Patricia Benner, PhD, RN, FAAN, is a professor emerita of nursing in the Department of Social and Behavioral Sciences Nursing at the University of California, San Francisco (UCSF). She is a fellow in the American Academy of Nursing and an honorary fellow in the Royal College of Nursing, United Kingdom. She is the author of From Novice to Expert: Excellence and Power in Clinical Nursing Practice, which has been translated into 10 languages and provides the background for this research; has coauthored with Judith Wrubel in The Primacy of Caring, Stress and Coping in Health and Illness; Expertise in Nursing Practice: Caring, Clinical Judgment and Ethics with Christine Tanner and Catherine Chesla; and The Carnegie Foundation for the Advancement of Teaching National Nursing Education Study entitled, Educating Nurses: A Call for Radical Transformation (Benner, Sutphen, Leonard, & Day, 2010). Dr. Benner coedited Interpretive Phenomenology in Health Care Research (Chan, Brykczynski, Malone, & Benner, 2010). Dr. Benner is currently conducting research on clinical knowledge and experiential learning of nurses caring for wounded warriors in combat zones with Dr. Patricia Kelley and colleagues from the Federal Tri-Service Research Program.Christine A. Tanner, RN, PhD, FAAN,
is the Youmans-Spaulding Distinguished Professor of Nursing, School of Nursing, Oregon Health & Science University in Portland, Oregon. She has conducted research on clinical judgment in nursing for over two decades, resulting in the publication of numerous journal articles and books. She is the Senior Editor for the Journal of Nursing Education. Since the mid 1980's she has been an outspoken advocate for nursing education reform, Most recently, she has worked with a team of nurse educators to develop, implement and evaluate the innovative Oregon Consortium for Nursing Education. (OCNE). She is currently the PI or CO-PI on two studies of this work, one focused on the outcomes of the OCNE curriculum, supported by grants from the Meyer Memorial Trust and the Robert Wood Johnson Foundation and a second focused on the effectiveness of a transformed clinical education model, supported by grants from Kaiser Permanente, the Northwest Health Foundation, the Ford Family Foundation, and Department of Education Fund for Improvement of Post-Secondary Education.Catherine A. Chesla, RN, DNSc, FAAN
is professor in the Department of Family Health Care Nursing, University of California, San Francisco. She teaches family theory and research, family intervention and interpretive research methods to graduate nursing students. In her research, she examines family responses over time to the chronic illness of a member, using interpretive phenomenological approaches, mixed methods and Community Based Participatory Research. She has published research and methodological articles in journals such as Diabetes Care, Journal of Family Nursing, and Research in Nursing & Health. Currently, she is working with a multi-disciplinary research team on an interpretive study of family practices in type 2 diabetes comparing foreign-born and US-born Chinese Americans. She is also beginning a Community Based Participatory Research Project with members of the Chinese community to improve diabetes care for this ethnic group.