Graduate nurses employed in high-acuity areas can experience a deficit in integrating theoretical concepts in the clinical environment, which is known as the theory-practice gap; this may result in a risk to patient safety with the potential for negative outcomes. Most existing literature address the existence of the theory-practice gap and the benefit of simulation from a faculty perspective. The purpose of this study was to explore the theory-practice gap from the perspectives of graduate nurses based on their experiences and to determine their perceptions of simulation in prelicensure programs as a strategy to address and reduce the gap prior to entry to practice. Cognitive constructivism was the conceptual framework that guided this study. A qualitative phenomenological design was used to explore the lived experiences of 13 graduate nurses with 2 years of less clinical experience by engaging in semistructured interviews. Data analysis revealed that all the graduates experienced the theory-practice gap on their transition to independent clinical practice with variations in degree. In addition, the graduates voiced aspects of their programs which contributed to reducing the challenges experienced during the transition period. The crucial finding was graduate nurses perceived the theory-practice gap could be reduced through the use of high-fidelity simulation utilizing scenario-based learning exercises in prelicensure programs prior to entry to practice.

Background and purpose: The recent consequences of the COVID 19 pandemic thrust students into unfamiliar learning environments creating an additional stressor to their personal and academic lives.  The purpose of this study was to explore the perceived level of stress, resilience, and coping mechanisms of the nursing students facing the challenges associated with transitioning to a virtual instructional platform during the COVID-19 pandemic.Methods: Design: The study utilized a cross-sectional design. Using Qualtrics, electronic surveys were distributed to all nursing students in the undergraduate and graduate programs. The study measures used were: Connor Davidson-Resilience Scale and Perceived Stress Scale. Three open-ended questions were included in the survey to identify stressors and coping strategies. SPSS was used to analyze the data using descriptive statistics and correlational analyses. Thematic analysis was used to analyze the answers to the open-ended questions.Results: A total of 148 students completed the survey.  Using the Perceived Stress Scale, the undergraduate nursing students had a higher mean than the graduate students (p < .05), indicating that the undergraduate students had a higher stress level. Using the Connor Davidson-Resilience Scale, the graduate nursing students had a higher resilience level than the undergraduate students (p < .005), indicating that the graduate students had more resilience than the undergraduate students. Recurrent stressors and coping strategies were identified by the participants. Conclusions: The study provides a better understanding of nursing students’ stress and resilience levels in response to significant unexpected occurrences impacting academic life. Strategies and interventions can be implemented to promote students’ resilience and improve their well-being during high-level stressful situations.

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Background and objectives: A holistic approach to care is essential as nurses must aim to address all aspects of a patient to provide the best quality and most personalized care. Regardless of nursing units or patients’ situations, dying is inevitable, and nursing students may need to provide care for the dying patient during pre-licensure preparation. Studies show nursing students are ill prepared to provide this care. This study aims to understand nursing students’ attitudes towards and perceived emotional preparation to care for dying patients at an undergraduate baccalaureate program in the northeast.Methods: The study utilized a mixed methods approach of analyzing the electronic survey distributed via Qualtrics to all nursing students in an undergraduate nursing program at a mid-size public university in northern New Jersey. The study utilized the Frommelt’s Attitudes Toward Care of Dying Scale with results analyzed through one-way ANOVA testing and regression tests utilizing SPSS software. Thematic analysis was used to analyze the answers to the open-ended questions.Results and conclusion: Sixty (N = 60) students completed the survey. Data analysis revealed a significant relationship between students with previous death experience and education through regression testing (p < .05). Themes included feeling unprepared and afraid of patient death and desiring to contribute positively to the dying patients’ experience. Results of this study may be used to encourage further discussion on the emotional aspects of nursing care for dying patients. Strategies can be implemented in undergraduate programs to enhance students’ emotional abilities to provide care during these distressing circumstances.