CHAPTER 6 PATRICIA BENNER Flashcards
1
Q
PATRICIA BENNER WAS BORN IN
A
Hampton, Virginia
2
Q
She acknowledges that her thinking in nursing was influenced greatly by
A
Virginia Henderson.
3
Q
- defined as describing, illustrating, and giving language to taken-for-granted areas of practical wisdom, skilled know-how, and notions of good practice.
A
Articulation research
4
Q
- the person has no background experience of the situation in which he or she is involved.
A
Novice
5
Q
- has enough experience to grasp aspects of the situation.
A
Advanced beginner
6
Q
- typified by conscious and deliberate planning that determines which aspects of current and future situations are important and which can be ignored.
A
Competent
7
Q
- the performer perceives the situation as a whole rather than in terms of aspects, and the performance is guided by maxims.
A
Proficient
8
Q
- it is achieved when “the expert performer no longer relies on analytical principle to connect an understanding of the situation to an appropriate action.”
- having an intuitive grasp of the situation and being able to identify the region of the problem without losing time considering a range of alternative diagnoses, and solutions.
A
Expert
9
Q
- aspects are the recurring meaningful situational components recognized and understood in context because the nurse has previous experience.
A
Aspects of a Situation
10
Q
- attributes are measurable properties of a situation that can be explained without previous experience in the situation.
A
Attributes of a Situation
11
Q
- is an interpretively defined area of skilled performance identified and described by its intent, functions, and meanings.
A
Competency
12
Q
- is an area of practice having a number of competencies with similar intents, functions, and meanings.
A
Domain
13
Q
- is an example of a clinical situation that conveys one or more intents, meanings, functions, or outcomes easily translated to other clinical situations.
A
Exemplar
14
Q
- is not a mere passage of time, but an active process of refining and changing preconceived theories, notions, and ideas when confronted with actual situations; it implies there is a dialogue between what is found in practice and what is expected.
A
Experience
15
Q
- is a cryptic description of skilled performance that requires a certain level of experience to recognize the implications of the instructions.
A
Maxim
16
Q
- is a clinical experience that stands out and alters the way the nurse will perceive and understand future clinical situations.
A
Paradigm Case
17
Q
- describes a perceptual stance or embodied knowledge whereby aspects of a situation stand out as more or less important.
A
Salience
18
Q
- is good conduct born out of an individualized relationship with the patient.
- it involves engagement in a particular situation and entails a sense of membership in the relevant professional group.
A
Ethical Comportment
19
Q
- means interpretive; the term derives from biblical and judicial exegesis
- refers to describing and studying “meaningful human phenomena in a careful and detailed manner as free as possible from prior theoretical assumptions, based instead on practical understanding.
A
Hermeneutics
20
Q
- address the development of sense, esthetics, perceptual activities, relational skills, knowledge and dispositions that take place as student nurses form professional identity.
A
Formation
21
Q
- was identified as the signature pedagogy in nursing from the Educating Nurses study.
A
Situated Coaching
22
Q
- this includes competencies related to establishing a healing relationship, providing comfort measures, and inviting active patient participation and control in care.
A
The Helping Role Domain
23
Q
- this includes timing, readying patients for learning, motivating, change, assisting with lifestyle alterations, and negotiating agreement on goals.
A
The Teaching-Coaching Function Domain
24
Q
-this refers to competencies in ongoing assessment and anticipation of outcomes.
A
The Diagnostic and Patient-Monitoring Function Domain
25
- this includes the ability to contingently match demands with resources and to assess and manage care during crisis situations.
The Effective Management of Rapidly Changing Situations Domain
26
- this includes competencies related to preventing complications during drug therapy, wound management, and hospitalization.
The Administering and Monitoring Therapeutic Interventions and Regimens Domain
27
- this includes competencies with regard to maintenance of safety, continuous quality improvement, collaboration and consultation with physicians, self-evaluation, and management of technology.
The Monitoring and Ensuring The Quality of Health Care Practices Domain
28
- this includes competencies in priority setting, team building, coordinating, and providing for continuity.
The Organizational and Work-Role Competencies Domain
29
- perceptual, recognitional clinical judgment that refers to accurate detection of minute alterations that cannot be qualified and that are often context dependent.
Qualitative distinctions
30
- cryptic statements that guide action and require deep situational understanding to make sense.
Maxims
31
, Expectations, and Sets - knowledge from past experience that helps orient and provide a frame of reference for anticipatory guidance along the typical trajectory.
Assumptions Expectations, and Sets
32
- are often taken for granted, tacit beliefs that something is true.
Assumptions
33
- are notions that something can be reasonably anticipated following a certain scenario.
Expectations
34
- are inclination or tendencies to respond to anticipated situations.
Sets
35
- shared, taken for granted, background knowledge of a cultural group that is transmitted in implicit ways.
Common meanings
36
- clinical experiences that stand out in one’s memory as having made a significant impact on the nurse’s future practice and profoundly alter perceptions and future understanding.
Paradigm cases
37
- robust clinical examples that convey more than one intent, meaning, or outcome and can be readily translated to other clinical situations that may be quite different.
- might constitute a paradigm case for a nurse depending on its impact on personal knowledge and future practice.
Exemplars
38
- knowledge that develops as the practice of nursing expands into new areas.
Unplanned practices
39
- practical reasoning in an ongoing situation.
Reasoning in transition
40
- embodied intelligent performance, which involves knowing what to do, when to do it, and how to do it.
Skilled know-how
41
- adapting interventions to meet changing needs and expectations of patients.
Response-based practice
42
- one’s sense of and ability to act upon or influence a situation.
Agency
43
- ability to tune in to a situation and hone in on the salient issues by engaging with the problem(s) and the person(s)
Perceptual acuity and involvement
44
- understanding of good clinical practice cannot be separated from ethical notions of good outcomes for patients and families.
Links between clinical and ethical reasoning
45
- this would be a nursing student in his or her first year of clinical education; behavior in the clinical setting is very limited and inflexible.
Stage 1 Novice
46
- those are the new grads in their first jobs; nurses have had more experiences that enable them to recognize recurrent, meaningful components of a situation.
Stage 2 Avance Beginner
47
- these nurses lack the speed and flexibility of proficient nurses, but they have some mastery and can rely on advance planning and organizational skills.
Stage 3 Competent
48
- at this level, nurses are capable to see situations as “wholes” rather than parts.
Stage 4 Proficient
49
- nurses who are able to recognize demands and resources in situations and attain their goals.
Stage 5 Expert
