The academic-practice gap: Strategies for an enduring problem

Abstract

The academic-practice gap in nursing is well documented. Academe is criticized for producing nurses insufficiently prepared to fully participate in patient care. Practice settings are criticized for having unrealistic expectations of new graduates. This article is based on a review of the literature and an exploration of contemporary practices used to bridge academic and practice partnerships. Differences in outcome expectations for new graduates between academe and practice are outlined and consequences of the gap for new graduates, patients, and employers are discussed. Five specific strategies to address the gap are discussed, with the primary realm and responsibility for two falling to education, one to practice, and two to both. Strategies discussed include increased use of simulated learning in nursing education; disruptive innovations in education that promote learner-centered active learning; extended orientation/Transition to Practice Programs for new graduates; dedicated education units; and academic service partnerships. Current literature suggests the viewpoints of academic and practice leaders continue to appear divergent. Closing the gap will require a dedicated and coordinated response from both academe and clinical practice.

Gap between college education and clinical practice: Experience of newly graduated nurses

“…The theory–practice gap can be reduced by promoting smoother transitions in the learning transfer. The same suggestion was presented in Huston et al (), which proposed innovative changes in teaching methods and the incorporation of simulation training as a strategy to reduce the differences between theory and practice. Thus, efforts should be made to apply appropriate and diverse teaching methods in designing nursing education by having it centred on the learner rather than on the instructor, to ensure effective learning transfer.…”

Nurse managers' perceptions of the competence of newly graduated nurses: A scoping review

“…Frequently used methods to indicate nurses' actual competencies are nurse managers' reviews and self‐reporting. However, there is limited evidence that the methods predict optimal competencies (Meretoja & Koponen, ) and lack of performance outcome measures to form the basis of targeted change or interventions (Huston et al, ).…”

Randomised controlled trials as part of clinical care: A seven‐step routinisation framework proposal

“…The need improved for evidence translation and evidence generation requires a change in paradigm to ensure that the evidence cycle contributes to “evidence‐generating” practice . Technological advances and innovations in wound management have increased the demand for randomised controlled trials (RCTs) .…”

“…3,4 However, findings from the latest available studies indicate that more Australians who suffer with chronic wounds do not receive evidence-based wound care, and there are considerable knowledge-practice gaps in this field, which need to be addressed as a matter of priority. 5,6 The need improved for evidence translation [7][8][9] and evidence generation 6 requires a change in paradigm to ensure that the evidence cycle contributes to "evidence-generating" practice. 10 Technological advances and innovations in wound management have increased the demand for randomised controlled trials (RCTs).…”