According to Patricia Benner, (1996) the role of intuition is very crucial in understanding nursing competence from community experience. According to the Rolfe reflective model, which is based on three very simple questions, it focuses on someone asking themselves certain questions that contribute to their success. Here, it is the success of being registered as a professional nurse through my community experience that I am highlighting (Benner, P., Tanner, C., Chesla, C., 2011). The three questions posed by Rolfe's reflective model are: what? So what? And now? Answering the questions (what?) helps a nurse structure the reflections necessary for the nurse to be registered. These tools allow you to become a professional nurse who can be registered. All the above-mentioned questions implied in the answer make it simple for the student nurse to develop and grow into becoming eligible for registration as a professional nurse. Someone usually gains experience because he goes through various conditions in which in some we succeed and in others we fail. But in all situations, positive or negative, there is something that is learned (De Groot, 2012). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get Original EssayFor example, being a nurse involves seeing many cases where even somehow some patients die while we are in our care. These occur regardless of whether we are doing everything we can to ensure the patient recovers. But we should learn from each situation and ensure better management of the situation if it arises again. This is what the Rolfe reflective model focuses on (Dreyfus, HL, Dreyfus, SE, 2009). This helps us correct the mistakes we make as nurses and improve our community and the care of our patients (Effken, JA, 2001). However, one of the obstacles to reflection is time. Time is the scarcest commodity that usually limits the nurse's ability to carry out reflective practice in the community. There is never enough time for nurses as they are busy with multiple tasks. Patricia Benner's influential theory proposes that the journey from novice to becoming an expert nurse primarily includes five phases of community experience (Benner, P., Tanner, C., Chesla, C., 1992). In the beginner stage, it is where the student nurse usually learns by receiving instructions on where they acquire domain-specific characteristics, actions, and facts. Rules given to beginners are usually “context-free,” meaning that the application of the rules ignores the nuances of the situation. The second phase is the advanced initial phase in which the person begins to make sense of and use “situational elements”. They begin to use the general characteristics of the situation they faced and the experience acquired previously which mainly makes it possible (English, I., 1993). The third phase is the competence phase in which the individual organizes his actions following long-term hierarchical plans. This stage demonstrates an increased level of efficiency although their planning is still analytical, deliberate, abstract and conscious. The fourth stage is the competence stage in which situations are perceived primarily as a whole rather than as unconnected aspects (Ericsson, K.A., Smith, J., 2011). At this stage some features are ignored while others are considered salient. Here competent nurses can understand and organize problem situations intuitively. But individuals still need thinking.