Theory Evaluation-From Novice to Expert

Today, nurses are expected to provide quality are yet they work in a complex environment. The purpose of this paper is to test the validity of the theory 'From novice to expert' through experimentation and observation. According to the theoretical framework, nursing expertise is associated with positive patient outcomes. However, the framework raises an empirical issue. Thus, empirical testing will help understand the validity and reliability of clinical expertise in providing quality care. In general, nursing clinical expertise is associated with good clinical decision making and the provision of quality of care.

 Focusing on clinical practices, the theory states that nurses go through different stages until they achieve clinical expertise. The theory appears accurate or valid in that nurses go through stages of skill development and in each stage, they gain a sound education base (Mgbekem et al. 2016). Another point that shows the validity of the theory is that the stages are an indication that nurses engage in a continuing education program.  It is a program that enables nurses to gain clinical specialization or new knowledge. Amaral & Ferreira (2014) conducted a clinical nursing expertise survey using a theoretical framework 'from novice to expert'. Nursing professors checked the accuracy of the concept of nursing based on function and role. The findings show that quality of care is enhanced by nurses' expertise and experience. A point to note is that expertise is only applicable in clinical situations but nurses can also apply their knowledge and experience in non-clinical functions. Focusing on validation, the Anova test compared the relationship between nursing expertise and experience (Amaral & Ferreira, 2014). The results show that professional qualifications and experience influence clinical expertise. An important point to note is that knowledge is more important than experience. This is because, without knowledge, nurses will not make effective decisions. But with knowledge and experience, nurses develop clinical expertise.

Focusing on theory generalizability, the quantitative perspective shows that novice and expert nurses differ in decision making. Despite the fact that both deliver care in complex environments and experience many challenges, expert nurses have more knowledge and experience. Expert nurses have critical thinking skills and decision-making skills which allow them to make complex decisions and achieve positive patient outcomes (Amaral & Ferreira, 2014). In comparing the novice and expert nurses, the empirical test shows that expert nurses apply decision-making skills and conduct clinical judgment hence achieve a better patient outcome.

 The theory 'from novice to expert' has strengths in that it clearly shed light on how clinical and experience and knowledge play a significant role in nursing practices. The theory also shows that since nurses participate in different clinical practices, they need knowledge and experience, in other words, they need competence and in this case, competence meaning applying knowledge and experience (Mgbekem, 2016). In addition, the theory is effective in helping nurses develop problem-solving behavior.

However, the theory has limitations in that it focuses on behaviors but ignores the individual's implicit knowledge. Implicit knowledge means that even novice nurses have knowledge which they gain without learning. The theory assumes that novice nurses engage in knowledge acquisition and the knowledge helps them perform tasks (Mgbekem, 2016). However, there is evidence that nurses can work without verbal instruction. This means that nurses have implicit competencies. Another problem is that the theory asserts that experts use concrete thought. Does it mean that they no longer apply abstract constructs?  It means that the theory won't be accepted in other domains where experts use abstract thoughts and concrete thoughts in solving problems.

 From novice to expert theory is relevant socially and cross-culturally. First, when nurses gain knowledge and experiences, they become culturally competent, or in other words, they are able to address the needs of society (Chiu et al. 2013). A point to note that cross-cultural competence entails having skills to communicate effectively with different cultures, awareness to understand other cultures, and sensitivity to appreciate cultural differences. According to the theoretical framework, once nurses gain experience, it means that they develop intercultural interactions (Chiu et al. 2013). A point to note is that knowledge and experience allow nurses to work in a cultural environment while applying culturally appropriate behaviors. They are able to manage everyday situations and they solve problems proactively and creatively. The theory is also socially in that nurses become empathetic. In other words, when using the theory into practice, it means that nurse have a deeper knowledge and experience which enable them to make better judgment and create a relationship with the patient (Chiu et al. 2013). By learning from experiences, nurses act as moral agents and they are able to address social inequalities and promote a healthy society.

  The theory contributes greatly contributes to the discipline of nursing. First, in the field nurses, they clearly state that nurses need a sound education base. This means that nurses need to develop skills and experiences. In the nursing discipline, nurses should gain knowledge and engage in learning approaches to demonstrate knowledge (Chiu et al. 2013).  For example, nurses can engage in a thinking practice approach and this will allow students nurse to create a connection between theoretical knowledge and experiences. The theory is playing a significant role in the nursing discipline as students are gaining professional competency.

References

 

Amaral, A. F. S., & Ferreira, P. L. (2014). Adaptation and validation of the Clinical Nursing

Expertise Survey to the portuguese nursing population. Escola Anna Nery, 18(3), 496-

502.

 

Mgbekem, M. A., Ojong, I. N., Lukpata, F. E., Armon, M., & Kalu, V. (2016). Middle range

theory evaluation: bridging the theory-practice gap. Global Journal of Pure and Applied

Sciences, 22(2), 249-254.

 

Chiu, C. Y., Lonner, W. J., Matsumoto, D., & Ward, C. (2013). Cross-cultural competence:

Theory, research, and application.