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...

Full description

Saved in:
Bibliographic Details
Published in:Nursing open Vol. 6; no. 1; pp. 72 - 83
Main Authors: Salifu, David Abdulai, Gross, Janet, Salifu, Mohammed Awal, Ninnoni, Jerry PK
Format: Journal Article
Language:English
Published: United States John Wiley & Sons, Inc 01.01.2019
John Wiley and Sons Inc
Subjects:
Best practice
community of learning
Developing countries
Evidence-based nursing
LDCs
Nursing education
qualitative description
Qualitative research
Resource management
theory‐practice gap
Ghana
qualitative description
theory‐practice gap
community of learning
nursing education
ISSN:2054-1058, 2054-1058
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
content type line 23
ISSN:2054-1058
2054-1058
DOI:10.1002/nop2.188