking is of utmost importance (Aller, 2021).
• Conducting comprehensive assessments (2nd NMBA Standards): The advanced assessments of clinics mainly involve an elimination of biofilm therapies that mainly refines the consequences for patients. In such an aspect, the Benner model helps in enlightening the project expansion with a proper plan for the development.

To conclude this Nursing Knowledge assignment, it can be said that the research report elaborates Benner's Theory in such a way, that it mainly shows the journey of a novice nurse to expert professionals. There are several levels and stages that have to be crossed in order to complete the circle or the journey. These are done through the clearing of several levels or years in the nursing profession. It can be said that there are greatest advantages of strength in using Benner's theory as it mainly focuses on the behavior of the nurses which mainly depends on the overall level of understanding of the proper practice of nursing. This theory also highlights the overall importance of clinical experience in the development of expertise. This is also illuminated by the ways of acquiring skills that are offered in order to care for patients. This theory mainly has a greater significance in the profession of nursing as it offers specific and useful information. The function of novice versus the advanced practice mainly elaborate and signifies the work that a nurse does when they are not experienced to the time when they are experienced and are professional nurses. Therefore theNursing Knowledge assignment theory mainly portrays the journey of nurses in a significant way.


Reference List
Aller, L. (2021). A contemporary model for undergraduate nursing education: A grounded theory study. Nurse Educator,Nursing Knowledge assignment 46(4), 250-254.
Benner, P. (2019). Skill acquisition and clinical judgement in nursing practice: towards expertise and practical wisdom. In Practice Wisdom (pp. 225-240).Brill.
Dzioba, C., LaManna, J., Perry, C. K., Toerber-Clark, J., Boehning, A., O'Rourke, J., & Rutledge, C. (2022).Telehealth Competencies: Leveled for Continuous Advanced Practice Nurse Development. Nurse Educator, Nursing Knowledge assignment 10-1097.
Fishman, G. A. (2018). Attending registered nurses: Evolving role perceptions in clinical care teams. Nursing Economics, 36(1), 12-22.
Khalil, H., Byrne, A., &Ristevski, E. (2019).The development and implementation of a clinical skills matrix to plan and monitor palliative care nurses' skills. Collegian, 26(6), 634-639.
Murray, M., Sundin, D., & Cope, V. (2019). Benner's model and Duchscher's theory: Providing the framework for understanding new graduate nurses' transition to practice. Nurse education in practice, Nursing Knowledge assignment 34, 199-203.
Ozdemir, N. G. (2019). The development of nurses’ individualized care perceptions and practices: Benner’s novice to expert model perspective. International Journal of Caring Sciences, 12(2), 1279-1285.
Quinn, B. (2020). Using Benner’s model of clinical competency to promote nursing leadership. Nursing Management, 27(2). WANG, M., TANG, X., PENG, J., SHENG, J., TANG, M., & DENG, H. (2019). Application of nursing clinical ladder program based on Benner theory in nurses? stratified training. Chinese Journal of Practical Nursing, 142-146. Warshawsky, N., & Cramer, E. (2019).Describing nurse manager role preparation and competency: findings from a national study. JONA: The Journal of Nursing Administration, Nursing Knowledge assignment 49(5), 249-255.


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