In effort to increase staff
motivation to therefore promote successful distant learning outcomes, an
education team should be created. Nursing manager, supervisors, and unit
educators are proposed members of the unit education team. This team should
work together to create, implement, and evaluate department education needs.
Incorporating nursing
theory is one strategy when approaching lack of motivation for nurses to complete
required distant learning education requirements. In fact, the AACN states the nursing profession is
expected to “integrate theories and concepts from liberal education into
nursing practice (American Association of Colleges of Nursing, 2008, p.
12). They add that nurses should utilize theory to build an “understanding of
the human experience” (American Association of Colleges of Nursing, 2008, p.
12).
Patricia Benner’s
theory of novice to expert addresses teaching methods and ways to assist staff to
remain motivated through change. Benner’s theory can be a useful aide in
promoting growth and motivation through required continued education. As Benner
identifies phases passed through by each nurse within the profession, education
teams can create goals and interventions specific to theoretical nurse needs
(1982).
Initially, the
education team should evaluate where each nurse within the unit fits in Benner’s
theory stages. Identifying where they are will allow the team to increase
motivation while addressing individual needs.
·
Stage 1:
Novice
o Nursing student in their first year demonstrate
limited knowledge and inflexible clinical behavior.
o The novice nurse possesses a limited ability to
predict patient potential consequence
(Benner, 1982)
Recognizing the beginner nurse competency as explained by Benner allows
a department education team to set realistic expectations with new graduates.
According to this theory, the new nurse motivation can be encouraged through
focused tasks and do to lists (Benner, 1982). Perhaps the education team should
create checklists and evaluate the new nurses’ ability to complete tasks
(Benner, 1982). Praising tasks done well can promote motivation and continued
success (Harnett, 2010).
·
Stage 2: Advanced
Beginner
o New graduates in their first jobs or nurses
that experience enabling them to recognize meaningful components of a
situation.
(Benner, 1982)
Benner’s theory describes learning and professional growth as building
steps expanded from experiences (Benner, 1982). In addition, strengthened
personal motivation has also been linked to experience (Cherif, et. al., 2014). As a result, one exercise
may be providing a distant learning forum in which nurses can share experiences.
·
Stage 3: Competent
o Competent nurses lack speed and flexibility when
compared to a proficient nurse.
o Nurses in this stage have some mastery and
strengthened planning and organizational skills.
(Benner, 1982)
The competent nurses’ motivation is challenged if education focus or
delivery incorporates speed or flexibility (Benner, 1982). Providing realistic
deadlines would encourage motivation for the competent nurse. As their strength
is found in planning and organization, one suggestion would be including the
competent nurse in the planning phase of unit education projects. Perhaps their
participation and ownership of the required education would motivate and
produce optimal education outcomes.
·
Stage 4: Proficient
o A proficient nurse has the ability to see a
situation as a whole rather than parts. They learn from experience and are able
to modify plans of care.
(Benner, 1982)
The proficient nurse is typically self-motivated and inspires others around
them (Benner, 1982). Allowing a format for them to share their experiences
could maintain their motivation while simultaneously motivating peers.
·
Stage 5: Expert
o The expert nurse is able to recognize demands
and resources in situations. These nurses do not rely solely on rules to guide
actions but engage in intuitive knowledge from past experience. They are able
to focus on relevant problems rather than getting caught up in the irrelevant
ones.
(Benner, 1982).
Benner defines an expert nurse as one who provides the most exquisite
nursing care (Benner, 1982). This nurse is motivated by optimal patient
outcomes (Benner, 1982). Clearly stating how the continued education will
benefit the patient can motivate the expert nurse to complete requirements.
As education is required within a unit, the education tem can identify
how to best implement and educate based on the novice to expert model
(Mitchell, 2013).
http://www.motivateplay.com/2013/04/647/
