Theory-Practice Gap: The Experiences of Nigerian Nursing Students

Abstract

The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n = 80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1) procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2) political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3) material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4) temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.

Exploring readiness for implementing best practices: A mixed methods study

“…This finding was explained by the nurses' as the disconnect between what nurses say and what they do . This disconnect is a well‐known concern between nursing care discourse and practice, 36 and it slows the progress of EBP in the nursing field globally. For Bolivian nurses, this disconnect, besides the identified organizational barriers associated with EBP resources development and support by administrators and medical staff, nullifies nurses' involvement with EBP and affects important dimensions in their profession.…”

Exploring Readiness for Implementing Best Practices: A Mixed Methods Study

“…This finding was explained by the nurses' dialogues as the disconnect between what nurses say and what they do . This disconnect-which needs to be addressed-is a well-known concern between nursing care discourse and practice, 27 and it slows the progress of EBP in the nursing field globally. For Bolivian nurses, this disconnect, in addition to the identified organizational barriers associated to EBP resources development and support by both administrators and medical staff, does not only nullify nurses' involvement with EBP, but also affects important dimensions in their profession, for instance, the relational work dimension, by which nurses learn about one another, gain trust and respect, collaborate, and work as a team 28 to accomplish goals.…”

Nurse graduates’ experiences and support needs: A qualitative systematic review of South Africa’s community service programme

“…In the international literature, negative experience and low levels of practice readiness in the transition phase are linked to diverging role conceptions: A study on newly graduated nurses in Taiwan reports nurses experience difficulties in the differentiation of ‘idealised role conceptions’ and ‘actualised role conceptions’, causing anxiety, stress and a ‘reality shock’ (Cheng et al 2014). In addition, Odetola et al (2018) reported that the ‘disconnect’ between the theory and practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses.…”