Novice to expert: An exploration of how professionals learn

Although researchers have recently focused on the nature of expertise, the link between learning and the development of expertise remains to be more f ully explored. The purpose of this study was to analyze the different learn ing processes undertaken by novices and experts. Twenty semi-structured int erviews were conducted with novice and expert nurses for the purpose of ana lyzing and comparing how their learning developed in clinical practice. Res ults indicated that novice learning is contingent on concept formation and assimilation. Novice learning is also framed by the feelings novices experi ence in the context of practice. Expert learning, on the other hand, was id entified as a constructivist process using active concept integration and s elf-initiated strategies. Additionally, novices and experts identified diff erent organizational factors that facilitated or hindered their: learning. Experts were able to articulate systemic issues that affected their learnin g, whereas novices identified disparate individual issues. Implications for research and practice of continuing professional education are examined.