Strategies for bridging the theory-practice gap in nursing education from the perspective of nursing teachers, clinical nurses, and nursing students: A qualitative study

Abstract

Background: Nurses are the integral part of the health-care team who focus on the well-being of the patient and quality patient care. With wide range of roles and responsibility, nurses should have proper knowledge of the subject along with the necessary competent skills to perform their duties. The gap between education and the clinical practice has always been challenge for educational experts in the field. Objectives: The objectives were to explore the factors causing the theory-practice gap in nursing education in India and to identify the strategies for bridging the theory-practice gap in nursing education. Methods: The research design was descriptive qualitative design. The data were collected from 30 participants including 10 clinical nurses, 10 nursing teachers and 10 nursing students from selected hospitals and nursing colleges of Northern India. Non-probability purposive sampling technique was used to collect the data. Semi-structured telephonic interview with self-administered questionnaire was used to collect the data. The collected data were analysed by using Coloizzi's method and the data were organised and transcribed. Results: The five emergent themes were clinical practice and clinical nurse-related factors, curriculum-related factors, student-related factors, nurse faculty-related factors and administration-related factors. Findings for the strategies to bridge the theory practice gap were organised into 12 subcluster themes, 7 cluster themes and 5 emergent themes which are collaborative health care approach, reforms in teaching styles and evaluation system, system change and integrative approach of nursing curriculum. Conclusion: Nursing practice is closely associated with the theory taught in the class. Hence, the theory should be wisely applied in the clinical areas to deliver the quality nursing care to the patients.