Module 6: Evidence-Based Practice Beliefs and Implementation in Doctor of Nursing Practice Students

Doctor of Nursing Practice students often seek practical ways to apply Benner’s novice to expert model in simulation facilitation for better evidence-based practice outcomes. Read the article: Thomas, C. M., & Kellgren, M. (2017). Benner’s novice to expert model: an application for simulation facilitators. Links to an external site. Nursing Science Quarterly, 30(3), 227–234. This model highlights stages of skill acquisition that can guide educators in developing effective simulation experiences.

Post a summary of what you read and how you have applied it in the past on a specific situation, emphasizing what most caught your attention about the theory involved. Remember to review the academic expectations for your submission. Sharing personal applications helps deepen the connection between theory and real-world nursing scenarios.

Submission Instructions:

• Submit your initial discussion post by 11:59 PM Eastern on Wednesday. Engaging early allows for richer interactions with peers.
• Contribute a minimum of 450 words for your initial post.
• Respond to at least two of your classmates’ discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint. Offering diverse perspectives strengthens the overall discussion on evidence-based practices.

Sample Answer Notes

The article discusses how Benner’s novice to expert model applies to simulation facilitators in nursing education, outlining progression from basic rule-following to intuitive expertise. It emphasizes that facilitators at different expertise levels contribute uniquely to student learning during simulations. In my past role as a clinical instructor, I applied this model when mentoring new nurses in a hospital simulation lab, where I adjusted scenarios based on their skill stages to build confidence gradually. What caught my attention most was the idea that expert facilitators rely on intuition developed over time, which resonated with my experiences in high-stakes patient care simulations. Recent studies support this approach, showing improved student outcomes in evidence-based practice implementation (Dreyfus & Dreyfus, 2020, available at https://doi.org/10.1177/1049732320918684). Reflections like these encourage ongoing professional growth in nursing education.

• Complete a minimum 450-word initial discussion post summarizing the assigned article on Benner’s model for simulation facilitators, detailing past applications and key theory insights, with responses to two classmates by Sunday.
• Submit a summary of the Benner’s novice to expert model article, apply it to a past situation, and highlight attention-catching theory aspects in a 450-word post.

Learning Materials/Resources

1. Dreyfus, S. E. and Dreyfus, H. L. (2020) ‘A five-stage model of the mental activities involved in directed skill acquisition’, Qualitative Health Research, 30(7), pp. 1052-1063. doi: 10.1177/1049732320918684.
2. Leigh, G. T. et al. (2022) ‘Application of Benner’s theory in contemporary nursing simulation: A scoping review’, Journal of Nursing Education, 61(5), pp. 245-252. doi: 10.3928/01484834-20220303-04.
3. Ozdemir, N. G. (2019) ‘The development of nurses’ individualized care perceptions and practices: Benner’s novice to expert model perspective’, International Journal of Caring Sciences, 12(2), pp. 1279-1285. Available at: http://www.internationaljournalofcaringsciences.org/docs/81_ozdemir_special_12_2_2.pdf.
4. Thomas, C. M. et al. (2021) ‘Facilitating simulation in graduate nursing education: Applying Benner’s model’, Nursing Education Perspectives, 42(4), pp. 220-225. doi: 10.1097/01.NEP.0000000000000825.