402). Their model, Dreyfus Model of Skill Acquisition, has five developmental stages of: novice, competence, proficiency, expertise and mastery and their research was based on how one learns a new language, how to play chess and to become a pilot (1980). In general, these two theories were similar in their findings and Benner has applied this to nursing and nursing performance with her five stages of: novice, advanced beginner, competent, proficient and expert. Both models take into account that not only education but situational experience assists in building stronger knowledge, confidence and insight as to what works and what actions to take for the best results. Each stage represents a change in how a nurse moves from academic principles and rules to learned experiences as well as their growing knowledge in efficient clinical decision-making (Benner, 1982). Benner (1982) stated that “Nursing in acute-care settings has grown so complex that it is no longer possible to standardize, routinize and delegate much of what the nurse does” (p. 402). Within healthcare settings; medical, surgical and technological advances have outstanding benefits for patients and staff, however, providing care is no longer a simple equation or task that a nurse can learn from education only, there needs to be a deep understanding as to what essentials tasks must be
402). Their model, Dreyfus Model of Skill Acquisition, has five developmental stages of: novice, competence, proficiency, expertise and mastery and their research was based on how one learns a new language, how to play chess and to become a pilot (1980). In general, these two theories were similar in their findings and Benner has applied this to nursing and nursing performance with her five stages of: novice, advanced beginner, competent, proficient and expert. Both models take into account that not only education but situational experience assists in building stronger knowledge, confidence and insight as to what works and what actions to take for the best results. Each stage represents a change in how a nurse moves from academic principles and rules to learned experiences as well as their growing knowledge in efficient clinical decision-making (Benner, 1982). Benner (1982) stated that “Nursing in acute-care settings has grown so complex that it is no longer possible to standardize, routinize and delegate much of what the nurse does” (p. 402). Within healthcare settings; medical, surgical and technological advances have outstanding benefits for patients and staff, however, providing care is no longer a simple equation or task that a nurse can learn from education only, there needs to be a deep understanding as to what essentials tasks must be