| Learning Objective #1: Describe differences in knowledge and experiences that impact development of expertise in the clinical teaching role | |||
| Learning Objective #2: Discuss specific elements of the clinical teaching role that vary according to expertise |
Objective: The purpose of this study was to investigate the process of developing expertise in teaching in the nursing faculty role. This study extends the novice to expert models of Benner (1984) and Berliner (1987) to skill acquisition in the context of teaching in an academic clinical setting.
Design: A grounded theory approach was used to explore differences between novices and experts in knowledge and experiences and to investigate the influence of these elements on teaching practices in the clinical setting.
Sample and Setting: A purposive sample of twelve educators currently employed in an academic setting with clinical teaching responsibilities was recruited for the study. Participants represented various levels of expertise ranging from novice to expert.
Concept Studied: This study focused on the concept of novice to expert skill acquisition in teaching, with emphasis on clinical nursing instruction.
Method: In-depth recorded interviews and at least one observation were conducted with each participant. Transcripts of interviews and descriptions of observations were coded and reviewed using the constant comparative method. Categories emerged that demonstrated differences in approach among participants with various levels of expertise in specific areas.
Findings: Varying by levels of expertise, specific differences were found in (1) decision-making about student assignments, (2) use of agency staff, (3) approach and scope of student supervision, (4) method of feedback, and (5) philosophy and ease with evaluation.
Conclusions: It has been theorized that teaching expertise develops in specific and identifiable stages. Findings from this study support this theory and provide insight into specific differences in performance of clinical nursing faculty with various levels of teaching expertise.
Implications: Understanding the knowledge and experiences contributing to development of expertise would be invaluable in providing appropriate mentoring and development opportunities for faculty and students in graduate education curricula.
Back to Novice to Expert
Back to 14th International Nursing Research Congress
Sigma Theta Tau International
10-12 July 2003