What is a theory-practice gap? An exploration of the concept

Greenway, Kathleen; Butt, Graham; Walthall, Helen

doi:10.1016/j.nepr.2018.10.005

Cited by 101 publications

(91 citation statements)

References 40 publications

(45 reference statements)

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“…The theory/practice gap includes elements of practice failing to reflect theory, perceptions of theory being irrelevant to practice, and ritualistic nursing practice. Consequences of the theory/practice gap can greatly influence nursing practice and collaboration [40]. In the context of PCC, the theory/practice gap is apparent in the challenge of translating the ideas of PCC into a concrete concept.…”

Section: Discussionmentioning

confidence: 99%

Whose centre is it anyway? Defining person-centred care in nursing: An integrative review

2020

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The aims of this literature review were to better understand the current literature about person-centred care (PCC) and identify a clear definition of the term PCC relevant to nursing practice. Method/Data sources An integrative literature review was undertaken using The Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, Scopus and Pubmed databases. The limitations were English language, full text articles published between 1998 and 2018 within Australian,

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Section: Discussionmentioning

confidence: 99%

Whose centre is it anyway? Defining person-centred care in nursing: An integrative review

2020

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“…The study design was selected according to its capacity to locate the merging findings within the existing anecdotal and sparse empirical knowledge regarding the phenomenon of interest [29]. Therefore, the study was based on a deductiveinductive strategy, in that the 'Anticipated Nursing Care' concept as reported in empirical and anecdotical data [16][17][18][19][20][21]30] was shared with participants, and then elicited data about their experience of the phenomenon. The Consolidated Criteria for Reporting Qualitative Research (COREQ [31];) has been followed in reporting the methods and the findings as outlined in Supplementary Table 1.…”

Section: Designmentioning

confidence: 99%

“…There is also evidence of nurses conducting procedures in advance such as preparing medications by leaving them on bedside tables, starting the medication administration before the provisional time [16]. This anecdotal data, which seem to reflect rituals and routines that tend to be repeated over time [17,18], are accompanied also by some empirical evidence. This is the case of leaving a medication at the patient's bedside in advance [19].…”

Section: Introductionmentioning

confidence: 99%

Anticipated nursing care: findings from a qualitative study

Bottega

Palese

2020

BMC Nurs

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Background Contrary to Missed Nursing Care, some anecdotal data and sparse evidence has documented the tendency of nurses to anticipate some nursing interventions. However, no study has been conducted to date with the purpose of understanding this phenomenon and its underlying mechanisms and consequences. The aim of this study was to describe the phenomenon of delivering anticipated nursing care, its antecedents and consequences as perceived by nurses. Method A descriptive qualitative study. The Consolidated Criteria for Reporting Qualitative Research guidelines were followed. A purposeful sample of 17 clinical nurses and nurse managers working in three Italian hospitals were interviewed in depth in 2019. The audio-recorded interviews were verbatim transcribed and thematically analysed. Results ‘Anticipated Nursing Care’ is delivered significantly earlier than when expected by nurses in their care plan, by patients, by caregivers and by other members of the team. Medication administration, mobilisation of patients, hygiene care, changes of dressing, vital parameter monitoring, blood sampling and administrative activities were reported as interventions delivered before rather than when expected. Clinically stable patients have been reported to be at risk of receiving anticipated nursing care. Individual values and attitudes, group attitudes of being always ready for the “unexpected”, implicit group norms to “leave the patients and the unit in order”, high workloads, intertwined activities and work processes inside the units, have been reported as reasons for Anticipated Nursing Care. Effects of this phenomenon have been reported at the patients’ and at the nurses’ level. Conclusion Anticipated Nursing Care occurs when nurses perform interventions earlier than expected according to an implicit or explicit decision and not as a consequence of a request. The phenomenon requires future studies to detect its diffusion and to accumulate evidence. Its presence in daily practice, if confirmed, suggests that Missed Nursing Care studies should also consider the combined effect of these two phenomena as, on one hand, there may be the tendency to postpone and, on the other hand, the tendency to anticipate interventions.

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“…in which theoretical and practical knowledges fail to interact in a positive way to contribute to the development of professional knowledgeand hence expertise (Greenway et al, 2019). However, the theoretical knowledge needed to develop expertise can often be structured inappropriately in a curriculum.…”

Section: Theory-practice Gapmentioning

confidence: 99%

“…This can be amplified by the unbalanced relationship in the division of power between practitioners and academics, the latter generally enjoying more powerful positions as 'knowing' has been rated more highly than 'doing' (Greenway et al, 2019). If we then develop a linear knowledge structure in the theoretical knowledge quadrant on the semantic plane, we have two linear knowledge structures occupying the two sides of the semantic plane ( Figure 3).…”

Section: Theory-practice Gapmentioning

confidence: 99%

Considering the concept of recipience in student learning from a modified Bernsteinian perspective

Kinchin

Winstone

Medland

2020

Studies in Higher Education

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The concept of recipience is emerging within the literature as a useful idea to inform our understanding of student engagement with feedback. In this paper the applicability of the concept of recipience is broadened from its origins in the literature on student feedback to consider its role in developing student knowledge structures that are more receptive to development. This will promote cumulative/meaningful learning that is required to construct professional knowledge. By drawing on Legitimation Code Theory, and visualising the morphology of target knowledge structures in relation to their position on the semantic plane (of semantic gravity vs. semantic density), a fresh perspective is offered to inform student learning that can suggest ways of enhancing the quality of student learning. This is achieved by explicitly enabling the construction of a more coherent perspective of the knowledge terrain generated by complex curricula.

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What is a theory-practice gap? An exploration of the concept

Cited by 101 publications

References 40 publications

Whose centre is it anyway? Defining person-centred care in nursing: An integrative review

Whose centre is it anyway? Defining person-centred care in nursing: An integrative review

Anticipated nursing care: findings from a qualitative study

Considering the concept of recipience in student learning from a modified Bernsteinian perspective

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