Differences between novices' and experts' solving ill-structured problems.

Area of Science:

• Nursing Science
• Cognitive Psychology
• Public Health Practice

Background:

• Ill-structured problems are common in public health nursing.
• Understanding cognitive differences between novice and expert nurses is crucial for effective practice.

Purpose of the Study:

• To describe cognitive process differences between novice and expert public health nurses (PHNs) when solving complex public health problems.
• To identify distinct problem-solving strategies employed by nurses at different experience levels.

Main Methods:

• A descriptive/exploratory qualitative design was employed.
• The think-aloud method was used to collect verbal data on cognitive processes.
• Theoretical thematic analysis was applied to data from 12 registered nurses (6 novices, 6 experts) solving two public health scenarios.

Main Results:

• Significant differences were observed in how novice and expert PHNs approach ill-structured problems.
• Experts utilized strategies like 'conversion' for advanced problem representation and solutions.
• Novices focused on questioning to define problems, resulting in broader, less detailed representations.

Conclusions:

• The study highlights distinct cognitive pathways in problem-solving between novice and expert PHNs.
• There is a need for enhanced academic and workplace strategies to support PHN development in managing complex public health issues.
• Facilitating the transition from novice to expert requires targeted interventions for problem identification and resolution.