Managing the Theory‐Practice Gap in Nursing Education and Practice: Hearing the Voices of Nursing Students in the United Arab Emirates

2021 ◽  
Author(s):  
Ahmad Saifan ◽  
Briliya Devadas ◽  
Mohamad Mekkawi ◽  
Hussam Amoor ◽  
Patricia Matizha ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
United Arab Emirates ◽  
Practice Gap ◽  
Theory Practice Gap

scholarly journals Solutions to bridge the theory-practice gap in nursing education in the UAE: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ahmad Saifan ◽  
Briliya Devadas ◽  
Fares Daradkeh ◽  
Hadya Abdel-Fattah ◽  
Mohannad Aljabery ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Training ◽  
Theory And Practice ◽  
Theoretical Knowledge ◽  
Academic Field ◽  
College Staff ◽  
Clinical Culture ◽  
Practice Gap ◽  
Theory Practice Gap

Abstract Background The theoretical knowledge of nursing underpins the practice, while the practice environment determines the circumstances within which the theoretical knowledge is applied. The biggest challenge facing nursing as an academic field is the theory-practice gap, which is a universal issue in nursing. This study aimed to raise solutions to close the gap between theory and practice in nursing education through the eyes of nursing students in UAE. Methods A qualitative descriptive approach was followed; whereby 25 Emirati nursing students were interviewed. Results Two main themes are discussed in this study: ‘Clinical Culture Creation’ and ‘Curriculum Content Reformation’. The students suggested to decreased the loud and stress on their clinical educators. They also suggested creating synchronization between what is taught in classrooms and labs and what is offered in the clinical training. Moreover, some of the students expected to have more benefit if they get their clinical training in health institutions owned by their college. On the other side, many of the participants suggested to move from the integration system to the block system. Another interesting suggestion includes having the same college staff to teach the theory and the clinical. The final suggestion includes decreasing the paper work during clinical training. Conclusions This study explored the solutions to bridge the theory-practice gap in nursing education in the UAE. The study has implications for nursing education and practice within the UAE and is imperative for graduating workplace ready professional nurses within the country.

Students’ Perception on taught Theories and Clinical Practice in Nursing Education Training

2020 ◽  
Vol 1 ◽  
pp. 1-21
Author(s):  
Julien Feti Kisiata ◽  
Hatice Şen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Clinical Learning Environment ◽  
Practice Gap ◽  
Rich Data ◽  
Theory Practice Gap

Theory and practice are two important components of nursing education. When knowledge acquired in theory translates into practice, effective learning takes place in nursing education. However, research shows that there is a gap between theory and practice. This study was conducted to find out if there is a connection between theories taught in the classroom and the practice of nursing. Qualitative phenomenological design and one-on-one semi-structured interviews were used to collect the data in this study. Four main themes were identified in the study: "Nursing education, theory-practice gap in nursing education if any, reasons for the theory-practice gap in nursing education and suggestions for bridging the theory-practice gap in nursing education ". Twelve out of sixteen students, or seventy-five percent, explained that there was no balance between theory and practice in nursing education. This imbalance explains the notion of a gap between theory and practice in nursing education. Students showed the complexity of the theoretical teaching environment compared to the clinical learning environment. Indeed, these environments have an impact on the learning experience of nursing students. To bridge this gap, many students suggested balancing theory and practice, supporting them more with clinical teaching, and the desirability of solving the language barrier issue between students, theory teachers and others clinical professors. As a result of this study on the gap between theory and practice in nursing education, the qualitative design used in this paper provided new and rich data on the quality of education, the reasons and the solution regarding the Gaps in theory and practice in nursing education at the University of the Near East in North Cyprus. The results of this study would contribute to the revision of the nursing education program of this university. This is the first study in the Republic of Northern Cyprus to examine the gap between theory and practice.

scholarly journals Suggestions to close the gap in nursing education: Nursing students' perspectives

2015 ◽  
Vol 4 (2) ◽  
pp. 62 ◽  
Author(s):  
Ahmad Saifan ◽  
Haneen Abu Safieh ◽  
Ruba Milbes ◽  
Rawan Shibly
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Qualitative Design ◽  
Face To Face ◽  
Practice Gaps ◽  
Practice Gap ◽  
Theory Practice Gap

<p><strong>Background:</strong> The nursing profession is composed of two main parts: the theoretical part, which reflects the knowledge that is received in the classroom; and the practical part, which focuses on improving students’ skills in the clinical area. The literature shows that there is a disconnect between these two parts.</p><p><strong>Objectives:</strong> This study aimed to identify suggestions and interventions to explore students’ perceptions about the theory-practice gap in nursing education.</p><p><strong>Methods:</strong> An explorative qualitative design with individual, face-to-face, semi-structured interviews with 30 nursing students (in the second, third and fourth year of their BSc program) who took at least two clinical courses.</p><p><strong>Results:</strong> The students raised several ideas and suggestions to close the theory-practice gap in nursing education grouped under five major themes: open channels between theory and practice teachers; students need to be supported more; increasing competency of clinical instructors; using different methods of education; and preparing and improving the clinical laboratories.</p><p><strong>Conclusion:</strong> The qualitative design used in this study provided deep and rich novel data about the theory-practice gaps in nursing education in Jordan. This subject was broached for the first time in Jordan. The information from this study could be useful for undergraduate students, nursing schools, nursing teachers and other healthcare stakeholders in Jordan.</p>

Theory-Practice Gap: The Experiences of Nigerian Nursing Students

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Titilayo Dorothy Odetola ◽  
Olusola Oluwasola ◽  
Christoph Pimmer ◽  
Oluwafemi Dipeolu ◽  
Samson Oluwayemi Akande ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Developing Country ◽  
The Body ◽  
Clinical Staff ◽  
Clinical Settings ◽  
Practice Gap ◽  
The Difference ◽  
Analyse Data ◽  
Theory Practice Gap

The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n = 80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1) procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2) political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3) material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4) temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.

scholarly journals The clinical seminar as a learning methodology: an evaluation of nursing students' views

2012 ◽  
Vol 25 (3) ◽  
pp. 441-447 ◽  
Author(s):  
José Granero-Molina ◽  
Cayetano Fernández-Sola ◽  
Castro-Sánchez Adelaida María ◽  
Francisca Rosa Jiménez-López ◽  
Gabriel Aguilera-Manrique ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Interpersonal Relationships ◽  
Teaching Method ◽  
Opportunity To Learn ◽  
First Year ◽  
First Year Students ◽  
Clinical Practicum ◽  
Practice Gap ◽  
Theory Practice Gap

OBJECTIVE: To explore students' assessments of the clinical seminar as a complementary teaching method to the clinical practicum experience. METHODS: This was a qualitative study based on the hermeneutic phenomenology of Gadamer. Twenty-three open-ended interviews were conducted from among the 132 first-year students who attended an initial clinical practicum. We performed a qualitative analysis of the data using ATLAS.ti software. RESULTS: The students agreed that the clinical seminar gave them the opportunity to learn about procedures, nursing care and interpersonal relationships. They also found it very helpful when they encountered challenging stressful situations as they performed their practice, and believed it allowed them to make a connection between the theory in the classroom and the clinical practice. CONCLUSIONS: These seminars can contribute to reducing levels of stress during clinical practice. They can also help students obtain significant learning from their fellows and reduce the theory-practice gap.

scholarly journals A Global Issue in Nursing Students’ Clinical Learning: The Theory–Practice Gap

2012 ◽  
Vol 47 ◽  
pp. 1713-1718 ◽  
Author(s):  
Ideh Dadgaran ◽  
Soroor Parvizy ◽  
Hamid Peyrovi
Keyword(s):  
Nursing Students ◽  
Clinical Learning ◽  
Global Issue ◽  
Practice Gap ◽  
Theory Practice Gap

scholarly journals Reflections on nursing teaching in the post-modernity era and the metaphor of a theory-practice gap

2007 ◽  
Vol 15 (3) ◽  
pp. 498-501 ◽  
Author(s):  
Zeyne Alves Pires Scherer ◽  
Edson Arthur Scherer
Keyword(s):  
Nursing Students ◽  
Organizational Contexts ◽  
Types Of Knowledge ◽  
Different Types ◽  
Practice Gap ◽  
The Difference ◽  
The Individual ◽  
Theory Practice Gap ◽  
Globalized World ◽  
Theoretical Reflection

This article presents a theoretical reflection on nursing teaching. First, we contextualize the topic regarding the globalized world and the repercussions of its paradigms on mankind and, consequently, on nursing students' learning. Next, we focus on the theory-practice gap established in the nursing learning. Educators are expected to show students the relevance of integrating these different types of knowledge. Moreover, to play a pivotal role in a process that helps students to apply theoretical knowledge in practical situations, reducing the difference between what is considered ideal and what is real. The bio-psycho-social-economic-cultural model values the care for the individual in the different organizational contexts and can base the practice. Another inquiry that emerged is about the extent to which we have assisted others in their corporal, mental, spiritual and noetic dimensions, in addition to the attention delivered to the care-giver.

scholarly journals A student’s journey: Examining the efficacy of the academic preparation of BSN students and readiness to enter practice

2019 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Lived Experience ◽  
Academic Preparation ◽  
Hospitalized Patients ◽  
Nursing Profession ◽  
Clinical Practices ◽  
New Graduates ◽  
Generic Qualitative ◽  
Theory Practice Gap

Background: The nursing profession is under more pressure than ever to hire clinicians that exhibit critical thinking (CT) skills. A review of the literature has identified a divide between bedside clinicians and nursing faculty resulting in the separation of academic educators from current clinical practices [1]. New graduates enter the clinical setting inadequately prepared to meet the clinical needs and demands of today’s hospitalized patients [2]. Method: A generic qualitative approach sought to explore the lived experience of BSN graduate nurses transition into clinical practice and to gain insight into how successful the nursing profession is training nursing students to meet the clinical demands of today’s hospitalized patients. Results: The results identified four themes: clinical rotation; didactic content and academia; transition to practice; and simulation. Conclusion: A theory-practice gap continues to exist in nursing education.

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