The theory-practice gap still exists in nursing education

2004 ◽  
Vol 13 (20) ◽  
pp. 1168-1168 ◽  
Author(s):  
Ray Higginson
Keyword(s):  
Nursing Education ◽  
Practice Gap ◽  
Theory Practice Gap

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>

scholarly journals Exploring the reasons for theory-practice gap in emergency nursing education: A qualitative research

2018 ◽  
Vol 7 (1) ◽  
pp. 132
Author(s):  
Alireza Irajpour ◽  
Shima Safazadeh ◽  
Nasrollah Alimohammadi ◽  
Fariba Haghani
Keyword(s):  
Qualitative Research ◽  
Nursing Education ◽  
Emergency Nursing ◽  
Practice Gap ◽  
Theory Practice Gap

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 Reflecting on the contemporary relevance of the forgotten management pioneers: A creative auto/biography

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911986328
Author(s):  
Hester Nienaber
Keyword(s):  
Reflective Practice ◽  
Well Being ◽  
Base Change ◽  
Theory And Practice ◽  
Organisational Performance ◽  
Relevant Today ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
And Control

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, advancing management science and benefitting society at large.

scholarly journals I wonder if robots will take care of me when I am old: Positive aging representations of professionals working in health promotion services

2016 ◽  
Vol 21 (12) ◽  
pp. 2872-2881 ◽  
Author(s):  
Catrinel Craciun ◽  
Uwe Flick
Keyword(s):  
Health Promotion ◽  
Qualitative Study ◽  
Institutional Context ◽  
Actual Practice ◽  
Active Aging ◽  
Positive Aging ◽  
The Social ◽  
Practice Gap ◽  
Agency Models ◽  
Theory Practice Gap

How the social and institutional context is structured and represented by its actors has an impact on positive aging representations. This qualitative study explores professionals’ views on positive aging, how they promote positive aging in their practice and what disparities occur between their discourses and the actual practice of promoting positive aging. Interviews were conducted with professionals from different active aging promotion services and analyzed with thematic coding. Findings show professionals hold negative views on aging while trying to promote positive views in their work, illustrating an existing theory-practice gap. Strategies used in practice can be integrated in existing agency models and inform interventions and active aging policies.

The theory/practice 'gap': taking issue with the issue

1996 ◽  
Vol 23 (4) ◽  
pp. 685-691 ◽  
Author(s):  
Anne Marie Rafferty ◽  
Nick Allcock ◽  
Judith Lathlean
Keyword(s):  
Practice Gap ◽  
Theory Practice Gap
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