The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study

Abstract

Objective: The purpose of this study was to understand the experience of theoretical and practical nursing education carried out by distance education during the COVID-19 pandemic and the theory-practice gap in nursing education in Turkey. Methods: This qualitative study used a descriptive qualitative study. This research was conducted with nursing lecturers and students from two universities in two different geographical regions. Lecturers and undergraduate students participated in the research. The data for the research were collected using the online Zoom program during four focus-group discussions. Results: Three main themes emerged for the categories of theoretical and practical education emerged during the study: strong structural conditions (technological integration and accessibility) both strong and weak structural conditions (asynchronous participation and changing comfort levels/routines) and weak structural conditions (cold contact and inequality of opportunity). Conclusion: This study revealed the strengths and weaknesses in the experience of distance nursing education and will guide future planning of nursing education programs and clinical fields.

Clinical placement education during the coronavirus disease 2019 pandemic shapes new nurses: A qualitative study

“…The new practise following the World Health Organization (2020) social distancing recommendations resulted in many cancelled clinical placement hours, and student nurses missed opportunities for clinical placement education ( Palese et al., 2022 ; Dziurka et al., 2022 ; Espin et al., 2021 ). Instead of providing direct patient care and attending to diverse clinical placement situations, many nursing programmes found alternative solutions, such as digital- and simulation-based education ( Palese et al., 2022 ; Chinwendu et al., 2021 ; El Hussein et al., 2023 ; Egilsdottir et al., 2022 ) to ensure that students received alternative clinical placement hours to be able to graduate and become registered nurses ( Dziurka et al., 2022 ; Fogg et al., 2020 ; Thirsk et al., 2022 ; Utli and Yurt, 2022 ). In the Norwegian context, as in other countries ( Palese et al., 2022 ; Smith et al., 2021 ; Thirsk et al., 2022 ; Liesveld et al., 2023 ), national guidelines ( KUD, 2020 ) recommend that students should not be penalised or have their progress in their clinical placement education delayed due to restrictions or limitations on clinical placement hours.…”