Dreyfus Model Of Skill Acquisition Research Articles

Relevance of Coast Guard Public Affairs Service: Basis for Development of Officer’s Course Instructional Guide

With the rapid change of information environment, this study explored the relevance of the Coast Guard Public Affairs Service (CGPAS) in executing the functions of the Philippine Coast Guard (PCG). The research highlights the essential skills of Public Affairs Officers (PAOs) in these areas: Media Relations, Public Information Dissemination, and Social Media Management in promoting a positive image of the PCG. The study utilized survey and interview to gather data from 40 PAOs, majority with the rank of Ensigns, with at least six months PAO experience; 84 Heads of Offices (HOs), who were mostly Captains; and four Subject Matter Experts (SMEs) in Public Affairs, Education, and Training, all from the PCG. Results revealed that PAOs, HOs and SMEs concurred on the crucial role of CGPAS in the execution of PCG functions, particularly in crisis communication and public image promotion. In terms of skill levels of PAOs, the overall scenario-based exam results coincided with the overall HO’s perception. Both were equivalent to Competent, based on the Dreyfus Model of Skill Acquisition. The study also identified challenges faced by PAOs, including role overload from multiple designations and inadequate resources such as office space, trained spokesperson and PA equipment. Recommendations included providing better equipment, comprehensive trainings on crisis communication, news writing and cybersecurity, fostering organizational collaboration, and recruiting specialists. Finally, a Course Instructional Guide for Public Affairs Officers was developed and proposed for adoption and implementation to hone their effectiveness in promoting the PCG’s mission and functions.

Self‐appropriation in nurse engagement: Facilitating the development of expert nurses using Benner and Lonergan

AbstractExpert nurses, as described by the work of Patricia Benner, are at the peak of clinical nursing practice and vitally important in ensuring the best possible patient care and clinical outcomes. The development of Benner's theory and its relationship with the Dreyfus model of skill acquisition provides context for understanding the progression necessary for expert development. Contemporary healthcare challenges present implications to the development of advancing levels of nursing practice. Engagement has been identified as critical to achieving expert practice. I propose the incorporation of the philosophical framework of self‐appropriation from Benard Lonergan as a strategy to develop internal engagement in nurses to facilitate expert practice. I outline the synergy between Benner's theory and the work of Lonergan, which provide overlap and opportunity to overcome barriers to developing expert nursing practice. In the challenging climate of healthcare, there is an obligation to promote engagement and facilitate expert nurse development, necessary for patient outcomes as well as clinical role models, preceptors, and leaders to guide future nurses.

Development of Competency Manual for the Philippine Coast Guard (PCG) Commanding Officers

The study emphasized the importance for effective leadership in the Philippine Coast Guard (PCG) and introduces the development of a specialized Competency Manual tailored for PCG Commanding Officers, guided by the Dreyfus model of skills acquisition. While effective leadership is vital for maritime safety and security, the absence of a structured competency framework poses challenges for PCG Commanding Officers, impeding their adaptability and effectiveness in rapidly evolving maritime environment. The development process encompassed a thorough needs assessment, which included reviewing PCG regulations, competency frameworks, and conducting a comprehensive analysis of the Dreyfus model. Collaborative efforts with subject matter experts, surveys, and pilot testing involving PCG officers played a pivotal role in refining the content of the manual. The result of the study yields a Competency Manual that meticulously defines specific competencies, knowledge, skills, and behaviors deemed essential at each stage of the Dreyfus model. Covering critical areas such as maritime regulations, navigation, decision-making, leadership, and crisis management, the manual precisely caters to the unique demands placed on PCG Commanding Officers. The Competency Manual stands out as a structured and progressive tool for skill development, ensuring that PCG Commanding Officers are well-prepared to navigate the difficult challenges inherent in their roles. Effective implementation that entails the seamless integration of the manual into PCG's training programs, conducting routine assessments, and establishing channels for continuous improvement. This strategic approach seeks to foster the development of PCG Commanding Officers into highly proficient leaders, empowering them to adeptly protect maritime interests in the Philippines.

Perception of the utilization of teaching methods by student nurses in South-east Nigeria: A Cross-sectional study

Aim: The study aims to ascertain the student’s perception of the utilization of teaching methods by nurse educators in nursing education institutions in southeast Nigeria. Design: A cross-sectional study design was used. Method: Multistage sampling was employed to randomly select 11 nursing education institutions in south east Nigeria. Data was collected from 328 students using a self-administered questionnaire and analyzed using SPSS version 21. Hypotheses were tested using the Mann-Whitney and Kruskal-Wallis test at the 0.05 significance level. Result: All 328 student nurses completely filled out and returned the distributed questionnaire. Of the respondents, 83.2% were female, and 16.8% were male. Most nurse educators were perceived to use all the enumerated teaching methods optimally, except for the introduction of games during teaching. However, 97.2% of the students preferred all the identified teaching methods for various reasons. The demographic profile of students (gender, year of study, except age) significantly influenced their perception of the teaching methods utilized by the educators. Conclusion: Students acquire nursing skills through formal instruction and practical experiences, as seen in the Dreyfus model of skill acquisition (2004) and student preferred teaching methods that enhance exchange of ideas and interactive Ness. Hence, nurse educators should consider student nurses age and preferred teaching styles to ensure well imparted knowledge.

Assessing Student Performance Using a Novel Rubric Based on the Dreyfus Model of Skill Acquisition

ObjectivePharmacy student performance on practicum was previously assessed using a Likert scale from 0 to 9, resulting in challenges with clarity and assessor subjectivity. To address these issues, an assessment rubric based on the Dreyfus model of skill acquisition was developed and implemented. This study sought to evaluate student, practice educator (PE), and faculty perceptions related to the rubric’s effectiveness in assessing student performance within the direct patient care practicum setting. MethodsAn exploratory sequential mixed methods approach was used. A qualitative component using focus groups and semistructured interviews was followed by a quantitative component using a survey questionnaire. Data gathered from the qualitative component were collectively analyzed and used to inform questionnaire development intended to confirm identified themes and collect further data on stakeholder perceptions. ResultsA total of 7 students, 7 PEs, and 4 faculty participated in the focus groups/interviews and 70 of 645 (10.9%) students and 103 of 756 (13.6%) PEs participated in the survey questionnaire. The majority of the participants felt that the rubric clearly communicated the expectations for student performance, is relevant and consistent with pharmacy practice, and is useful in accurately assessing performance. For PEs with experience, the novel rubric was an improvement over the previous assessment processes and perceived as more thorough and clearer in describing performance expectations. The identified challenges included the rubric’s visual organization, length, and redundancy of some of the assessment elements. ConclusionOur findings suggest that a novel rubric based on the Dreyfus model is effective in assessing student performance on practicum and may address some of the challenges commonly observed with performance assessment.

Multidimensional factors determine skill acquisition development in Guided Self-Determination: A qualitative study.

The aim of the study was to investigate nurses' skill acquisition in Guided Self-Determination according to the Dreyfus model of skill acquisition and Patricia Benner's studies based on the same model. Globally, person-centred care is acknowledged as an essential aspect of quality in health care. To succeed with person-centred care methods and skills are necessary. Guided Self-Determination is a person-centred method developed in the field of nursing. The method represents a new way of skill acquisition requiring knowledge of how skills are acquired, unfolded and best supported in Guided Self-Determination. Qualitative interview study. From January 2019 to August 2019, 16 nurses were interviewed about their experiences of learning and using Guided Self-Determination in three different gynaecological settings: cancer, endometriosis and sexual abuse. The study was registered with the Danish Data Protection Agency (file no.: VD-2018-445, I-Suite no.: 6700). The spectrum in Guided Self-Determination acquisition skills ranged from following schematical procedures in a rigorous way to an extended understanding of exploring and supporting the person-centred concept. Two main themes were identified: Elements in the transition of knowledge from theory to practice and Aspects associated with Guided Self-Determination skill acquisition. Nurses practised Guided Self-Determination at different levels. Quantity of practising Guided Self-Determination was not the only aspect determining rapid progression. The Dreyfus model lacked several explanatory components of skill acquisition, such as personal dispositions, preferences, motivation, personal values and context.

Experiences from leading parental education groups: Perceived difficulties and rewards as an indication of skill acquisition.

Developing skills in a professional setting is linked to practical experience. The relationship between experience and acquisition of skills can be seen as a transition from novice to expert. In a nursing setting, this has been studied using the Dreyfus model of skill acquisition. The aim was to investigate how experience influences midwives’ and child healthcare nurses’ views of difficulties and rewards in working with parental education groups. The study has a cross-sectional design with a mixed methods approach. A total of 437 midwives and child healthcare nurses answered a web-based survey. First, a qualitative analysis was carried out, and then patterns of experience were analysed. The results showed that less experience as a leader corresponds to a greater focus on one’s own role and on personal benefits from working with parents, but not on the specific context of the group. With experience, leaders had a greater focus on the group itself and rewards of making it function well. Not being able to take the current group and the specific context into account when working as a leader reduces possibilities of achieving a well-functioning group and the goals of the parental education.

Nutrition competencies for medicine: an integrative review and critical synthesis

ObjectiveGlobally, 11 million deaths are attributable to suboptimal diet annually, and nutrition care has been shown to improve health outcomes. While medically trained clinicians are well-placed to provide nutrition care,...

Teaching Medical Research to Medical Students: a Systematic Review.

Research literacy remains important for equipping clinicians with the analytical skills to tackle an ever-evolving medical landscape and maintain an evidence-based approach when treating patients. While the role of research in medical education has been justified and established, the nuances involving modes of instruction and relevant outcomes for students have yet to be analyzed. Institutions acknowledge an increasing need to dedicate time and resources towards educating medical undergraduates on research but have individually implemented different pedagogies over differing lengths of time. While individual studies have evaluated the efficacy of these curricula, the evaluations of educational methods and curriculum design have not been reviewed systematically. This study thereby aims to perform a systematic review of studies incorporating research into the undergraduate medical curriculum, to provide insights on various pedagogies utilized to educate medical students on research. Studies predominantly described two major components of research curricula-(1) imparting basic research skills and the (2) longitudinal application of research skills. Studies were assessed according to the 4-level Kirkpatrick model for evaluation. Programs that spanned minimally an academic year had the greatest proportion of level 3 outcomes (50%). One study observed a level 4 outcome by assessing the post-intervention effects on participants. Studies primarily highlighted a shortage of time (53%), resulting in inadequate coverage of content. This study highlighted the value in long-term programs that support students in acquiring research skills, by providing appropriate mentors, resources, and guidance to facilitate their learning. The Dreyfus model of skill acquisition underscored the importance of tailoring educational interventions to allow students with varying experience to develop their skills. There is still room for further investigation of multiple factors such as duration of intervention, student voluntariness, and participants' prior research experience. Nevertheless, it stands that mentoring is a crucial aspect of curricula that has allowed studies to achieve level 3 Kirkpatrick outcomes and engender enduring changes in students. The online version contains supplementary material available at 10.1007/s40670-020-01183-w.

A COMPARISON OF THE TEACHING PRACTICES OF NOVICE EDUCATORS IN ENGINEERING AND OTHER POST-SECONDARY DISCIPLINES

There is a perception in higher education that engineering educators teach differently than those in other disciplines. Surveys of student engagement consistently rank the undergraduate engineering experience lowest among ten disciplines, as do faculty surveys of student engagement. These results suggest there is opportunity and need to improve the engineering education experience. This research sets out to identify differences in the teaching practices of beginning engineering educators from those in other disciplines. Using the Dreyfus and Dreyfus model of skill acquisition as a framework, this study examines institutional data collected during four consecutive terms of mandatory teaching observations of new full-time and selected part-time instructors. Descriptive statistics found that the performance of novice educators in engineering-related disciplines did rank lowest overall compared to all other disciplines. This analysis also found that there is little difference in the teaching practices of novice engineering educators from those of their more experienced colleagues. Thematic analysis found that traditional engineering classroom practices such as lecture and worked examples are common, and could be enhanced by including opportunities for meaningful active learning. These results can inform both engineering educators and those responsible for their educational development about the common teaching practices of novice instructors and will be useful in shaping the professional development opportunities offered to engineering educators.

Notärztliches Atemwegsmanagement in Abhängigkeit von Fachrichtung und Weiterbildung

Difficult airway management is akey skill in preclinical emergency medicine. Alower rate of subjective difficult airways and an increased success rate of endotracheal intubation have been reported for highly trained emergency physicians. The aim of this study was therefore to analyze the effect for different specialists and the individual state of training in the German emergency medical system. In aretrospective register analysis of 6024 preclinical anesthesia procedures, the frequencies of airway devices, neuromuscular blocking agents, capnography and difficult airways were analyzed with respect to specialization and status of training. Additionally, low, medium and highly experienced emergency physicians in airway management were summarized by specialization and status of training according to the Dreyfus model of skill acquisition and compared. The incidence of subjective difficult airway situations was 10% for anesthesiological emergency physicians compared to 15-20% for other disciplines. The latter used supraglottic airway devices more often (7-9% vs. 4%) and video laryngoscopes less often (3% vs. 5%) compared to anesthesiological emergency physicians. The discipline-related state of training was inhomogeneous and revealed areduced rate of supraglottic airway devices for internal specialists with further training (10% vs. 2%). Anesthetists specialized in intensive care medicine used capnography less frequently compared to other anesthetists (79% vs. 72%). With higher levels of experience in airway management, the frequency of endotracheal intubation (86% vs. 94%), neuromuscular blocking agents (59% vs. 73%) and video laryngoscopy (3% vs. 6%) increased and the incidence of subjective difficult airway situations (16% vs. 10%) decreased. The level of training in airway management especially for non-anesthetists is inhomogeneous. The recently published German S1 guidelines for prehospital airway management recommend education and training as well as the primary use of the video laryngoscope with Macintosh blade. The implementation could lower the incidence of subjective difficult airways.

Potential pathways for proficiency training in computer maintenance technology among prospective electronic technology education graduates

PurposeThe purpose of this paper is to investigate the cause–effect relationship between vocational support and the levels of acquisition of practical skills via learning self-efficacy during a training intervention in computer maintenance technology among vocational electronic technology students.Design/methodology/approachQuasi-experimental research was employed. The participants were 84 undergraduates of vocational electronic technology education in Nigeria. The study applied the modified stages of the Dreyfus model of skills acquisition as the training model. The study proposed a four-simple mediation models based on the first four stages of the modified Dreyfus model of skills acquisition (namely, novice, advanced beginner, competent and proficient stages) via practical skills learning self-efficacy.FindingsThe result showed significant effects of perceived vocational support in practical skills training on the levels of acquisition of practical skills in computer maintenance technology. Learning self-efficacy mediated the relationship between perceived vocational support and three levels of practical skills acquisition (advanced beginner, competent and proficient).Research limitations/implicationsAll possible mediation pathways were not covered in this study. However, the study x-rayed the tendency of pathways in training intervention in vocational education and allied fields of study.Practical implicationsThis study has empirically provided evidence to support the Dreyfus model of skills acquisition, as a plausible practical skills training model. Hence, the study can serve as a model for other researchers for replication in other fields of study.Originality/valueTo the authors’ knowledge, this is the first study that revealed potential pathways in work-related practical skills training interventions. The study has also validated the Dreyfus model as a potential skill acquisition model for practical skills training.

Skills Checklist Utilization and the Impact on Nursing Student Skill Acquisition of the Pediatric Physical Assessment

Nurse educators have a short period of time to prepare a nursing student to enter the healthcare profession. New graduate nurses enter the healthcare field taking positions in high acuity, specialty areas in unprecedented numbers. One such specialty area is pediatrics. Baccalaureate nursing programs only include the pediatric patient in small amounts of the curriculum. This creates a challenge to prepare nursing students to manage pediatric patients that require more astute pattern recognition. Skills checklists are used to facilitate and evaluate the acquisition of the skill of pediatric physical assessment. The Dreyfus Model of Skill Acquisition is used as a guiding framework. According to Benner (2004), a nursing student remains a novice throughout nursing school. Expectations by regulatory bodies, such as the Virginia Board of Nursing, have expectations for proficient clinicians prior to entering the clinical setting (Virginia Board of Nursing, 2017). This study evaluates the method of using a skill checklist as a formative and summative tool versus the traditional model of using solely as a summative tool to see which is more effective in developing skill acquisition.

A Theoretical Framework and Competency-Based Approach to Training in Guideline Development.

There is increasing requirement to develop guidelines using transparent, standardized, and rigorous methods. Consequently, a better understanding of the knowledge, skills, and expertise necessary for guideline development is needed. The aim of this manuscript is to describe a theoretical framework of knowledge and skills that are required for individuals to serve on a guideline panel in varying capacities. Based on an iterative process and review of published manuscripts focused on guideline development, we identified competencies, subcompetencies, and milestones. Using a competency-based approach to training and the Dreyfus model of skill acquisition, we identified three core competencies: (1) facilitate the development of guideline structure and setup, (2) make judgments about the quality or certainty of the evidence, and (3) transform evidence to a recommendation. Level 1 focuses on recognizing and acknowledging the importance of a specific skill or behavior. Levels 2 and 3 require learners to demonstrate progressive acquisition of knowledge and application to specific behaviors. Level 4 represents the individual who has acquired the requisite knowledge and can function independently, while level 5 represents the mastery/aspirational level. We propose a preliminary competency-based education framework that will (1) help standardize the qualifications needed for individuals to serve on guideline panels in varying capacities or (2) help with curricula development for teaching and training of guideline panel members. This framework can also help enable guideline-producing organizations to identify guideline methodologists with the relevant and appropriate level of knowledge and skills to lead guidelines. Validation of the framework and further refinement of the competencies and milestones will be required before widespread adoption.

Beyond Skill Acquisition: Improvisation, Interdisciplinarity, and Enactive Music Cognition

The paradigm of enactive music cognition offers an anti-representational framework for understanding musical activity as both corporeal and culturally-situated. In this paper, I discuss live electronic musical improvisation as an exemplary model for the enactive framework in its ability to demonstrate the importance of participatory, relational, emergent, and embodied musical activities and processes. Following Gallagher, I argue that the Dreyfus model of skill acquisition, where performers develop from novices to experts who may eventually achieve a state of ‘mindless flow’, does not adequately account for what can happen during various forms of musical play. A critical study of improvisation reveals that a more generous conception of meaningful musical activity is needed, particularly in terms of who is able to take part as an improviser. I contextualise these ideas from the position of being an improviser of live electronic music performed on self-built, hybrid analogue/digital instruments, my background in creating expressive musical systems for people with profound and complex learning difficulties, and through my recent explorations of both pedagogical and research approaches to interdisciplinary improvisation.

Bridging the gap between professional development and mentoring in nursing

Problem: Professional development and mentoring future nurse leaders are essential to succession planning in healthcare. Healthy work environments recognize the importance of nurses’ professional development, career satisfaction, and the need for nurses to continue to grow in practice while providing quality patient care (Price & Reichert, 2017). Mentoring plays a critical role in establishing the foundation for success and ongoing career development. In addition, patients also benefit from mentoring because nurses obtain the knowledge, skills and experience that will yield to effective nursing care providers. Aim: The purpose of this project is to provide a resource and educate undergraduate nursing students on how to advance and transition professionally in nursing, by utilizing The Dreyfus Model of Skill Acquisition (DMSA). The DMSA model has frequently been applied to other disciplines such as administration, education, and research (Pena, 2010). The theory focuses on assessing nursing needs at different professional growth levels through various stages of the DMSA model (Nursing Theory, 2018). Mentorship and professional development tools will empower undergraduate nursing students to increase confidence levels, and also facilitate the proper skills to function as a prudent nurse. Methodology: An educational session was planned for the Carbaret College of Nursing in Haiti. A self-assessment was to be administered at the beginning of the session to evaluate knowledge of professional development. The course facilitators were to provide a thorough overview of professional development, mentorship, and career development pathways. The facilitators were to elicit responses for audience participation to inquire about interest and professional development goals. Evaluation: Concluding the presentation, the project participants were to be given an opportunity to ask questions and complete a post assessment survey. Students would be encouraged to seek mentoring opportunities as they progress in their professional careers and given tools for future resources.

Key Ingredients of a Breast Imaging Fellowship—A Recipe for Success

ObjectiveIn 2013, the ACR and Society of Breast Imaging created a curriculum to standardize the knowledge of graduates from breast imaging fellowships. Despite this, however, there remains a need to provide guidance to programs as to how to structure and organize the fellowship. In this article, we review key elements of a breast imaging fellowship to ensure that programs graduate radiologists that are well prepared to practice safely and independently. Such a program would provide a developmental framework using the Dreyfus model of skill acquisition. The training should be comprised of multiple and varied opportunities that promote active learning with appropriate supervision but progressive independence. SummaryA successful fellowship program in breast imaging should embrace developmental milestones to ensure mastery of both basic and complex skills. Organized rotations, regular feedback, structured and self-directed learning activities, and participation in local, regional, and national meetings and organizations contribute to well-rounded graduates.

The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning

This paper analyses how English teachers learn to become expert designers of learning and why sharing that expertise is increasingly vital. Its conceptual framework is the widely recognised, empirically tested, five-stage developmental Dreyfus model of skill acquisition, exemplifying the development of teacher expertise, constituted by the “milestone” [m] and “transitory” [t] phases connecting with the five stages of: Novice [m], Advanced Beginner [t], Competent [m], Proficient [t] and Expert [m]. Teacher planning is analysed as one key tacit or non-tangible component of developing expertise. Focusing specifically on English teachers as key participants in this pioneer teacher cognition study, the defining characteristics of milestone stages of expertise development are explored with specific attention to the remarkably under-researched area of planning. We introduce three new categories, defining modes of planning: (i) visible practical planning, (ii) external reflective planning and (iii) internal reflective planning, demonstrating their role in teacher development through the Dreyfus five stages. English is a subject which suffers from frequent disruptive changes to curriculum and assessment: new learning designs are constantly demanded, making planning an ongoing challenge. The implications for practice include the importance of an explicit understanding of how teachers’ planning moves through the three phases from the very “visible” novice phase to the internal relatively “automatic” competent teacher and finally the seemingly “invisible” expert phase. Further research is needed to explore how English teachers can share planning expertise between the three phases to improve teachers’ skills and student learning.

Dreyfus and Dreyfus and Indicators of Behavioral Performance: A Study of Measurement Convergence.

Assessment of efficacy of continuous professional development is an important part of continuing professional development programing as one of its goals is to increase the performance of the clinicians that serve the community. A frequently used and researched classification system for skill mastery is the Dreyfus and Dreyfus Model of Skill Acquisition. An alternative approach is the core competency framework that informs the assessment of residents and forms the foundation of the American Board of Medical Specialties Program for Maintenance of Certification. There are a number of methods of assessment of each competence. One of the most broadly employed and researched methods is a multisource assessment (360°) methodology. Three hundred sixty-degree data were collected from 264 raters of physicians holding supervisory roles. Raters included the physicians' leaders, peers, and support/reports. The scale items were taken from an instrument developed for the assessment of interpersonal and communications skills, professionalism, and system-based practice. The Dreyfus scale was purposely built for this application. The Dreyfus scale was reduced to a single dimension, and raters assigned their score on that dimension as the indicator of their assessment of the physician's level of mastery. Results of a multivariate analysis of variance indicated a significant relationship between Dreyfus mastery score and competency items (P < .0001). These findings demonstrate a relationship between a measure of Dreyfus skill acquisition and measures based on the American Board of Medical Specialties/Accreditation Council for Graduate Medical Education six core competency framework. Results have implication for continuing professional development design and assessment.

Application effects of Dreyfus model of skills acquisition on the standardized training of nursing intravenous treatment skills

Objective To explore the application effects of Dreyfus model of skills acquisition on the standardized training of nursing intravenous treatment skills. Methods Totals of 74 nurses who participated in the standardized training in Beijing Tiantan hospital during July 2014 to October 2016 were selected into the study based on convenience sampling. The participants were randomly divided into the control group (n=37) and the intervention group (n=37) . The control group received conventional training method while the intervention group received the training based on Dreyfus model of skills acquisition. After three months, comparing the scores of theoretical knowledge and practice skills for the intravenous treatment between the two groups. Results After the 3-month training, the average scores for the theoretical knowledge and practice skills in both groups were improved compared with the previous scores (P<0.05) . There was a significant improvement in each level of nurses in the intervention group after the training (P<0.05) . The intervention group also showed significantly higher scores for both theoretical knowledge and practice skills compared with the control group after the intervention period (P<0.05) . Conclusions The application of Dreyfus model of skills acquisition can effectively improve the standardized training outcome of nursing intravenous treatment skills. Key words: Inservice training; Nurses; Infusions, intravenous; Standardized training; Dreyfus model of skills acquisition