EXPERT AND NON-EXPERT NURSES' PERSPECTIVES OF LIFE EXPERIENCES RELATED TO BECOMING AND BEING A NURSE (CAREER CHOICE, FEMINIST).
Contributors: University of South Carolina.
Published: 1996
Number of pages: 194
Subjects: Health Sciences, Nursing.; Women's Studies.; Sociology, Individual and Family Studies.; Psychology, Social.; Psychology, Industrial.
Description: The benefits of expert nursing practice are far-reaching, yet we know little about how to promote it and what conditions foster its development. Moreover, many experienced nurses never become experts and continue to practice in a non-expert way throughout their professional careers. To better understand how context influences different ways of being a nurse, a naturalistic, interpretive approach was used to: (a) identify life experiences that experts and non-experts related to becoming and being a nurse; (b) explore how experts and non-experts interpreted these experiences; and (c) examine similarities and differences in the life experiences of nurse participants. Benner's adaptation of the Dreyfus Model provided a conceptual background for the study which was conducted from a feminist standpoint.

Using criteria provided by the investigator, nominators at three study sites identified two groups of nurses--experts and experienced non-experts-- representing a variety of practice settings. A sample of twenty (N = 20) Caucasian women (10 experts and 10 non-experts) were interviewed using a semi-structured interview guide that addressed the participants' life experiences in four areas: deciding to nurse, living in the family, learning to nurse, and being a nurse. The interviews were audio-recorded, transcribed to text, and analyzed as narrative data using a broad interpretive strategy.

Within the four areas of life experience, themes and patterns emerged to represent both similarities and differences in the experiences that expert and non-expert nurses identified. Emergent patterns of career choice (deciding to nurse) were intuition and reason. Participants' experiences in the family (living in the family) suggested three patterns of family interaction and the theme "re-working the family narrative." Experiences during nursing education (learning to nurse) highlighted the themes: "getting it right versus getting it wrong" and "knowing in context: the significance of firsthand experience." Situated in the work setting (being a nurse) were the themes: "developing the skill of involvement," "giving meaning to nursing practice: seeing the work versus seeing the worth," and "working with physicians." The participants' interpretation of experience was examined from the perspective of women's voice which revealed that participants had particular ways of knowing and understanding reality. Expert nurses narrated from a constructivist perspective, reflecting an appreciation for multiple points of view. Non-experts narrated from a private, subjective standpoint; or, they interpreted their experiences in terms of others' voices and perceived objective truths.

Findings of the study indicated that life experience plays an important role in a nurse's way of being nurse. The findings also suggested an expanded view of expert practice as underpinned by a constructivist perspective that must be achieved in addition to domain specific knowledge.
Notes: Source: Dissertation Abstracts International, Volume: 57-11, Section: B, page: 6856.

Thesis (PH.D.)--UNIVERSITY OF SOUTH CAROLINA, 1996.

School code: 0202.