Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study
Aim To describe experiences and perceptions of theory‐practice gap in nursing in a resource‐constrained setting. Theory‐practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory‐practice gap have been varied and depend on an understanding of the...
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| Vydáno v: | Nursing open Ročník 6; číslo 1; s. 72 - 83 |
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| Hlavní autoři: | , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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United States
John Wiley & Sons, Inc
01.01.2019
John Wiley and Sons Inc |
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| ISSN: | 2054-1058, 2054-1058 |
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| Abstract | Aim
To describe experiences and perceptions of theory‐practice gap in nursing in a resource‐constrained setting. Theory‐practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory‐practice gap have been varied and depend on an understanding of the contextual healthcare environment. Experiences and perceptions of the theory‐practice gap in a resource‐constrained setting have not been comprehensively described.
Design
A qualitative description methodology was used.
Methods
Maximum variation sampling based on role in the events of theory‐practice gap was used to recruit student nurses, nurse faculty and clinicians from two study sites for focus group discussions. Data were analysed using conventional content analysis.
Results
Five themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; and nurse faculty factors. Systems inadequacy and resource constraints formed the spine of the challenges contributing to the theory‐practice gap in the research setting. |
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| AbstractList | To describe experiences and perceptions of theory-practice gap in nursing in a resource-constrained setting. Theory-practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory-practice gap have been varied and depend on an understanding of the contextual healthcare environment. Experiences and perceptions of the theory-practice gap in a resource-constrained setting have not been comprehensively described.
A qualitative description methodology was used.
Maximum variation sampling based on role in the events of theory-practice gap was used to recruit student nurses, nurse faculty and clinicians from two study sites for focus group discussions. Data were analysed using conventional content analysis.
Five themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; and nurse faculty factors. Systems inadequacy and resource constraints formed the spine of the challenges contributing to the theory-practice gap in the research setting. Aim To describe experiences and perceptions of theory‐practice gap in nursing in a resource‐constrained setting. Theory‐practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory‐practice gap have been varied and depend on an understanding of the contextual healthcare environment. Experiences and perceptions of the theory‐practice gap in a resource‐constrained setting have not been comprehensively described. Design A qualitative description methodology was used. Methods Maximum variation sampling based on role in the events of theory‐practice gap was used to recruit student nurses, nurse faculty and clinicians from two study sites for focus group discussions. Data were analysed using conventional content analysis. Results Five themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; and nurse faculty factors. Systems inadequacy and resource constraints formed the spine of the challenges contributing to the theory‐practice gap in the research setting. To describe experiences and perceptions of theory-practice gap in nursing in a resource-constrained setting. Theory-practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory-practice gap have been varied and depend on an understanding of the contextual healthcare environment. Experiences and perceptions of the theory-practice gap in a resource-constrained setting have not been comprehensively described.AIMTo describe experiences and perceptions of theory-practice gap in nursing in a resource-constrained setting. Theory-practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory-practice gap have been varied and depend on an understanding of the contextual healthcare environment. Experiences and perceptions of the theory-practice gap in a resource-constrained setting have not been comprehensively described.A qualitative description methodology was used.DESIGNA qualitative description methodology was used.Maximum variation sampling based on role in the events of theory-practice gap was used to recruit student nurses, nurse faculty and clinicians from two study sites for focus group discussions. Data were analysed using conventional content analysis.METHODSMaximum variation sampling based on role in the events of theory-practice gap was used to recruit student nurses, nurse faculty and clinicians from two study sites for focus group discussions. Data were analysed using conventional content analysis.Five themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; and nurse faculty factors. Systems inadequacy and resource constraints formed the spine of the challenges contributing to the theory-practice gap in the research setting.RESULTSFive themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; and nurse faculty factors. Systems inadequacy and resource constraints formed the spine of the challenges contributing to the theory-practice gap in the research setting. AimTo describe experiences and perceptions of theory‐practice gap in nursing in a resource‐constrained setting. Theory‐practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory‐practice gap have been varied and depend on an understanding of the contextual healthcare environment. Experiences and perceptions of the theory‐practice gap in a resource‐constrained setting have not been comprehensively described.DesignA qualitative description methodology was used.MethodsMaximum variation sampling based on role in the events of theory‐practice gap was used to recruit student nurses, nurse faculty and clinicians from two study sites for focus group discussions. Data were analysed using conventional content analysis.ResultsFive themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; and nurse faculty factors. Systems inadequacy and resource constraints formed the spine of the challenges contributing to the theory‐practice gap in the research setting. |
| Author | Salifu, David Abdulai Gross, Janet Ninnoni, Jerry PK Salifu, Mohammed Awal |
| AuthorAffiliation | 1 Principal Health Tutor, Ministry of Health, Nurses' Training College Damongo Ghana 3 Global Health Services Partnership US Peace Corps Liberia 5 Department of Mental Health, School of Nursing and Midwifery, College of Health and Allied Sciences University of Cape Coast Cape Coast Ghana 2 Professor Emerita Morehead State University KY USA 4 Senior Health Tutor, Ministry of Health Nurses’ Training College Damongo Ghana |
| AuthorAffiliation_xml | – name: 2 Professor Emerita Morehead State University KY USA – name: 4 Senior Health Tutor, Ministry of Health Nurses’ Training College Damongo Ghana – name: 1 Principal Health Tutor, Ministry of Health, Nurses' Training College Damongo Ghana – name: 3 Global Health Services Partnership US Peace Corps Liberia – name: 5 Department of Mental Health, School of Nursing and Midwifery, College of Health and Allied Sciences University of Cape Coast Cape Coast Ghana |
| Author_xml | – sequence: 1 givenname: David Abdulai orcidid: 0000-0003-4301-3170 surname: Salifu fullname: Salifu, David Abdulai email: salifu.david@ucc.edu.gh, salifudavid@gmail.com organization: Principal Health Tutor, Ministry of Health, Nurses' Training College – sequence: 2 givenname: Janet surname: Gross fullname: Gross, Janet organization: Global Health Services Partnership US Peace Corps – sequence: 3 givenname: Mohammed Awal surname: Salifu fullname: Salifu, Mohammed Awal organization: Nurses’ Training College – sequence: 4 givenname: Jerry PK surname: Ninnoni fullname: Ninnoni, Jerry PK organization: University of Cape Coast |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/30534396$$D View this record in MEDLINE/PubMed |
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| Keywords | qualitative description theory‐practice gap community of learning nursing education |
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| Title | Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study |
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