The Theory Practices Gap among Nursing and Midwifery Students in Palestine

Abstract

Clinical experience is one of the most significant sources of stress and anxiety producing components of the nursing program. Clinical training, not only gives students the opportunity to transfer what they have learnt during theory into the unfamiliar and complex clinical practice environments. It also helps students learn a variety of skills, such as how to establish communication, make decisions and work as a member of a team. The purpose of this study was to identify nursing and midwifery students’ problems during clinical practice at the baccalaureate nursing program in Palestine. Descriptive cross-sectional study design was utilized. A stratified sample of 340 nursing and midwifery students was recruited. Data were collected on a self-administered questionnaire. The sample was derived from students who had experienced clinical practice among the students in the department of nursing and midwifery sciences in Al-Quds University in Palestine. The study started with 340 students, including 155 males and 185 females. The final analysis was conducted with 330 participants comprising 151 (45.8%) males and 179 (54.2%) females. The majority of respondents stated that they did perceive a difference between what they were taught in the classroom compared to what was used in their clinical experiences with 237 (71.8%) responding yes and 93 (28.2%) responding no. Approximately, half of the students perceived the extent of the gap between theoretical & practical side with 138 (41.8%) responding big. Therefore, nursing facilitators should train and make more researches to identifying more problems and working to enhancing these problems to have a professions nursing and midwifery in our life.

Bridge the Gap Between Nursing Theoretical Education and Clinical Training Environment in Al-Makassed Training Hospital in Palestine

“…However, the study proved that distribution of students’ issues related to some problems with teachers at some point in the clinical practice period. In addition to that, the study found that there was a lack of commitment for the instructors, lack of support, lack of supervision and lack of presence of the instructors with the nursing students during the training period; in addition to that, the clinical instructors are not able to ensure cooperation with ward personnel (Amro et al, 2017).…”

“…All participants completed a self-administered questionnaire in Arabic. The survey instrument consisted of six parts with 42 items to assess the gap adopted from Raso et al (2019), Shahzadi et al (2017), Amro et al (2017), Salah et al (2018) and Mahmoud (2014).…”

“…Clinical experience is one of the most significant sources of stress and anxiety-producing components of the nursing programme. Practical training does not allow students to transfer what they have learned during theory into unfamiliar and complex clinical practice environments, it also helps students to learn a variety of skills, such as how to establish communication, make decisions and work as a member of a team (Amro et al, 2017). A clinical learning environment is considered a critical component of a nursing programme that provides students with unique learning opportunities in which classroom theory and skills are put to the test in real-life situations (Salah et al, 2018).…”

First Aid Skills of Pre-Service Physical Education Teachers at Batangas State University

“…Even in some impairment and injury scenarios that occur in schools, the readiness of instructors who have received first aid training to intervene swiftly demonstrates the relevance of this problem (Al-Kubaisy et al, 2019). People who have had this training can act practically and take the necessary life-saving measures before medical assistance arrives, significantly changing the living conditions of those in need (Amro & Qtait, 2017;Das et al, 2020). crisis is what motivates people to begin teaching it to children at a young age and to devote significant resources to furthering education and research in this field (Bakke et al, 2017;Holding et al, 2017).…”

The Development of a framework for Clinical Education Programme of Undergraduate Nursing Students in Ghana

“…Lecturers, clinical nurses and students are all sceptical about how effective clinical placements are in enhancing skills acquisition among undergraduate students in Ghana. Studies have revealed that there is a gap between what students are taught in class and what they learn during clinical placements ( Adjei et al, 2018;Amro et al, 2017;Jahanpour et al, 2016;Saifan et al, 2015). Registered nurses who act as clinical instructors normally carry out procedures regardless of the standardised way in which students are taught in the class and this confuses students in their clinical learning process (Adjei et al, 2018;Jahanpour et al, 2016)In Ghana, registered nurses generally act as clinical instructors since they are engaged in the clinical teaching of students in the clinical facilities.…”