Structural and Applied Analysis of Patricia Benner's "Novice to Expert" Theory in the Clinical Training of Nursing Professionals
Keywords:
Nursing education, clinical competence, professional experience, professional developmentAbstract
Introduction: Patricia Benner's From Novice to Expert theory provides a conceptual framework that explains the progressive development of clinical competence in nursing through situated experience and reflective practice. Objective: To analyze the structure, internal coherence, and applicability of Benner's theory, highlighting its contribution to clinical education and the professional development of nursing personnel. Methods: The theoretical analysis was conducted using the six-step framework proposed by Walker and Avant, encompassing six dimensions: the origins of the theory, meaning, logical adequacy, usefulness, level of generality, and empirical testability. The evaluation considered the five stages of competence described in Benner's model: novice, advanced beginner, competent, proficient, and expert. Results: The analysis demonstrated that the theory has a coherent conceptual structure supported by a sound philosophical and methodological foundation. It emphasizes the value of clinical experience as the cornerstone of professional judgment and tacit knowledge development. Furthermore, the theory proved useful for guiding competency-based education, clinical mentoring, performance evaluation, and continuing professional development. Conclusions: Benner's theory is a valuable framework for strengthening nursing education by positioning clinical experience as an essential component of meaningful learning and the development of professional clinical judgment.
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