The Transition From Expert to Novice and Back to Expert

Dunbar, Ghada; Kawar, Lina Najib; Scruth, Elizabeth

doi:10.1097/nur.0000000000000442

Cited by 7 publications

(5 citation statements)

References 8 publications

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“…skilled and knowledgeable nurses who provide high-quality care, advance patient safety, and influence good outcomes in healthcare delivery. This study is supported by Benner’s theory that emphasizes the effect of nurses’ competency on patient outcomes [ 7 ] Identifying the level of professional competency could help categorize nurses based on their level of practice and determine the proper approach to move nurses from novice to expert.…”

Section: Introductionmentioning

confidence: 67%

“…The Nurse Professional Competence Scale has been validated and shown to have good reliability and validity in various studies conducted in the Swedish language version [20]. Responses are given on a seven-point scale ranging from a very low degree (1) to a very high degree (7), with "either high or low degree" coded as (4) [21]. The competency levels were classified into four categories based on the average score of the scale and subscales: low level (0-25), rather good level (> 25-50), good level (> 50-75), and very good level (> 75-100) [22].…”

Section: Research Instrumentmentioning

confidence: 99%

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Assessing nurses’ professional competency: a cross-sectional study in Palestine

Zaitoun

2024

BMC Nurs

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Background Evaluating nurses’ professional competence is critical for ensuring high-quality patient care. Therefore, this study aimed to evaluate the nurses’ professional competence level and to identify differences based on demographics in three West Bank hospitals. Methods A cross-sectional design was used, and a convenient sample of 206 nurses participated in the study. The Nurse Professional Competence (NPC) Scale was used to assess the competency level. The investigator distributed the questionnaire and explained the aim of the research. Consent forms were signed before the data collection. Results The average competency level was 79% (SD = 11.5), with 90% being professionally competent nurses. The average “nursing care” competency was 79% (SD = 12.98), and the competency level in providing value-based care was 80% (SD = 13.35). The average competency level in technical and medical care was 78% (SD = 13.45), whereas 79% (SD = 12.85) was the average competence level in “Care Pedagogics” and “Documentation and Administration “. The average competence level in the development and leadership subscale was 78% (SD = 12.22). Nurses who attended three to five workshops had a higher level of Nursing Care Competency, (H = 11.98, p = 0.003), and were more competent in value-based care (H = 9.29, p = 0.01); in pedagogical care and patient education (H = 15.16, P = 0.001); and in providing medical and technical care (H = 12.37, p = 0.002). Nurses attending more than five workshops were more competent in documentation and administration (H = 12.55, p = 0.002), and in development and leadership subscale ( H = 7.96, p = 0.20). Conclusion The study revealed that participants lacked development and leadership skills. Engagement in workshops positively impacted the level of competencies among nurses. Notably, those attending more than five workshops exhibited greater competence in documentation, administration, development, and leadership in nursing care. Implications This study emphasized the role of continuing education in improving nurses’ competencies and highlighted the need to conduct the study at a wider aspect to involve more hospitals with various affiliations to help structure more sensitive professional development and adopt the competencies as an integral part of staff development.

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Section: Introductionmentioning

confidence: 67%

Section: Research Instrumentmentioning

confidence: 99%

Assessing nurses’ professional competency: a cross-sectional study in Palestine

Zaitoun

2024

BMC Nurs

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“…The transition from clinical expert to novice student may result in uncomfortable feelings and stress. Pursuing a degree should challenge a student, but it also may cause stress, fear, and other negative emotions that impede learning (Dunbar et al, 2019).…”

Section: Encouragementmentioning

confidence: 99%

Back from Burnout

Sefton¹

2022

Journal of Christian Nursing

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:Healthy and supportive engagement between faculty and students is imperative for positive learning experiences. Multiple factors can impede engagement, including faculty burnout. After 30 years of teaching nursing, the author faced burnout. Based on student comments and Scripture, suggestions are made about character and teaching attributes that can positively adjust educator attitudes to enhance student learning.

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“…Online teaching draws on IT skills that aren’t routinely needed in the classroom. The Expert to Novice model ( Dunbar, Kawar, and Scruth, 2019 ) describes the process a person goes through when practicing in a new domain, such as teaching online. The model suggests we should embrace our status as novices and be open to learning from our mistakes.…”

Section: Tip 11: Be Prepared To Fail At Some Thingsmentioning

confidence: 99%

Twelve Tips for teaching clinical and communication skills online

Bintley¹,

Easton²,

George³

et al. 2021

MedEdPublish

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Teaching and learning online is a long-established pedagogical approach in medical education. However, the Covid-19 pandemic has escalated the use and development of online teaching and with it have come a number of benefits and challenges. In this article the authors consider these benefits and challenges in relation to the teaching and learning of clinical and communication skills, drawing on up-to-date evidence and their extensive experience of using online learning before and during the Covid-19 pandemic.The authors have identified twelve tips to support others in constructing and developing online clinical and communication skills for medical students taking into account educational vision and curriculum, the educational multi-disciplinary team, feedback and evaluation, and what to do when things go wrong. This article provides a practical guide to teaching clinical and communication skills in a new learning environment, which is likely to be a much more prominent feature of medical education in the future.

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The Transition From Expert to Novice and Back to Expert

Cited by 7 publications

References 8 publications

Assessing nurses’ professional competency: a cross-sectional study in Palestine

Assessing nurses’ professional competency: a cross-sectional study in Palestine

Back from Burnout

Twelve Tips for teaching clinical and communication skills online

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