Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 183-193). Also available via the Internet.

Using grounded theory methodology this study examined the acquisition and exercise of nephrology nursing expertise, seeking to answer the following questions: what constitutes expertise and how it develops in nephrology nursing; and whether expert nephrology nurses practice differently from non-expert nephrology nurses and, if so, how. Sampling consisted of 6 non-expert and 11 expert nurses from a renal unit in New South Wales, and data were obtained from participant observation of the nurses and subsequent interviews. A substantive theory was generated utilising an orchestral metaphor to explain the skills-acquisitive/exercise process. Findings revealed a three stage skills-acquisitive process: non-expert, experienced non-expert and expert. Each stage was typified by four characteristics that altered during the acquisitive process: knowledge, experience, skills and focus. The findings also identified features of the skill-acquisitive/exercise process either not reported or left implicit in previous studies, including the centrality of recognition of expertise; blurring the boundaries to expert practice; and the role of motivation, enjoyment and commitment to the acquisition of / Doctor of Philosophy (PhD)