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 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.

scholarly journals Creating a positive learning environment for adult

2017 ◽  
Vol 9 (3) ◽  
pp. 378-387 ◽  
Author(s):  
Amal Roshdi A.Mostafa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Clinical Teaching ◽  
Demographic Data ◽  
Mean Difference ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Actual Form ◽  
Positive Learning Environment

The key requirements for creating a positive learning environment do not come readily packaged. Instructors can then implement the concepts to keep students motivated and engaged in the learning process.  The aim of study is to Creating a Positive Learning Environment for Adults; by assessing Nursing Students perceptions regarding Clinical Learning Environments in Beni – Suef University (actual and expected). A sample of 127 students in nursing faculty, Beni–Suef University from third and fourth grade in the first semester of the academic year 2014/2015.Tools: Structured interviewing questionnaire sheet, which include: Tool (1):  Socio demographic data, Tool (2): the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001).Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment. Key words: adult learner, positive learning environment, Clinical learning environment, Nursing education, Nursing student

scholarly journals Preceptorship versus Clinical Teaching Partnership: Literature Review and Recommendations for Implementation in Ghana

2016 ◽  
Vol 2016 ◽  
pp. 1-5 ◽  
Author(s):  
Confidence Alorse Atakro ◽  
Janet Gross
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Literature Review ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Clinical Learning Environment ◽  
Clinical Nursing ◽  
Training Institutions ◽  
Clinical Nursing Education ◽  
Education In Ghana

Clinical education is an essential component of the education of nursing students. However clinical nursing education in Ghana is currently facing challenges of poor working relations between hospitals and health training institutions, inadequate preceptor preparations, and inadequate faculty supervisions. Although the dominant clinical education model used in Ghana is the preceptorship model, health service and education industries are faced with challenges of lack of qualified staff, inadequately prepared preceptors, and inadequate supervision from faculty. These challenges undermine the effectiveness of the clinical learning environment and the use of the preceptorship model. The purpose of this paper was to review preceptorship and clinical teaching partnership (CTP) and make recommendations for improving clinical nursing education in Ghana. A literature review was undertaken through a search of databases that included Google Scholar, EBSCOhost, CINAHL, and HINARI. A literature review identified advantages for using clinical teaching partnership (CTP) in clinical nursing education in Ghana. Recommendations were made for the use of CTP in Ghana.

scholarly journals Assessment of Nursing Care and Teaching: A Qualitative Approach

2019 ◽  
Vol 16 (15) ◽  
pp. 2774 ◽  
Author(s):  
Jose Manuel Martínez-Linares ◽  
Rocío Martínez-Yébenes ◽  
Francisco Antonio Andújar-Afán ◽  
Olga María López-Entrambasaguas
Keyword(s):  
Higher Education ◽  
Nursing Care ◽  
Theory And Practice ◽  
Evidence Based ◽  
Great Effort ◽  
Structured Interviews ◽  
Healthcare Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Nursing Professionals

Background: The reform of the Spanish higher education to adapt to the European Higher Education Area involves, among other issues, the students’ participation in the curriculum assessment. The aim is to understand the insights of both nursing professionals and current undergraduate students of nursing on the connection between the knowledge acquired throughout the degree and the professional healthcare practice. Methods: An exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling, twelve nursing professionals and twelve 4th-year students of the Degree in Nursing were included. In two phases, twelve semi-structured interviews and two focus groups were conducted in order to triangulate data. A thematic analysis of data was carried out, later to be coded by two researchers. Results: Two main themes were identified: Evidence-based nursing vs. experience-based nursing, and a theory-practice gap. The topics that were specifically highlighted were the coexistence between professionals who work according to evidence and those whose work is based on experience, and the lack of connection between the training received during the degree and actual healthcare practice. Conclusion: Nursing care work varies in terms of the implementation of evidence-based care. Nursing training is perceived as being affected by a theory-practice gap. To achieve the linking between nursing theory and practice, a great effort on stakeholders would be needed.

scholarly journals Guided reflection as a tool to deal with the theory– practice gap in critical care nursing students

2012 ◽  
Vol 17 (1) ◽  
Author(s):  
Hester Cathrina De Swardt ◽  
Heleen S. Du Toit ◽  
Anneli Botha
Keyword(s):  
Critical Care ◽  
Nursing Students ◽  
Critical Analysis ◽  
Theory And Practice ◽  
Critical Care Nursing ◽  
Contextual Design ◽  
Practice Gap ◽  
Practical Experiences ◽  
Theory Practice Gap ◽  
Care Nursing

Critical care nursing students experience inconsistencies between the theoretical content they have learnt and what is expected from them in practice, which retards the learning process. This has been described as the theory–practice gap. There seems to be no single solution to address the integration of theory and practice. In an attempt to bridge this gap, a study was done to establish the influence of guided reflection on critical care nursing students in dealing with their theoretical and practical experiences. A qualitative, explorative, descriptive and contextual design was followed. An instrument for guided reflection was designed which was used during semi-structured interviews during the data collection process. Field notes and narrative descriptions were also used as means to collect data. Themes that emerged from the data included a description of incidents experienced, critical analysis of knowledge, critical analysis of feelings and changed perspective experienced. Theory–practice integration occurred to an extent in some of the categories; conversely, the inability to apply theory to practice evoked responses such as feelings of guilt and incompetence. Guided reflection appeared to have assisted the participants in clarifying theoretical and practical experiences, and in reaching a changed perspective by understanding the link between theory and practice. Guided reflection ought to be incorporated in the education of nurses from their basic training in theory and practice so that student nurses will be aware of their own competencies in order to provide optimal patient care.OpsommingKritiekesorgverpleegstudente ervaar teenstrydighede ten opsigte van dit wat hul geleer word en wat van hul in die praktyk verwag word wat weer die leerproses vertraag. Dit word as die teorie–praktykgaping beskryf. Daar blyk geen enkelvoudige oplossing te wees vir die integrasie van teorie en praktyk nie. In ’n poging om die gaping te oorbrug, is ’n studie oor die invloed van begeleide refleksie op kritiekesorgverpleegkundige studente se teoretiese en praktiese ervaringe gedoen. ’n Kwalitatiewe, verkennende, beskrywende en kontekstuele navorsingsontwerp is gevolg. ‘n Instrument vir begeleide refleksie is ontwerp wat gebruik is tydens semi-gestruktureerde onderhoude in die data-insamelingsproses. Veldnotas en narratiewe beskrywings was ook middele ten einde data in te samel. Tema’s wat uit die data na vore gekom het was ‘n beskrywing van ervaringe, kritiese analise van data, kritiese analise van gevoelens en ‘n veranderde perspektief met betrekking tot ervaringe. Teorie–praktyk integrasie het tot ‘n mate in sommige kategorieë plaasgevind het. Daarinteen het die onvermoë om die teorie in die praktyk toe te pas response tot gevolg gehad, soos skuldgevoelens en gevoelens van onbevoegdheid. Dit wil voorkom asof begeleide refleksie die deelnemers gehelp het om duidelikheid en ’n veranderde perspektief ten opsigte van hul teoretiese en praktiese ervaringe te verkry. Begeleide refleksie behoort reeds vanaf basiese opleiding in verpleegkundiges se teoretiese en praktiese opleiding geïnkorporeer te word sodat verpleegkundiges bewus sal wees van hulle eie vaardighede om sodoende optimale pasiëntsorg te kan lewer.

scholarly journals Simulation is more than working with a mannequin: Student’s perceptions of their learning experience in a clinical simulation environment

2017 ◽  
Vol 7 (7) ◽  
pp. 30 ◽  
Author(s):  
Karla G. Rodriguez ◽  
Noreen Nelson ◽  
Mattia Gilmartin ◽  
Lloyd Goldsamt ◽  
Hila Richardson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Best Practices ◽  
Teaching Practice ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Teaching Model ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing

Purpose: This paper describes undergraduate nursing students’ assessment of learning in a clinical teaching model that replaces 50% of the traditional clinical hours with high-fidelity simulation. We assessed students’ perceptions of the use of best practices in simulation teaching, and the importance assigned to each teaching practice to support learning.Methods: Longitudinal program evaluation design. We surveyed undergraduate nursing students with the Educational Practices Questionnaire (EPQ) at the mid-point (semester 2) and end of the program (semester 4). We used paired t-tests to assess changes in student EPQ scores between mid- and end-program.Results: Results showed that students’ reported greater exposure over time to clinical simulation activities that fostered active learning and high expectations; the degree to which they rated collaborative learning as important also increased.Conclusions: Students’ perceptions of the use of educational best practices and the importance of simulation in nursing education from program mid-point to end-point lends support for a clinical teaching model that uses a simulation to substitute for traditional clinical hours.

scholarly journals Theory – Practice Gap: Challenges Experienced by Nursing Students at the Satellite Campus of a Higher Education Institution in Namibia

2019 ◽  
Vol 8 (5) ◽  
pp. 21
Author(s):  
Hatupopi Saara Kertu ◽  
Vistolina Nuuyoma
Keyword(s):  
Nursing Students ◽  
Education Institution ◽  
Study Data ◽  
Theory And Practice ◽  
Clinical Settings ◽  
Satellite Campus ◽  
Background Theory ◽  
Total Care ◽  
Practice Gap ◽  
Theory Practice Gap

Background: Theory practice gap is the discrepancies found between what students learn in the formal classroom setting and what they experience in the clinical settings.  Observations reveal that nursing as practised is task-centred and students rarely get involved in anything approaching the total care of individual patients, thus leading to theory-practice gap.Objectives: The study explored and described the challenges faced by Bachelor of Nursing (clinical) honours students when integrating theory into practice in the clinical settings.Method: The study, which was granted ethical clearances from two institutions, drew on an exploratory phenomenology methodology to gather data from ten nursing students registered at a satellite campus. The participants were purposively selected with data collected via focus group interviews. Thereafter, data were transcribed verbatim and analysed using content analysis. The study data collection and analysis adhered to ethical principles and quality measures in order to ensure credibility, transferability, dependability and confirmability. Results: Nursing students experience challenges in integrating theory and practice. These challenges are grouped into four themes; theory verses practice, limited resources in clinical settings, discriminatory attitudes and communication barriers.Conclusion:  Nursing students appreciated accompaniment and supervision by nurse educators. However, the accompaniment’s impact on learning may be undermined through the students’ limited exposure to clinical cases. Therefore, long-term strategies are recommended for effective integration of theory with practice.

scholarly journals Clinical Supervisors’ Preparedness for Clinical Teaching of Undergraduate Nurses at a University in the Western Cape

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Margaret Hoffman ◽  
Felicity Daniels
Keyword(s):  
Nursing Students ◽  
Clinical Supervision ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Theory And Practice ◽  
Learning Needs ◽  
Western Cape ◽  
Structured Interviews ◽  
Clinical Supervisors ◽  
Skills Laboratory

Clinical supervision is crucial for the development of nursing students’ clinical competence; therefore, clinical supervisors need to be clinical experts. Inadequately prepared clinical supervisors can negatively affect clinical teaching, consequently resulting in poor clinical teaching and inadequate integration of theory and practice. This ultimately impacts patients’ health outcomes. The perceptions of clinical supervisors’ preparedness for clinical teaching were explored using a qualitative exploratory design. Semi-structured interviews were conducted with 12 clinical supervisors in an undergraduate programme. An inductive approach to data analysis generated four themes: 1) concrete experience centred on clinical supervisors’ positive experiences and challenges; 2) clinical supervisors’ application of the prescribed Skills Laboratory Methodology; 3) challenges that clinical supervisors face during clinical teaching; and 4) learning needs of clinical supervisors. The key findings highlight that although they are orientated, clinical supervisors need time to adapt and improve their knowledge and skills. The Skills Laboratory Methodology is appropriately followed. However, inadequate resources stifle the clinical teaching and learning process. Availability during teachable moments and attending to students’ clinical learning needs were regarded as important. It was highlighted that clinical supervisors require updates through attendance of workshops and in-service training. Recommendations include the need for induction and orientation programmes focusing on job expectations, roles and workload. Training sessions are required to ensure the standardisation of clinical teaching methods. There is also a need for regular meetings with stakeholders. Research is recommended to explore the coping mechanisms used to manage challenges in clinical teaching.

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