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Developmental Theories

Margaret Jean Watson proposed a theory of caring with 7 assumptions and 10 curative factors. She believed caring embraces the mind, body and spirit and focuses on assisting the embodied spirit. Patricia Benner developed a model of skill acquisition with 5 levels from novice to expert. She believed experience in clinical settings allows nurses to continuously expand their knowledge and provide holistic care. Both theorists focused on the importance of caring and gaining experience to become competent nurses.

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Kiana Mae Wong Diwag
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80 views4 pages

Developmental Theories

Margaret Jean Watson proposed a theory of caring with 7 assumptions and 10 curative factors. She believed caring embraces the mind, body and spirit and focuses on assisting the embodied spirit. Patricia Benner developed a model of skill acquisition with 5 levels from novice to expert. She believed experience in clinical settings allows nurses to continuously expand their knowledge and provide holistic care. Both theorists focused on the importance of caring and gaining experience to become competent nurses.

Uploaded by

Kiana Mae Wong Diwag
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Margaret Jean Watson (1979)

Caring in nursing conveys physical Acts but embraces the mind-body-spirits it reclaims
the embodied spirit assist focus attention.
Philosophy and Science of Caring
Watson proposes seven assumptions about the science of caring and ten primary curative
factors to form the framework of her theory. The basic assumptions are:
Caring can be effectively demonstrated and practiced only interpersonally;
Effective caring promotes health and individual or family growth;
Caring responses accept a person not only as he or she is now but as what he or she may
become;
A caring environment is one that offers the development of potential while allowing the
person to choose the best action for himself or herself at a given point in time.
Caring is more healthogenic than is curing. The practice of caring integrates
biophysical
knowledge of human behavior to generate or promote health and to provide care to those
who are ill. A science of caring is therefore complementary to the science of curing.
The practice of caring is central to nursing
Ten Curative Factors
1. The promotion of a humanistic-altruistic system of values
2. Instillation of faith-hope
3. The cultivation of sensitivity to ones self and others4. The development of a helpingtrusting, human caring relationship
5. Promotion and acceptance of the expression of positive and negative feelings.
6. The systemic use of the scientific problem-solving method for decision making
7. The promotion of interpersonal teaching-learning
8. The provision for supportive, protective and corrective mental, physical, socio-cultural
and spiritual environment
9. Assistance with the gratification of human needs
10. The allowance for existential phenomenological forces

Patricia Benner
Experience in the clinical setting is key She believed experience in the clinical setting is
key to nursing because it allows a nurse to continuously to nursing because it allows a
nurse to continuously expand their knowledge base and to provide holistic, expand their
knowledge base and to provide holistic, competent care to the patient.
From novice to expert
Benner's Application to Nursing of the Dreyfus Model of Skill Acquisition:
The Dreyfus model posits that in the acquisition and development of a skill, a student
passes through five levels of proficiency: novice, advanced beginner, competent,
proficient, and expert. These different levels reflect changes in three general aspects of
skilled performance:
1. One is a movement from reliance on abstract principles to the use of past
concrete experience as paradigms.
2. The second is a change in the learner's perception of the demand situation, in
which the situation is seen less and less as a compilation of equally relevant bits,
and more and more as a complete whole in which only certain parts are relevant.
3. The third is a passage from detached observation to involved performer. The
performer no longer stands outside the situation but is now engaged in the
situation.
Benner's Stages of Clinical Competence
Novice: Stage 1
The person has no background the person has no background experience of the situation
in which he or she is involved. There is difficulty discerning between relevant and
irrelevant aspects of the situation. Generally this level applies to nursing students.
Advanced Beginner: Stage 2
The advance beginner stage develops when the person can demonstrate marginally
acceptable performance having coped with enough real situations to note, or to have
pointed out by mentor, the recurring meaningful components of the situation. Nurses
functioning at this level are guided by rules and oriented by task completion.

Competent: Stage 3
The competent stage is the most pivotal in clinical learning because the learner must
begin to recognize patterns and determine which elements of the situation warrant
attention and which can be ignored. The competent nurse devises new rules and
reasoning procedures for a plan while applying learned rules for action on the basis of the
relevant facts of that situation.
Proficient: Stage 4
The performer perceives the information as a whole (total picture) rather in terms of
aspects and performance. This is a qualitative leap beyond the competent stage. Nurses at
this level demonstrate a new ability to see changing relevance in situation including the
recognition and implementation of the skilled responses to the situation as it evolves.
Expert: Stage 5
Fifth stage is achieved when the expert performer no longer relies on analytical principals
to connect her or his understanding of the situation to do an appropriate action.

References:
Octaviano, Eufemia F., RN, RM, MN, EdD, Balita, Carl E., RN, RM, MAN, DrHum.
Theoretical Foundations of Nursing: The Philippine Perspective
2008. http://nursingcrib.comhttp:// http://en.wikipedia.org/wiki/
Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing
practice. Menlo Park: Addison-Wesley, pp. 13-34

THEORETICAL FOUNDATIONS OF NURSING

In partial fulfillment of our requirements in our subject NG 201

Submitted by: Ms. DIWAG, Kiana Mae


Ms. LINTAN, Sandra
Mr. LAPAAN, Mike

Submitted to:

Subject title: Developmental Theories


Margaret Jean Watson: Philosophy and science of caring
Patricia Benner: From Novice to Expert

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