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theoretical foundation in nursing > CHAPTER 6 PATRICIA BENNER > Flashcards

CHAPTER 6 PATRICIA BENNER Flashcards

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1
Q

PATRICIA BENNER WAS BORN IN

A

Hampton, Virginia

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2
Q

She acknowledges that her thinking in nursing was influenced greatly by

A

Virginia Henderson.

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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

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4
Q
  • the person has no background experience of the situation in which he or she is involved.
A

Novice

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5
Q
  • has enough experience to grasp aspects of the situation.
A

Advanced beginner

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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

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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

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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

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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

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10
Q
  • attributes are measurable properties of a situation that can be explained without previous experience in the situation.
A

Attributes of a Situation

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11
Q
  • is an interpretively defined area of skilled performance identified and described by its intent, functions, and meanings.
A

Competency

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12
Q
  • is an area of practice having a number of competencies with similar intents, functions, and meanings.
A

Domain

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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

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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

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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

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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

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17
Q
  • describes a perceptual stance or embodied knowledge whereby aspects of a situation stand out as more or less important.
A

Salience

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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

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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

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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
Q
  • this includes the ability to contingently match demands with resources and to assess and manage care during crisis situations.
A

The Effective Management of Rapidly Changing Situations Domain

26
Q
  • this includes competencies related to preventing complications during drug therapy, wound management, and hospitalization.
A

The Administering and Monitoring Therapeutic Interventions and Regimens Domain

27
Q
  • this includes competencies with regard to maintenance of safety, continuous quality improvement, collaboration and consultation with physicians, self-evaluation, and management of technology.
A

The Monitoring and Ensuring The Quality of Health Care Practices Domain

28
Q
  • this includes competencies in priority setting, team building, coordinating, and providing for continuity.
A

The Organizational and Work-Role Competencies Domain

29
Q
  • perceptual, recognitional clinical judgment that refers to accurate detection of minute alterations that cannot be qualified and that are often context dependent.
A

Qualitative distinctions

30
Q
  • cryptic statements that guide action and require deep situational understanding to make sense.
A

Maxims

31
Q

, Expectations, and Sets - knowledge from past experience that helps orient and provide a frame of reference for anticipatory guidance along the typical trajectory.

A

Assumptions Expectations, and Sets

32
Q
  • are often taken for granted, tacit beliefs that something is true.
A

Assumptions

33
Q
  • are notions that something can be reasonably anticipated following a certain scenario.
A

Expectations

34
Q
  • are inclination or tendencies to respond to anticipated situations.
A

Sets

35
Q
  • shared, taken for granted, background knowledge of a cultural group that is transmitted in implicit ways.
A

Common meanings

36
Q
  • 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.
A

Paradigm cases

37
Q
  • 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.
A

Exemplars

38
Q
  • knowledge that develops as the practice of nursing expands into new areas.
A

Unplanned practices

39
Q
  • practical reasoning in an ongoing situation.
A

Reasoning in transition

40
Q
  • embodied intelligent performance, which involves knowing what to do, when to do it, and how to do it.
A

Skilled know-how

41
Q
  • adapting interventions to meet changing needs and expectations of patients.
A

Response-based practice

42
Q
  • one’s sense of and ability to act upon or influence a situation.
A

Agency

43
Q
  • ability to tune in to a situation and hone in on the salient issues by engaging with the problem(s) and the person(s)
A

Perceptual acuity and involvement

44
Q
  • understanding of good clinical practice cannot be separated from ethical notions of good outcomes for patients and families.
A

Links between clinical and ethical reasoning

45
Q
  • 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.
A

Stage 1 Novice

46
Q
  • 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.
A

Stage 2 Avance Beginner

47
Q
  • these nurses lack the speed and flexibility of proficient nurses, but they have some mastery and can rely on advance planning and organizational skills.
A

Stage 3 Competent

48
Q
  • at this level, nurses are capable to see situations as “wholes” rather than parts.
A

Stage 4 Proficient

49
Q
  • nurses who are able to recognize demands and resources in situations and attain their goals.
A

Stage 5 Expert

theoretical foundation in nursing (6 decks)

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