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Differences Between Novices' and Experts' Solving Ill‐Structured Problems
Author(s) -
Sarsfield Eileen
Publication year - 2013
Publication title -
public health nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.471
H-Index - 55
eISSN - 1525-1446
pISSN - 0737-1209
DOI - 10.1111/phn.12100
Subject(s) - think aloud protocol , thematic analysis , cognition , psychology , exploratory research , public health , protocol analysis , qualitative research , public health nursing , applied psychology , nursing , medical education , computer science , medicine , human–computer interaction , cognitive science , psychiatry , social science , usability , sociology , anthropology
Objective The purpose of this study was to describe differences in the cognitive processes of novice and expert public health nurses ( PHN s) as they solved ill‐structured problems commonly found in public health practice. Design and Sample This descriptive/exploratory small group design used the think‐aloud method, a qualitative technique of collecting verbal data about cognitive processes. Data were coded and analyzed using theoretical thematic analysis. The purposive sample consisted of 12 registered nurses: six novices and six experts. Measures Participants were asked to think‐aloud as they solved two ill‐structured public health problems (underage drinking and obesity). Results Findings indicated that novice and expert PHN s solve ill‐structured problems differently. Experts used cognitive strategies, such as conversion, to propel the problem‐solving process forward, forming complex, detailed problem representations and solutions. Novices asked questions as a strategy in defining the problem and developed broad, superficial problem representations and solutions. Conclusions This study suggests the need for the development of strategies in the workplace and in academia that support PHN s in identifying and solving ill‐structured problems as they transition from novice to expert.