2.50
Hdl Handle:
http://hdl.handle.net/10755/155812
Type:
Presentation
Title:
Novice to Expert in the Clinical Nursing Faculty Role
Abstract:
Novice to Expert in the Clinical Nursing Faculty Role
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Conference Date:July 10-12, 2003
Author:Moffett, Barbara
P.I. Institution Name:Southeastern Louisiana University
Objective: The purpose of this study was to investigate the process of developing expertise in teaching in the nursing faculty role. This study extends the novice to expert models of Benner (1984) and Berliner (1987) to skill acquisition in the context of teaching in an academic clinical setting.<P> Design: A grounded theory approach was used to explore differences between novices and experts in knowledge and experiences and to investigate the influence of these elements on teaching practices in the clinical setting. <P> Sample and Setting: A purposive sample of twelve educators currently employed in an academic setting with clinical teaching responsibilities was recruited for the study. Participants represented various levels of expertise ranging from novice to expert.<P> Concept Studied: This study focused on the concept of novice to expert skill acquisition in teaching, with emphasis on clinical nursing instruction. <P> Method: In-depth recorded interviews and at least one observation were conducted with each participant. Transcripts of interviews and descriptions of observations were coded and reviewed using the constant comparative method. Categories emerged that demonstrated differences in approach among participants with various levels of expertise in specific areas.<P> Findings: Varying by levels of expertise, specific differences were found in (1) decision-making about student assignments, (2) use of agency staff, (3) approach and scope of student supervision, (4) method of feedback, and (5) philosophy and ease with evaluation. <P> Conclusions: It has been theorized that teaching expertise develops in specific and identifiable stages. Findings from this study support this theory and provide insight into specific differences in performance of clinical nursing faculty with various levels of teaching expertise.<P> Implications: Understanding the knowledge and experiences contributing to development of expertise would be invaluable in providing appropriate mentoring and development opportunities for faculty and students in graduate education curricula.<P> <P> <!--Abstract 13876 modified by 147.174.249.103 on 11-5-2002--></P></P></P></P></P></P></P></P></P>
Repository Posting Date:
26-Oct-2011
Date of Publication:
10-Jul-2003
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleNovice to Expert in the Clinical Nursing Faculty Roleen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155812-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Novice to Expert in the Clinical Nursing Faculty Role</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 10-12, 2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Moffett, Barbara</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Southeastern Louisiana University</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">bmoffett@selu.edu</td></tr><tr><td colspan="2" class="item-abstract">Objective: The purpose of this study was to investigate the process of developing expertise in teaching in the nursing faculty role. This study extends the novice to expert models of Benner (1984) and Berliner (1987) to skill acquisition in the context of teaching in an academic clinical setting.&lt;P&gt; Design: A grounded theory approach was used to explore differences between novices and experts in knowledge and experiences and to investigate the influence of these elements on teaching practices in the clinical setting. &lt;P&gt; Sample and Setting: A purposive sample of twelve educators currently employed in an academic setting with clinical teaching responsibilities was recruited for the study. Participants represented various levels of expertise ranging from novice to expert.&lt;P&gt; Concept Studied: This study focused on the concept of novice to expert skill acquisition in teaching, with emphasis on clinical nursing instruction. &lt;P&gt; Method: In-depth recorded interviews and at least one observation were conducted with each participant. Transcripts of interviews and descriptions of observations were coded and reviewed using the constant comparative method. Categories emerged that demonstrated differences in approach among participants with various levels of expertise in specific areas.&lt;P&gt; Findings: Varying by levels of expertise, specific differences were found in (1) decision-making about student assignments, (2) use of agency staff, (3) approach and scope of student supervision, (4) method of feedback, and (5) philosophy and ease with evaluation. &lt;P&gt; Conclusions: It has been theorized that teaching expertise develops in specific and identifiable stages. Findings from this study support this theory and provide insight into specific differences in performance of clinical nursing faculty with various levels of teaching expertise.&lt;P&gt; Implications: Understanding the knowledge and experiences contributing to development of expertise would be invaluable in providing appropriate mentoring and development opportunities for faculty and students in graduate education curricula.&lt;P&gt; &lt;P&gt; &lt;!--Abstract 13876 modified by 147.174.249.103 on 11-5-2002--&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;</td></tr></table>en_GB
dc.date.available2011-10-26T14:11:52Z-
dc.date.issued2003-07-10en_GB
dc.date.accessioned2011-10-26T14:11:52Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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