The theory‐practice gap in nursing: from research‐based practice to practitioner‐based research

Rolfe, Gary

doi:10.1046/j.1365-2648.1998.00806.x

Cited by 126 publications

(82 citation statements)

References 21 publications

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“…Yet, despite this need, techne and phronesis are not well recognized by academics. This results in the theories of pure researchers dictating actions of those in practice (Pryjmachuk 1996), or practitioners ignoring theoretical insights because they do not find them useful (Rolfe 1998). Standard attempts to close the perceived "gap" between academia and practice then usually involves academics trying to develop better strategies for dissemination and greater use of research findings, which makes the gap wider by suppressing professional judgment and forcing practitioners to use ill-suited research findings (Rolfe 1998).…”

Section: Methodological Approachmentioning

confidence: 99%

Three horizons: a pathways practice for transformation

Sharpe¹,

Hodgson²,

Leicester³

et al. 2016

E&S

209

159

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ABSTRACT. Global environmental change requires responses that involve marked or qualitative changes in individuals, institutions, societies, and cultures. Yet, while there has been considerable effort to develop theory about such processes, there has been limited research on practices for facilitating transformative change. We present a novel pathways approach called Three Horizons that helps participants work with complex and intractable problems and uncertain futures. The approach is important for helping groups work with uncertainty while also generating agency in ways not always addressed by existing futures approaches. We explain how the approach uses a simple framework for structured and guided dialogue around different patterns of change by using examples. We then discuss some of the key characteristics of the practice that facilitators and participants have found to be useful. This includes (1) providing a simple structure for working with complexity, (2) helping develop future consciousness (an awareness of the future potential in the present moment), (3) helping distinguish between incremental and transformative change, (4) making explicit the processes of power and patterns of renewal, (5) enabling the exploration of how to manage transitions, and (6) providing a framework for dialogue among actors with different mindsets. The complementarity of Three Horizons to other approaches (e.g., scenario planning, dilemma thinking) is then discussed. Overall, we highlight that there is a need for much greater attention to researching practices of transformation in ways that bridge different kinds of knowledge, including episteme and phronesis. Achieving this will itself require changes to contemporary systems of knowledge production. The practice of Three Horizons could be a useful way to explore how such transformations in knowledge production and use could be achieved.

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Section: Methodological Approachmentioning

confidence: 99%

Three horizons: a pathways practice for transformation

Sharpe¹,

Hodgson²,

Leicester³

et al. 2016

E&S

209

159

View full text Add to dashboard Cite

show abstract

“…This predicament has been labeled the theory-practice gap (Rolfe, 1998). The theory-practice gap has long been identified as a source of major concern across other disciplines, including marketing (Lilien, Rangaswamy, van Bruggen, & Wierenga, 2002), accounting (Scapens, 1994), management (Van de Ven & Johnson, 2006), and law (Saks, Larsen, & Hodne, 1996).…”

Section: Theory-practice Gapmentioning

confidence: 98%

The Industry Experience Gap: Hospitality Faculty Perceptions of the Importance of Faculty Industry Experience

Phelan

Mejia

Hertzman

2013

Journal of Hospitality & Tourism Education

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“…Health action research is promoted as a way of bridging the theory/ practice gap (Rolfe, 1998). However, most educators of health professionals teach their students in the Education Zone (the university) and then send them back into the Hospital Zone (the hospital or community) to implement changes.…”

Section: Downloaded By [York University Libraries] At 15:00 27 Decembmentioning

confidence: 99%

Journeying between the Education and Hospital Zones in a collaborative action research project

Crow

Smith

Keenan

2006

Educational Action Research

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The authors present their journey through the development of an action research project based on collaboration between university health lecturers and a practice development and research nurse in an NHS Trust hospital. The project was designed to raise awareness and improve the practice of all staff in relation to the dignity and respect shown to patients and their visitors in the hospital. The authors describe how this project developed from what was essentially an education-based action research project centred on a programme designed to address the issue of dignity and respect, to one focused on seeking to facilitate institutional change within the hospital. In the process of undertaking this project the authors, as co-researchers, have journeyed together between the 'Education Zone' and the 'Health Zone' and this experience has formed the catalyst for analysis of a variety of critical incidents that challenged their thinking and behaviour as action researchers and as educators. They use the analogy of journeying into unfamiliar territory to convey their experience and although this project involved the collaboration of health and education professionals, the issues it raised may have resonance for other action researchers seeking to collaborate across organisations.

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The theory‐practice gap in nursing: from research‐based practice to practitioner‐based research

Cited by 126 publications

References 21 publications

Three horizons: a pathways practice for transformation

Three horizons: a pathways practice for transformation

The Industry Experience Gap: Hospitality Faculty Perceptions of the Importance of Faculty Industry Experience

Journeying between the Education and Hospital Zones in a collaborative action research project

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