The theory–practice gap in nursing: the role of the nurse teacher

Abstract

The increasingly complex requirements of today's nursing practitioners, have been accompanied by demands on nurse educators to look at new ways to facilitate learning in the clinical area (Camiah 1996). In recent years nursing education has undergone a period of major change in many countries through integrating with universities. While nurse educators are striving to respond to changes in education the dichotomy between the theoretical input taught in the classroom and what is practised or experienced on the wards remains a problem (Ashworth & Longmate 1993, Ferguson & Jinks 1994). Dale (1994) postulates that theory provides the basis for understanding the reality of nursing, it would seem reasonable, therefore, to assume that the content studied in the classroom correlates with what the student experiences on the ward. It should also follow that if a gap exists between theory and practice, efforts should be taken for its reduction (Rafferty et al. 1996). According to MacNeil (1997) many initiatives have been introduced in an effort to bridge the theory-practice gap and these have focused around the role of the nurse teacher. These changes in education are redefining the role of the nurse teacher, therefore, the part that they currently play and will play in the future needs to be carefully considered (Phillips et al. 1996b). The aim of this paper is to provide an overview of the literature on the theory-practice divide in nursing. First, some of the reasons cited for its existence will be explored. Second, suggested ways of bridging the divide will be considered focusing on the role of the nurse teacher.

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

“…The theory-practice gap is cited as a contributor to stress in the clinical environment (Evans and Kelly, 2004;Andrews et al, 2005;Maben et al, 2006). Landers (2001) Inadequate preparation is cited in many previous studies from either a clinical skills deficit perspective (Charnley, 1999;Bick, 2000;O'Shea and Kelly, 2007), knowledge deficit (Mooney 2007a) to inadequate emotional preparation and lack of confidence (Clark and Holmes, 2007) and lack management and organisational skills (Charnley, 1999;Gerrish, 2000;O' Shea and Kelly, 2007) or a combination of all three (Whitehead, 2001;Clark and Holmes, 2007). These findings are mirrored in this study for newly qualified nurses.…”

Suggestions to Close the Gap in Nursing Education: Nursing Students' Perspectives

“…The theory part should provide the basis for understanding the reality of nursing (Dale, 1994;Nabolsi et al, 2012). In classrooms, nursing students are taught the theoretical basis for all procedures, diseases, interpersonal skills and requirements to be a nurse (Landers, 2000). On the other side, the practical part provides nursing students with a mechanism to extend classroom learning into the nursing practice environments (McKenna & Wellard, 2009).…”

“…This support should begin from the school level. However, students particularly need more support in the clinical area (Landers, 2000;Nabolsi et al 2012). Supporting student nurses may take several aspects.…”

“…Supporting student nurses may take several aspects. Landers (2000) stated that the number of nursing teachers in the clinical area should be increased. They indicated that nursing teachers should spend more time in the clinical area to ensure student learning, linking theory to practice.…”

“…Several authors have suggested that education in the clinical environment participates in shaping the professional development of student nurses (Fitzpatrick While, & Roberts, 1996;Budgen & Garmoth, 2008). The literature shows that there is a gap between the theory and practice components of nursing education (Allan, 2011;Chan, 2013;Landers, 2000;McKenna & Wellard, 2009). Several reasons for this gap were reported in the literature, such as using abstract meanings to explain some procedures in the clinical environment (Chan, 2013).…”