From novice to expert: the use of intuitive knowledge as a basis for district nurse education

Abstract

Curriculum development in nursing should be a dynamic process set within a context which unites theory and practice. Nursing is operating within a climate of ubiquitous change and reliance must be placed upon a robust and professionally enhancing curriculum framework. At the University of Liverpool, the recently validated Diploma in District Nursing has been based upon the work of Patricia Benner 'From Novice to Expert' (1984). Benner's proposals are gaining considerable international credence and, whilst acknowledging that North American models are not always readily transferable into practice within the United Kingdom, the author explains why the combination of skills acquisition and clinical expertise provide an exciting framework pertinent to post registration courses such as district nursing. Those limitations of interpretation derived from culture and the institutional settings of the research are identified. The article which follows explains the reasons which underpin the adaptation of Benner's model to the education and practice of district nursing, identifies the advantages and limitations and concludes by describing how the educational change process was managed to support practice.