Expertise in Nursing Practice: Caring, Clinical Judgment, and Ethics, Second Edition / Edition 2

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Overview

"

Designated a Doody's Core Title!

This book examines the nature of clinical knowledge and judgment. The authors present a report of a six-year study of over 130 hospital nurses, primarily in critical care. The contributors document and analyze their clinical narratives for stages of clinical skill acquisition and the components of expert practice.

Ultimately, this work examines the meaning of expertise in nursing practice through the nurse's use of scientific knowledge, professional experience, and careful attention to each patient's changing condition. "

"....analyzes and examines the nature of clinical knowledge and judgement...the authors have collected clinical narratives from the observations of 130 hospital nurses over a six year period."

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What People Are Saying

Eleanor Barba
. . . will fast become a classic that every educator and administrator will want to own. Further, every nurse practitioner, at whatever skill level, should read the book for an understanding of his or her own growth process.
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Product Details

  • ISBN-13: 9780826125446
  • Publisher: Springer Publishing Company, Incorporated
  • Publication date: 3/16/2009
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 528
  • Sales rank: 590,253
  • Product dimensions: 6.00 (w) x 8.90 (h) x 1.10 (d)

Meet the Author

Patricia Benner, PhD, RN, FAAN, is a professor emerita of nursing in the Department of Social and Behavioral Sciences Nursing at the University of California, San Francisco (UCSF). She is a fellow in the American Academy of Nursing and an honorary fellow in the Royal College of Nursing,
United Kingdom. She is the author of From Novice to Expert: Excellence and Power in Clinical
Nursing Practice
, which has been translated into 10 languages and provides the background for this research; has coauthored with Judith Wrubel in The Primacy of Caring, Stress and Coping in Health and Illness; Expertise in Nursing Practice: Caring, Clinical Judgment and Ethics
with Christine Tanner and Catherine Chesla; and The Carnegie Foundation for the Advancement of Teaching National Nursing Education Study entitled, Educating Nurses: A Call for Radical
Transformation
(Benner, Sutphen, Leonard, & Day, 2010). Dr. Benner coedited Interpretive
Phenomenology in Health Care Research
(Chan, Brykczynski, Malone, & Benner, 2010).
Dr. Benner is currently conducting research on clinical knowledge and experiential learning of nurses caring for wounded warriors in combat zones with Dr. Patricia Kelley and colleagues from the Federal Tri-Service Research Program.

Christine A. Tanner, RN, PhD, FAAN, is the Youmans-Spaulding Distinguished Professor of Nursing, School of Nursing, Oregon Health & Science University in Portland, Oregon. She has conducted research on clinical judgment in nursing for over two decades, resulting in the publication of numerous journal articles and books. She is the Senior Editor for the Journal of Nursing Education. Since the mid 1980's she has been an outspoken advocate for nursing education reform, Most recently, she has worked with a team of nurse educators to develop, implement and evaluate the innovative Oregon Consortium for Nursing Education. (OCNE). She is currently the PI or CO-PI on two studies of this work, one focused on the outcomes of the OCNE curriculum, supported by grants from the Meyer Memorial Trust and the Robert Wood Johnson Foundation and a second focused on the effectiveness of a transformed clinical education model, supported by grants from Kaiser Permanente, the Northwest Health Foundation, the Ford Family Foundation, and Department of Education Fund for Improvement of Post-Secondary Education.

Catherine A. Chesla, RN, DNSc, FAAN is professor in the Department of Family Health Care Nursing, University of California, San Francisco. She teaches family theory and research, family intervention and interpretive research methods to graduate nursing students. In her research, she examines family responses over time to the chronic illness of a member, using interpretive phenomenological approaches, mixed methods and Community Based Participatory Research. She has published research and methodological articles in journals such as Diabetes Care, Journal of Family Nursing, and Research in Nursing & Health. Currently, she is working with a multi-disciplinary research team on an interpretive study of family practices in type 2 diabetes comparing foreign-born and US-born Chinese Americans. She is also beginning a Community Based Participatory Research Project with members of the Chinese community to improve diabetes care for this ethnic group.

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Table of Contents

1. The Relationship of Theory and Practice in the Acquisition of Skill

2. Entering the Field: Advanced Beginner Practice

3. The Competent Stage: A Time of Analysis, Planning, and Confrontation

4. Proficiency: A Transition to Expertise

5. Expert Practice

6. Impediments to the Development of Clinical Knowledge and Ethical Judgment in Critical Care Nursing

7. Clinical Judgment

8. The Social Embeddedness of Knowledge

9. The Primacy of Caring and the Role of Experience, Narrative, and Community in Clinical and Ethical Expertise

10. Implications of the Phenomenology of Expertise for Teaching and Learning Everyday Skillful Ethical Comportment

11. The Nurse-Physician Relationship: Negotiating Clinical Knowledge

12. Implications for Basic Nursing Education

13. Implications for Nursing Administration and Practice

Appendices

A. Background and Method 351

B. Description of Nurse Informants 373

C. Background Questions for Interviews and Observations 375

References and Bibliography 383

Index 399

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