2013
DOI: 10.1111/phn.12100
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Differences Between Novices' and Experts' Solving Ill‐Structured Problems

Abstract: This study suggests the need for the development of strategies in the workplace and in academia that support PHNs in identifying and solving ill-structured problems as they transition from novice to expert.

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Cited by 21 publications
(14 citation statements)
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References 39 publications
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“…Short on working memory capacity, novice learners focus primarily on irrelevant problem features and build a superficial representation of the problem. Experts, on the other hand, identify structural problem features, such as relevant domain principles, to create a more elaborate problem representation (Chi, Feltovich, & Glaser, ; Sarsfield, ).…”
Section: Introductionmentioning
confidence: 99%
“…Short on working memory capacity, novice learners focus primarily on irrelevant problem features and build a superficial representation of the problem. Experts, on the other hand, identify structural problem features, such as relevant domain principles, to create a more elaborate problem representation (Chi, Feltovich, & Glaser, ; Sarsfield, ).…”
Section: Introductionmentioning
confidence: 99%
“…The design and support for training novice RNs is therefore more challenging than training experienced RNs. [40] Strategies that are meant to help transition novice RNs into real world practice need to be grounded in evidencebased education where training is integrated with best practice techniques. [41] Although patient safety in healthcare is often hampered by a variety of cultures and organizational changes, efforts to embed patient safety into continuing education must continue.…”
Section: Introductionmentioning
confidence: 99%
“…Problem definition activities present a particularly interesting venue for further research. Research by Sarsfield (2014) showed that domain experts in professional domains generate complex, detailed problem representations, while novices form broad and superficial representations. More research is needed to investigate how learners perceive the problem at the start of the task, and whether this perception changes throughout the problem-solving process.…”
Section: Discussionmentioning
confidence: 99%