As said earlier, Bannerâ€™s Skill Acquisition Model in nursing delineates five levels of acquiring skills. She employed the 1994 Dreyfus model that involved five levels of acquisition of skill regarding education, administration, research, and practice. Banner regards excellence in the provision of care attained via as evolutionary course developed from the experiential learning along with transmission into practical skills. Her emphasis is on the significance of rewarding and retaining healthcare personnel for their knowledge (Johnson & Webber, 2010).
Bennerâ€™s theory has been employed in the nursing field in making innovative transformations in the way knowledge is acquired as well as developed, the continuance of educationâ€™s basis and double as a foundation for the way nurses build and perk up skills with regard to acquisition of experience (Johnson & Webber, 2010). Bennerâ€™s model remains significant to our issue of HAIs by education application. The needs of nurses of learning and performance can be acknowledged and categorized basing on her five skill acquisition stages. This procedure can serve to recognize experts who could serve in an education and mentoring position to those personnel who are still in beginner phase (Johnson & Webber, 2010).
Staff education should remain a continuous process. This should incorporate the provision of safe, efficient care for central lines; staffs have to be skillful in the tubing; dressings; needless connectors; as well as have appropriate medication methods of infusions; blood culture and withdrawals; and line flushing. Acquisition ofâ€¦â€¦â€¦
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