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Expertise in Nursing Practice: Caring, Clinical Judgment, and Ethics 2ed

by Patricia Benner, Christine Tanner and Catherine Chesla Springer Publishing Company
Pub Date:
Pbk 528 pages
AU$129.00 NZ$133.04
Product Status: Available in Approx 5 days
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Named a 2013 Doody's Core Title! Nursing practice is a complex and varied field that requires precision, dedication, care, and expertise. Clinicians must have both the skills and the tools to attend to changes in patients' responses, recognize trends, and understand the nature of their patients' conditions over time. This book clearly delineates the skills needed to become an expert nurse. In this new edition, the editors present a report of a six-year study of over 130 hospital nurses working in critical care. Expanding upon the study conducted in the previous edition, this new book documents and analyzes hundreds of new clinical narratives that track the development of clinical skill acquisition, including caring, clinical judgment, workplace ethics, and more. Highlights of this book:Includes transitional guidance for nurses new to the fieldDiscusses the primacy of caring and the importance of good clinical judgmentIncludes new practice models, including the Dreyfus Model of Skill AcquisitionProvides guidelines for strengthening the nurse-patient relationshipPresents implications for nursing education and patient safety Ultimately, this work defines expertise in nursing practice. The book serves as a valuable resource that will enable nurses to expand their knowledge base, cultivate their clinical skills, and become successful experts in nursing practice.

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

Patricia Benner, PhD, RN, FAAN, is a professor emerita of nursing in the Department of Socialand Behavioral Sciences Nursing at the University of California, San Francisco (UCSF). She is afellow 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 ClinicalNursing Practice, which has been translated into 10 languages and provides the background forthis research; has coauthored with Judith Wrubel in The Primacy of Caring, Stress and Copingin Health and Illness; Expertise in Nursing Practice: Caring, Clinical Judgment and Ethicswith Christine Tanner and Catherine Chesla; and The Carnegie Foundation for the Advancementof Teaching National Nursing Education Study entitled, Educating Nurses: A Call for RadicalTransformation (Benner, Sutphen, Leonard, and Day, 2010). Dr. Benner coedited InterpretivePhenomenology in Health Care Research (Chan, Brykczynski, Malone, and Benner, 2010).Dr. Benner is currently conducting research on clinical knowledge and experiential learning ofnurses caring for wounded warriors in combat zones with Dr. Patricia Kelley and colleagues fromthe Federal Tri-Service Research Program. Christine A. Tanner, RN, PhD, FAAN, is the Youmans-Spaulding Distinguished Professor of Nursing, School of Nursing, Oregon Health and 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 and 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.