Methods: This study used a grounded theory qualitative methodology. Data was collected through in-depth participant interviews with open-ended questions. Benner’s (1982, 2011) seminal model of skill acquisition, Novice to Expert, provided the theoretical structure and framework guiding the development of participant inclusion/ exclusion criteria and data collection. However, as expertise was considered within the dynamic critical care environment, Ericsson and Smith’s (1991, 2010) expert performance approach was used to strengthen Benner’s Novice to Expert Model providing valuable structure and insight into the concept of expertise (Causer, Barach & Williams, 2014). As themes were identified the expert performance approach provided valuable evaluative strategies to facilitate understanding of expert nuances and processes within critical care practice.
The purpose of this study was to examine and explore the critical care nurse’s personal perceptions of expertise, expert performance and the transition from novice to expert in clinical practice. The study addressed the following questions:
a) How would you define the expert nurse in clinical practice in critical care?
b) What criteria or characteristics would you use to define expert performance in clinical practice in the critical care unit?
c) How does one become an expert in critical care?
d) In your experience what factors have supported or hindered your professional development?
Results: Study findings supported three major themes: a) experience with sub-themes diversity and intensity; b) knowledge with the sub-theme critical reasoning; and c) self-actualization with sub-themes personal presence, and life-long learning. Furthermore, data findings supported the researcher’s assertion that “tacit” knowledge is a more appropriate term to represent the requisite knowledge base and diversity of experience demonstrated by nurses in actual clinical practice rather than the term “intuitive grasp” as found in current literature.
Conclusion: The research findings of this study hold significance for nurse educators and professional nurse leaders alike who are in a position to foster professional development and clinical expertise for young nurses entering the nursing profession. Future implications for research would need to focus on understanding and adding to the body of knowledge as it relates to the influence of the individual, personal presence and further refinement of the understanding of the expert and expert thinking on the unconscious or automatic plan.