Suggestions to close the gap in nursing education: Nursing students' perspectives

  • Authors

    • Ahmad Saifan Associate Professor, College of Nursing, Applied Science Private University
    • Haneen Abu Safieh Registered Nurse
    • Ruba Milbes Registered Nurse
    • Rawan Shibly Registered Nurse
    2015-07-01
    https://doi.org/10.14419/ijans.v4i2.4318
  • Theory-Practice Gap, Nursing, Education, Jordan.

  • Abstract

    Background: The nursing profession is composed of two main parts: the theoretical part, which reflects the knowledge that is received in the classroom; and the practical part, which focuses on improving students’ skills in the clinical area. The literature shows that there is a disconnect between these two parts.

    Objectives: This study aimed to identify suggestions and interventions to explore students’ perceptions about the theory-practice gap in nursing education.

    Methods: An explorative qualitative design with individual, face-to-face, semi-structured interviews with 30 nursing students (in the second, third and fourth year of their BSc program) who took at least two clinical courses.

    Results: The students raised several ideas and suggestions to close the theory-practice gap in nursing education grouped under five major themes: open channels between theory and practice teachers; students need to be supported more; increasing competency of clinical instructors; using different methods of education; and preparing and improving the clinical laboratories.

    Conclusion: The qualitative design used in this study provided deep and rich novel data about the theory-practice gaps in nursing education in Jordan. This subject was broached for the first time in Jordan. The information from this study could be useful for undergraduate students, nursing schools, nursing teachers and other healthcare stakeholders in Jordan.

  • References

    1. [1] AbuAlRub, R. F. (2010). Work and non-work social support and intent to stay at work among Jordanian hospital nurses. International Nursing Review, 57(2), 195-201. http://dx.doi.org/10.1111/j.1466-7657.2009.00768.x.

      [2] Allan, H. T., Smith, P., & O’Driscoll, M. (2011). Experiences of supernumerary status and the hidden curriculum in nursing: a new twist in the theory–practice gap? Journal of Clinical Nursing, 20(5-6), 847-855. http://dx.doi.org/10.1111/j.1365-2702.2010.03570.x.

      [3] Angen, M. J. (2000). Evaluating Interpretive Inquiry: Reviewing the Validity Debate and Opening the Dialogue. Qual Health Res, 10(3), 378-395. http://dx.doi.org/10.1177/104973230001000308.

      [4] Beck, D., & Srivastava, R. (1991). Perceived level and source of stress in baccalaureate nursing students. Journal of Nursing Education, 30(3), 127 - 132.

      [5] Bradbury-Jones, C., Irvine, F., & Sambrook, S. (2010). Empowerment of nursing students in clinical practice: spheres of influence. Journal of Advanced Nursing, 66(9), 2061-2070. http://dx.doi.org/10.1111/j.1365-2648.2010.05351.x.

      [6] Braun, V., & And Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa.

      [7] Brown, J., Nolan, M., Davies, S., Nolan, J., & Keady, J. (2008). Transforming students’ views of gerontological nursing: Realising the potential of ‘enriched’ environments of learning and care: A multi-method longitudinal study. International Journal of Nursing Studies, 45(8), 1214-1232.

      [8] Bryman, A. (2012). Social Reasearch Mehtods (4th edition). NewYork: Oxford University Press

      [9] Budgen, C., & Gamroth, L. (2008). An overview of practice education models. Nurse Education Today, 28(3), 273-283. http://dx.doi.org/10.1016/j.nedt.2007.05.005.

      [10] Calpin-Davies, P. J. (2003). Management and leadership: a dual role in nursing education. Nurse Education Today, 23(1), 3-10. http://dx.doi.org/10.1016/S0260-6917(02)00157-0.

      [11] Chan, D. S. (2005). Nursing students' perceptions of hospital learning environments-an Australian perspective. International Journal of Nursing Education Scholarship, 1(1).

      [12] Chan, Z. (2013). A systematic review of creative thinking/creativity in nursing education. Nurse Education Today, 33(11), 1382-1387. http://dx.doi.org/10.1016/j.nedt.2012.09.005.

      [13] Chapple, M., & Aston, E. S. (2004). Practice learning teams: a partnership approach to supporting students' clinical learning. Nurse Education in Practice, 4(2), 143-149. http://dx.doi.org/10.1016/S1471-5953(03)00038-6.

      [14] Chesser-Smyth, P. A. (2005). The lived experiences of general student nurses on their first clinical placement: A phenomenological study. Nurse Education in Practice, 5(6), 320-327. http://dx.doi.org/10.1016/j.nepr.2005.04.001.

      [15] Clare, J., & Loon, A. v. (2003). Best practice principles for the transition from student to registered nurse. Collegian, 10(4), 25-31. http://dx.doi.org/10.1016/S1322-7696(08)60073-6.

      [16] Dale, A. E. (1994). The theory-theory gap: the challenge for nurse teachers. Journal of Advanced Nursing, 20(3), 521-524. http://dx.doi.org/10.1111/j.1365-2648.1994.tb02390.x.

      [17] Elkan, R., & Robinson, J. (1993). Project 2000: the gap between theory and practice. Nurse Education Today, 13(4), 295-298. http://dx.doi.org/10.1016/0260-6917(93)90056-8.

      [18] Fairbrother, P., & Ford, S. (1998). Lecturer practitioners: a literature review. Journal of Advanced Nursing, 27(2), 274-279. http://dx.doi.org/10.1046/j.1365-2648.1998.00525.x.

      [19] Fitzpatrick, J. M., While, A. E., & Roberts, J. D. (1996). Key influences on the professional socialisation and practice of students undertaking different preregistration nurse education programmes in the United Kingdom. International Journal of Nursing Studies, 33(5), 506-518. http://dx.doi.org/10.1016/0020-7489(96)00003-X.

      [20] Fulbrook, P., Rolfe, G., Albarran, J., & Boxall, F. (2000). Fit for practice: Project 2000 student nurses' views on how well the curriculum prepares them for clinical practice. Nurse Education Today, 20(5), 350-357. http://dx.doi.org/10.1054/nedt.2000.0479.

      [21] Gallagher, P. (2004). How the metaphor of a gap between theory and practice has influenced nursing education. Nurse Education Today, 24(4), 263-268. http://dx.doi.org/10.1016/j.nedt.2004.01.006.

      [22] Gerrish, K., & Lacey, A. (2010). The research process in nursing. John Wiley & Sons.

      [23] Gillespie, M., & McFetridge, B. (2006). Nurse education – the role of the nurse teacher. Journal of Clinical Nursing, 15(5), 639-644. http://dx.doi.org/10.1111/j.1365-2702.2006.01344.x.

      [24] Grundy, S. (1993). The confidence scale. Nurse Educator, 18(1), 6 - 9. http://dx.doi.org/10.1097/00006223-199301000-00004.

      [25] Happell, B. (2009). A Model of PRECEPTORSHIP in Nursing: Reflecting the Complex Functions of the Role. [doi: 10.1043/1536-5026-30.6.372]. Nursing Education Perspectives, 30(6), 372-376.

      [26] Jokelainen, M., Turunen, H., Tossavainen, K., Jamookeeah, D., & Coco, K. (2011). A systematic review of mentoring nursing students in clinical placements. Journal of Clinical Nursing, 20(19-20), 2854-2867. http://dx.doi.org/10.1111/j.1365-2702.2010.03571.x.

      [27] Landers, M. G. (2000). The theory–practice gap in nursing: the role of the nurse teacher. Journal of Advanced Nursing, 32(6), 1550-1556. http://dx.doi.org/10.1046/j.1365-2648.2000.01605.x.

      [28] Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills: CA: Sage.

      [29] Mason, J. (2002). Qualitative researching. London: Sage Publication.

      [30] McBrien, B. (2006). Clinical teaching and support for learners in the practice environment. British Journal of Nursing, 15(12), 672-677. http://dx.doi.org/10.12968/bjon.2006.15.12.21401.

      [31] McCallum, J. (2007). The debate in favour of using simulation education in pre-registration adult nursing. Nurse Education Today, 27(8), 825-831. http://dx.doi.org/10.1016/j.nedt.2006.10.014.

      [32] McCaugherty, D. (1991). The theory-practice gap in nurse education: its causes and possible solutions. Findings from an action research study. Journal of Advanced Nursing, 16(9), 1055-1061. http://dx.doi.org/10.1111/j.1365-2648.1991.tb03366.x.

      [33] McCleland, A., & Williams, A. (2002). An emancipatory praxis study of nursing students on clinical practicum in New Zealand: Pushed to the peripheries. [doi: 10.5172/conu.12.2.185]. Contemporary Nurse, 12(2), 185-193. http://dx.doi.org/10.5172/conu.12.2.185.

      [34] McFetrich, J. (2006). A structured literature review on the use of high fidelity patient simulators for teaching in emergency medicine. Emergency Medicine Journal, 23(7), 509-511. http://dx.doi.org/10.1136/emj.2005.030544.

      [35] McKenna, L., & Wellard, S. (2009). Mothering: an unacknowledged aspect of undergraduate clinical teachers’ work in nursing. Advances in Health Sciences Education, 14(2), 275-285. http://dx.doi.org/10.1007/s10459-008-9109-3.

      [36] Myall, M., Levett-Jones, T., & Lathlean, J. (2008). Mentorship in contemporary practice: the experiences of nursing students and practice mentors. Journal of Clinical Nursing, 17(14), 1834-1842. http://dx.doi.org/10.1111/j.1365-2702.2007.02233.x.

      [37] Nabolsi, M., Zumot, A., Wardam, L., & Abu-Moghli, F. (2012). The Experience of Jordanian Nursing Students in their Clinical Practice. Procedia - Social and Behavioral Sciences, 46(0), 5849-5857. http://dx.doi.org/10.1016/j.sbspro.2012.06.527.

      [38] Nursing & Midwifery Council (NMC). (2008). Standards to support learning and assessment in practice. NMC Standards for Mentors, Practice Teachers and Teachers: NMC, London.

      [39] Parker, T. J., & Carlisle, C. (1996). Project 2000 students' perceptions of their training. Journal of Advanced Nursing, 24(4), 771-778. http://dx.doi.org/10.1046/j.1365-2648.1996.25416.x.

      [40] Patton M. (2002). Qualitative research and evaluation methods. Thousand Oaks: CA: Sage Publications, Inc.

      [41] Pearcey, P. A., & Elliott, B. E. (2004). Student impressions of clinical nursing. Nurse Education Today, 24(5), 382-387. http://dx.doi.org/10.1016/j.nedt.2004.03.007.

      [42] Pellatt, G. C. (2006). The role of mentors in supporting pre-registration nursing students. [doi: 10.12968/bjon.2006.15.6.20683]. British Journal of Nursing, 15(6), 336-340. http://dx.doi.org/10.12968/bjon.2006.15.6.20683.

      [43] Polit, D., & Beck, C. (2013). Essentials of Nursing Research: Lippincott Williams & Wilkins.

      [44] Reilley, D., & Oermann, M. (1992). Clinical Teaching in Nursing Education: New York: National League of Nursing.

      [45] Safadi, R. R., Saleh, M. Y. N., Nassar, O. S., Amre, H. M., & Froelicher, E. S. (2011). Nursing students' perceptions of nursing: a descriptive study of four cohorts. International Nursing Review, 58(4), 420-427. http://dx.doi.org/10.1111/j.1466-7657.2011.00897.x.

      [46] Sandelowski, M. (2002). Reembodying Qualitative Inquiry. Qual Health Res, 12(1), 104-115. http://dx.doi.org/10.1177/1049732302012001008.

      [47] Scully, N. J. (2011). The theory-practice gap and skill acquisition: An issue for nursing education. Collegian, 18(2), 93-98. http://dx.doi.org/10.1016/j.colegn.2010.04.002.

      [48] Sharif, F., & Masoumi, S. (2005). A qualitative study of nursing student experiences of clinical practice. BMC Nursing, 4(1), 6. http://dx.doi.org/10.1186/1472-6955-4-6.

      [49] Smith, K., Clegg, S., Lawrence, E., & Todd, M. J. (2007). The challenges of reflection: students learning from work placements. [doi: 10.1080/14703290701241042]. Innovations in Education and Teaching International, 44(2), 131-141. http://dx.doi.org/10.1080/14703290701241042.

      [50] Stevenson, K., Randle, J., & Grayling, I. (2006). Inter-group conflict in health care: UK students' experiences of bullying and the need for organisational solutions. Online journal of issues in nursing, 11(2), 6-6.

      [51] Stockhausen, L. J. (2005). Learning to become a nurse: Students' reflections on their clinical experiences. Australian Journal of Advanced Nursing, 22(3), 8-14.

      [52] Tuckett A. (2005). Part II. Rigour in qualitative research: complexities and solutions. Nurse Researcher, 13(1), 29-42. http://dx.doi.org/10.7748/nr2005.07.13.1.29.c5998.

      [53] United Kingdom Central Council for Nursing Midwifery and Health Visiting (1999) Fitness for Practice: the UKCC Commission for Nursing and Midwifery Education (Chair: Sir Leonard Peach). UKCC, L.

      [54] Upton, D. J. (1999). How can we achieve evidence-based practice if we have a theory–practice gap in nursing today? Journal of Advanced Nursing, 29(3), 549-555. http://dx.doi.org/10.1046/j.1365-2648.1999.00922.x.

      [55] Weber, R. (2004). The rhetoric of positivism versus interpretivism: A personal View. MIS Quarterly, 28(1), iii-xii.

      [56] Zahran, Z. (2012). Nurse education in Jordan: history and development. International Nursing Review, 59(3), 380-386. http://dx.doi.org/10.1111/j.1466-7657.2011.00947.x.

  • Downloads

  • How to Cite

    Saifan, A., Abu Safieh, H., Milbes, R., & Shibly, R. (2015). Suggestions to close the gap in nursing education: Nursing students’ perspectives. International Journal of Advanced Nursing Studies, 4(2), 62-68. https://doi.org/10.14419/ijans.v4i2.4318

    Received date: 2015-02-07

    Accepted date: 2015-05-31

    Published date: 2015-07-01