Strategies for bridging the theory-practice gap from the perspective of nursing experts

Published on Sep 1, 2019in Heliyon
· DOI :10.1016/J.HELIYON.2019.E02503
Mahnaz Shoghi6
Estimated H-index: 6
(IUMS: Iran University of Medical Sciences),
Mahbobeh Sajadi9
Estimated H-index: 9
(Arak University of Medical Sciences)
+ 2 AuthorsLeili Borimnejad11
Estimated H-index: 11
(IUMS: Iran University of Medical Sciences)
Sources
Abstract
Abstract The gap between education and the clinical practice has always been challenge for educational experts in the field. This article aims to explore the perspective of Iranian nursing experts about strategies used for coordinating education and clinical performance in nursing. This qualitative study was conducted by using a conventional content analysis approach; individual interviews were conducted at the participants’ work place; while focus group discussions took place at the Nursing and Midwifery Faculty of Iran University of Medical Sciences. Participants in this study included nursing instructors, educational supervisors and nursing managers with a clinical background and teaching experience of at least five years. In addition, a graduate nursing student and a nursing PhD candidate were also interviewed to ensure data saturation. Purposive sampling was conducted between April 2016–October 2017 among scholars and nursing professional experts who were highly experienced in this field. The two focus groups, obtained the views of nursing managers and educational supervisors working in educational hospitals. Analysis involved open stepwise coding with an emphasis on continuous comparison of data, and reference to written notes of the interviews. The analysis process was carried out in three main phases of preparation, organization, and reporting. The results of this study were classified in three main categories: developing context base curriculum, interactive collaboration among nurses and faculties, the Design and Implementation of a Standard Clinical Guideline. It seems that strong intention and active participation of all beneficiaries are needed to bridge the gap between theory and practice. Creating an appropriate context for nurses and nursing trainers for mutual learning along with the use of pragmatic language in the form of clinical guidelines can help decrease this gap.
📖 Papers frequently viewed together
4 Citations
10 Citations
5 Citations
References28
Newest
#1Kathleen Greenway (Oxford Brookes University)H-Index: 3
#2Graham Butt (Oxford Brookes University)H-Index: 14
Last. Helen Walthall (Oxford Brookes University)H-Index: 9
view all 3 authors...
Abstract In nursing literature, the phrase ‘theory-practice gap’ is widely used without common definition or description of its underlying concept. This review paper presents a concept analysis using Rodgers (2000) evolutionary process to define and clarify the concept of the theory-practice gap as part of a doctoral study. In so doing it provides a deeper understanding of the concept to enable its consistent application within nurse education. A theoretical definition is developed, the data sea...
16 CitationsSource
#2Evangeline T. Matienzo (UST: University of Santo Tomas)H-Index: 3
#3Allan B. de Guzman (UST: University of Santo Tomas)H-Index: 14
Abstract Previous studies suggest that theory-practice gap has remained to be a formidable task and a challenge to the nursing profession. While efforts to understand the nature and dynamics of theory-practice gap have been undertaken across the globe, a dearth in literature exists in the context of a developing country like the Philippines. Seemingly, no research has ventured yet to explore the theory-practice gap experiences of Filipino student nurses. Hence, the major intent of this qualitati...
7 CitationsSource
#1Maria Luisa Rega (University of Rome Tor Vergata)H-Index: 4
#2Fabia Telaretti (UCSC: Catholic University of the Sacred Heart)H-Index: 1
Last. Mari Kangasniemi (University of Eastern Finland)H-Index: 16
view all 4 authors...
Abstract Background Nursing as clinical practice, management and research are based on nursing philosophy and theory. Thus, the philosophical and theoretical content is required to be incorporated in academic education in order to enable nurses' skills for reflection, analysis, and thinking about the profession. Objective The aim of this review was to describe what is known of the philosophical and theoretical content of the nursing discipline within academic education. Design A critical interpr...
5 CitationsSource
#1Miranda Ketcherside (TSU: Truman State University)H-Index: 2
#2Darson Rhodes (State University of New York at Brockport)H-Index: 6
Last. Justin Parker (TSU: Truman State University)H-Index: 1
view all 5 authors...
Abstract Although interprofessional collaborative activities for health professions students have demonstrated increased knowledge of professional roles, interprofessional attitudes and confidence, and team skills; traditional professional role patterns and lack of professional role understanding are still prevalent among health professions students and may continue into professional practice. Between 1 and 10years after they completed their undergraduate studies, practicing community/public hea...
11 CitationsSource
#1Matthew J Leach (UniSA: University of South Australia)H-Index: 24
#2Basil P. Tucker (UniSA: University of South Australia)H-Index: 12
Abstract Background As nursing evolves from an occupation based on tradition to an evidence-based profession, concerns are being raised about the apparent disconnect between best practice and actual practice; a concern referred to as the research-practice gap. Given that this gap may lead to sub-standard patient care, it is imperative that attention be given to furthering our understanding of the gap. Aim To cast light on the schism between research and nursing practice from the perspective of i...
12 CitationsSource
#1Debbie Massey (Griffith University)H-Index: 11
#2Wendy Chaboyer (Griffith University)H-Index: 71
Last. Vinah Lorraine AndersonH-Index: 6
view all 3 authors...
Aim In this integrative review, we aimed to: first, identify and summarize published studies relating to ward nurses' recognition of and response to patient deterioration; second, to critically evaluate studies that described or appraised the practice of ward nurses in recognizing and responding to patient deterioration; and third, identify gaps in the literature for further research. Design An integrative review. Methods The Cumulative Index to Nursing and Allied Health Literature (CINAHL) Ovid...
56 CitationsSource
#1Mohamed Toufic El Hussein (MRU: Mount Royal University)H-Index: 6
#2Joseph Osuji (MRU: Mount Royal University)H-Index: 9
The theory-practice gap is a quandary that many researchers have been trying to resolve for several decades in many practice disciplines. Nursing as a practice discipline encounters this predicament due to the fact that nursing knowledge is not yet well-defined. In this paper, we discuss the meaning of knowledge in general and nursing knowledge in particular. We also discuss the role of nurse educators in delineating the impact of knowledge on nurses’ practice and patients’ outcomes. Finally we ...
12 CitationsSource
#1Sousan Valizadeh (Tabriz University of Medical Sciences)H-Index: 8
#2Leili Borimnejad (IUMS: Iran University of Medical Sciences)H-Index: 11
Last. Shahla Shahbazi (Tabriz University of Medical Sciences)H-Index: 5
view all 5 authors...
Abstract Introduction Preceptors play an important role in the transition of new nurses to the practice setting, however, preceptorship experience has been perceived as stressful by preceptors. This study aimed to explore the lived experiences of nurse preceptors working with new nurses. Method This qualitative study used the hermeneutic phenomenological design to explore the experiences of six nurse preceptors working with new nurses in a tertiary pediatric teaching hospital in Northwest of Ira...
20 CitationsSource
مقدمه: فاصله دانش نظري با مراقبت­هاي باليني يكي از مشكلات اساسي در رشته پرستاری است كه در جهت رفع آن راهكار­هاي زيادي ارائه شده است. پژوهش حاضر با هدف بررسی راهکار­های کاهش شکاف بین دانش نظري با عملکرد بالینی از ديدگاه دانشجویان پرستاری دانشگاه علوم پزشکی تبریز در سال 1393 انجام شد. روش­ها: پژوهش حاضر از نوع توصیفی- تحلیلی است که بر روی200 نفر از دانشجويان دوره كارشناسي پرستاري دانشگاه علوم پزشکی تبریز به روش نمونه­گیری در دسترس صورت گرفت. ابزار جمع­آوري اطلاعات پرسشنامه محقق ساخته­اي بود كه پس ...
3 CitationsSource
#1Kristin Falk (University of Gothenburg)H-Index: 14
#2Hanna Falk (University of Gothenburg)H-Index: 15
Last. Eva Jakobsson Ung (University of Gothenburg)H-Index: 9
view all 3 authors...
Abstract A key area for consideration is determining how optimal conditions for learning can be created. Higher education in nursing aims to prepare students to develop their capabilities to become independent professionals. The aim of this study was to evaluate the effects of sequencing clinical practice prior to theoretical studies on student's experiences of self-directed learning readiness and students' approach to learning in the second year of a three-year undergraduate study program in nu...
12 CitationsSource
Cited By4
Newest
#1C Chabrera (UPF: Pompeu Fabra University)
#2Beata Dobrowolska (Medical University of Lublin)H-Index: 8
Last. Esther Cabrera (UPF: Pompeu Fabra University)H-Index: 17
view all 0 authors...
Abstract null null Background null Nursing education often employs simulation-based education to prepare for clinical practice. However, despite its perceived importance, there is no common practice for its integration into different nursing curricula. This study aimed to describe and compare the levels of implementation of simulation-based education in nursing curricula across different countries. null null null Methods null A quantitative and qualitative exploratory study was conducted in 2019...
Source
#2Matteo DanielisH-Index: 5
Last. Alvisa PaleseH-Index: 24
view all 4 authors...
AIM To explore the perceptions of nursing students on the phenomenon of anticipated nursing care. DESIGN A descriptive-qualitative study was performed in 2019 according to the Consolidated Criteria for Reporting Qualitative Research principles. METHODS Data were collected using 16 face-to-face, audio-recorded interviews across four Italian Bachelor of Nursing degrees. Then, content analysis was performed, identifying, analysing and describing the anticipated nursing care phenomenon as perceived ...
Source
Source
#1Maya R. Kalogirou (U of A: University of Alberta)H-Index: 2
#2Christine S. Chauvet (U of A: University of Alberta)
Last. Olive Yonge (U of A: University of Alberta)H-Index: 26
view all 3 authors...
Aim Health care administrators provided information through semi-structured interviews as to how one faculty of nursing (FoN) was preparing students for practice. Background There is a long-standing disconnect between the nursing education and the clinical arena known as the theory-practice gap. The FoN wanted to redevelop their curriculum to better prepare students for practice and bridge the gap. Method Using developmental evaluation, 36 administrators were interviewed and asked about their ex...
Source
#1Hooman Shahsavari (Tehran University of Medical Sciences)H-Index: 7
#2Fatemeh Bakhshi (Tehran University of Medical Sciences)H-Index: 1
Last. Azam Ghorbani (Tehran University of Medical Sciences)H-Index: 1
view all 5 authors...
Abstract Background Nursing students' perceptions of their professional preparedness help them perform their independent nursing role with self-confidence. Objectives To develop and psychometric testing of an instrument, the “Perceived Professional Preparedness of senior Nursing Students” questionnaire. Design Mixed-method exploratory study. Methods We conducted this study in two phases: (1) development of initial questionnaire through interview and literature review; (2) evaluation of psychomet...
Source