Clinical practice development using novice to expert theory /
[edited by] Barbara Haag-Heitman.
Gaithersburg, Md. : Aspen Publishers, 1999.
xxii, 294 p. : ill. ; 24 cm.
More Details
added author
Gaithersburg, Md. : Aspen Publishers, 1999.
catalogue key
Includes bibliographical references and index.
A Look Inside
About the Author
Author Affiliation
Barbara Haag-Heitman, RN, MSN, CS working in the Women's Health Product Line in the Milwaukee are. Patricia Benner, RN, PhD, FAAN is Professor of Nursing in the Department of Physiological Nursing at the University of California, San Francisco, School of Nursing. Richard V. Benner, PhD is president of Benner Associates. Laura J. Burke, PhD, RN, FAAN is the Director of Nursing Research for the Metro Region of Aurora Health Care. Carol Camooso, RN, MS is a Professional Development Coordinator in the Center for Clinical and Professional Development at Massachusetts General Hospital. Theresa Dirienzo, RN, BSN is a staff nurse in the Preadmissions Test Center. Jeanne Smrz DuPont, RN, BSN is a staff nurse in the Emergency Department at St. Luke's Medical Center. Marie P. Farrell, EdD, RN, MPH holds the Walter Schroeder Chair and is a Professor of Nursing Research, jointly appointed between the University of Wisconsin-School of Nursing and Aurora Health Care-Metro Region. She is a nurse researcher for Aurora HealthCare. Vicki George, RN, MSN, PhD is the Chief Nurse Executive for the Metro Region of Aurora Healthcare. Sharon Gray, RN, BSN is a Nurse Clinician at Sinai Samaritan Medical Center in Milwaukee. Alice Kramer, RN, MS is a Clinical Nurse Specialist in Emergency Services at St. Luke's Medical Center. Nora Ladewig, RN, MSN is a Clinical Nurse Specialist working at St. Luke's Medical Center. Sue Luedtke, RN, MSN is the Patient Care Manager on a Surgical Cardiac Unit at St. Luke's Medical Center. Susan A. Nuccio, RN, MSN is a clinical nurse specialist at St. Luke's Medical Center. Julie Raaum, RN, MS is a Family Nurse Practitioner and working in Milwaukee.
This item was reviewed in:
Doody's Reviews, December 1999
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Main Description
This is the first book on novice to expert theory that is a guide to implementation. St. Luke's Medical Center, one of the first institutions in the country to successfully implement Novice to Expert, shows how they did it. This book can be used as a practical guide by any patient care executive interested in finding out more about novice to expert. This book explains the theoretical components of novice to expert, how to design and apply a model, how to implement that model, and what problems and results to expect.
Table of Contents
Contributorsp. xi
Forewordp. xv
Acknowledgmentsp. xix
Introductionp. xxi
Vision to Reality: A Historical Perspectivep. 1
From Career Ladder to a Clinical Development Modelp. 2
Reflecting on the Pastp. 2
The Peer Review Processp. 7
A Language Needed for Practicep. 8
The Effects of Culture on Carep. 9
Doing Versus Beingp. 10
Shifting the Paradigm: Implementation of a New Governance Modelp. 11
Next Stepsp. 16
The Clinical Practice Development Model: Making the Clinical Judgment, Caring, and Collaborative Work of Nurses Visiblep. 17
Using Clinical Narratives to Reflect on Practice--Growing and Extending Excellent Practicep. 31
Reading and Reflecting on Narrativesp. 35
The Distinctions, Dis-junctures, and Risks in Using Narratives as Research Data and Using Narratives as Evaluation Toolsp. 39
Referencesp. 41
Developing the Clinical Practice Development Model at St. Luke's Medical Centerp. 43
The Emergence of a New Modelp. 43
Getting Startedp. 44
Narrative Workgroup Selectionp. 45
Consultation Supportp. 47
First Steps in Designp. 47
Development of Practice Domainsp. 48
First Communications with the Entire Nursing Bodyp. 52
Next Stepsp. 53
Validationp. 53
Creating an Understanding of the New Modelp. 53
Promoting Leadership Proficiencyp. 64
Implementationp. 64
Use of a Steering Committee to Guide Implementationp. 65
Decision to Use Narratives to Measure Practicep. 68
Separating Clinical Advancement from Annual Reviewp. 69
CPDM Implementation Workgroupp. 70
Learning About the Concerns of Staffp. 72
Developing New Understandingp. 74
Champions for Changep. 76
Model Educationp. 77
Transition Celebrationp. 80
Completion of Transitionp. 82
Evaluating the Processp. 83
Summarizing the Transitionp. 84
Suggested Readingp. 85
Determining Staff Nurses' Developmental Stages Using a Peer Review Processp. 87
A Historical Look at Peer Reviewp. 88
Structuring the Process at St. Luke'sp. 91
First Panel Membersp. 92
Validation Processp. 93
Creation of House-Wide and Unit-Based Panelsp. 102
Panel Facilitator Rolep. 102
Coordination of the Paneling Processp. 107
Panel Narrative Packetp. 108
Applicant's Interviewp. 111
Applicant and Panel Members' Responsesp. 113
Supporting Panel Membersp. 114
Referencesp. 116
Coaching: An Integral Componentp. 117
Learning Relationshipsp. 117
Leadership's Rolep. 119
Enhancing Professional Growth through Focused Practice Dialoguep. 120
Learning the Coaching Rolep. 122
Coaching Guidelinesp. 127
Essential Elementsp. 130
Fostering Professional Development and Lifelong Learningp. 133
Referencesp. 135
Staff Nurses' Experiences During Transition and Beyondp. 137
Study Purpose and Methodologyp. 139
Results of the Studyp. 144
Summary and Recommendationsp. 150
Referencesp. 151
Suggested Readingsp. 151
The Manager's Experiencep. 153
Management Council Accountabilitiesp. 153
Removing System Barriers to Practicep. 160
Posttransition: Using Knowledge of Staff's Developmental Stages to Achieve Organizational Goalsp. 161
A Practical Approach to Achieving Desired Outcomesp. 162
Summaryp. 163
Referencep. 164
Moving Beyond Transition: Enhancing the Process Through Performance Improvement Activitiesp. 165
Transition Process Enhancementsp. 167
The Starting Point: Applicant Accountabilitiesp. 168
Monitoring the Quality of the Peer Review Panel Processp. 168
Monitoring Panel Outcomesp. 171
Appealsp. 171
Panel of Nonconsensusp. 172
Ongoing Monitoring of the Processp. 173
Metro Clinical Practice Development Model: Redesign for the Regionp. 175
Historyp. 176
The Design Teamp. 178
Design Team Charterp. 179
Clinical Focus Determinedp. 180
Benner's Novice to Expert Model is Chosenp. 184
Creating the Metro Clinical Practice Development Model (MCPDM)p. 188
Implementationp. 192
Future Trends: Advancing Professional Practice in an Interdisciplinary Modelp. 195
Interdisciplinary professional Practice Modelp. 197
Interdisciplinary Collaborative Governance Structurep. 200
Professional Development Committeep. 203
Articulating Themes of Practice through Clinical Narrativesp. 204
Review Process for Themes of Practicep. 206
Clinical Narratives as Tools to Enhance Professional Developmentp. 213
Continuing Stepsp. 213
Summaryp. 215
Referencesp. 215
Defining the Essence of Health Care Practice through Novice to Expert Models: Research-Basis and Future Opportunitiesp. 217
Are Novice to Expert Models Valid and Reliable?p. 218
Internal Validity, Credibility, and Authenticityp. 218
External Validity, Transferability, and Fittingnessp. 220
Reliability, Dependability, and Audibilityp. 221
Summary of Validity and Reliability Issuesp. 225
Future Directions for Researchp. 225
Conclusionp. 226
Referencesp. 227
The Role of the Chief Nurse Executive in Fostering Excellence in the Professional Practice Environmentp. 229
A New Context for Organizationsp. 229
The Role of the Chief Nurse Executivep. 230
The Role of the Professional Nursep. 231
The Role of Professionals in Organizationsp. 232
Nursing as a Professionp. 234
Nursing Shared Governancep. 235
Peer Review and Professional Practicep. 236
Building for Excellence in Patient Carep. 238
Referencesp. 239
From Career Ladder to Clinical Practice Development Model (CPDM): A Timeline at a Glancep. 241
Professional Nursing Assembly Diagram and Bylawsp. 245
Clinical Practice Development Modelp. 253
Staging/Advancement Policy for the Clinical Practice Development Modelp. 263
CPDM Applicant Feedback Formp. 275
CPDM Coach Feedback Formp. 279
Indexp. 281
About the Contributorsp. 291
Table of Contents provided by Syndetics. All Rights Reserved.

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