[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 8, Issue 2 (7-2016) ::
rme 2016, 8(2): 49-59 Back to browse issues page
strategies for decreasing gap Between Theory & Clinical Performance from the Viewpoints of Nursing Students in Tabriz University of Medical Sciences
A Khodaei *, M Mansourain, S Ganjei, H Asgari
Research Committee, Shohada Hospital, Tabriz University of Medical Sciences, Tabriz, Iran , khodaei.alireza1986@gmail.com
Abstract:   (5176 Views)

Introduction: The gap between theoretical knowledge and clinical practice in nursing is one of the major problems that many solutions have been suggested to eliminate it. The present study was conducted to determine solution for decreasing gap Between theoretical knowledge and Clinical Performance from the Viewpoints of Nursing Students in Tabriz University of Medical Sciences in 2014.

Methods: This is a descriptive cross-sectional study, that 200 nursing students of Tabriz University of Medical Sciences were selected by convenience sampling method.  Data gathering tool was a researcher-made questionnaire about three categories of Strategies for decreasing gap Between Knowledge and Practice from the Viewpoints of Nursing Students, including "Instructor", "student" and "educational planning". The validity and reliability of the questionnaire was confirmed. Data was analyzed using independent t-test, one-way ANOVA.

Results: The mean of the total scores achieved for the approaches taken to reduce the gap between theoretical knowledge and clinical Performance was 3.87±0/74. Results showed that Among the factors to Instructor, student and educational planning, The use of modern methods of instruction by instructors of nursing with mean score 4.2±0.98, Having interest in nursing with mean score 3.78±0.74 And the use of instructors, with clinical and scientific competence in clinical practice, with mean score 4.4±1.07 Were important as the Solutions respectively.

Conclusion: Given the gap between theoretical knowledge and Clinical Performance,adopting Appropriate strategies, in three dimensions instructor, student and educational planning in order to eliminate or reduce the gap between theoretical knowledge and clinical Performance in nursing seems necessary.

Keywords: knowledge, nursing care, gap, nursing students
Full-Text [PDF 1172 kb]   (1657 Downloads)    
Type of Study: Research | Subject: Special
1. Corlett J. The perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education. Nurse education today 2000; 20(6): 499-505.
2. Wilson J. Bridging the theory practice gap. Australian Nursing Journal 2008; 16 (4): 25-25.
3. Borneuf AM, Haigh C. The who and where of clinical skills teaching: A review from the UK perspective. Nurse education today 2010; 30 (2):197-201.
4. Morgan R. Using clinical skills laboratories to promote theory–practice integration during first practice placement: an Irish perspective. Journal of Clinical Nursing 2006;15(2): 155-61.
5. Cheraghi MA, Salasli M, Ahmadi F. Factors influencing the clinical preparation of BS nursing student interns in Iran. International Journal of Nursing Practice 2008;14(1): 26-33.
6. Pazokian M, Rassouli M. [Challenges of nursing clinical education in world]. Journal of Medical Education Development 2012; 5 (8): 18-26. [Persian]
7. Salehi S, Abedi HA, Alipour L, Najafipour S, Fatehi N. [Learning activities and clinical nursing services gap and the related factors: a comparative study]. Iranian Journal of Medical Education 2001;1(3): 43-9. [Persian]
8. Dehghan Nayeri N, Nazari AA, Adib-Hajbagheri M, Salsali M, Ahmadi F. [Nurses’ views on productivity and its influencing factors]. Feyz 2005; 8(32): 43-51. [Persian]
9. Maben J, Latter S, Clark JM. The theory–practice gap: impact of professional–bureaucratic work conflict on newly‐qualified nurses. Journal of Advanced Nursing 2006; 55(4): 465-77.
10. Mohammadi B, Valizadeh S, Lak Dizeji S. [The Impact of Teaching on Knowledge, Attitude and Practice of Nursing and Midwifery Instructors in Regard to Clinical Education Effective Behaviors, Tabriz University of Medical Sciences, 2002]. Iranian Journal of Medical Education 2003; 3 (1): 61-9. [Persian]
11. Ajani K, Moez S. Gap between knowledge and practice in nursing. Procedia social and behavioral sciences 2011; 15:3927-31.
12. Heydari A, Alizadeh B, Mazloum S. [The Effect of Preceptorship Program on Clinical Skills of Undergraduate Nursing Students]. Iranian Journal of Medical Education. 2013; 13 (7): 588-600. [Persian]
13. Last L, Fulbrook P. Why do student nurses leave? Suggestions from a Delphi study. Nurse Education Today 2003; 23 (6): 449-58.
14. azarbarzin m, Haghanie F. [Active Learning: An Approach for Reducing Theory-Practice Gap in Clinical Education]. Iranian Journal of Medical Education 2012;11 (9):1179-90. [Persian]
15. Rad M, Khalili H, Rakhshani MH. [Effective clinical teacher in nursing and midwifery in Sabzevar Medical School]. Journal of Sabzevar University of Medical Sciences 2010;17 (4): 287-93. [Persian]
16. Williamson GR, Webb C. Supporting students in practice. Journal of Clinical Nursing 2001;10 (2): 284-92.
17. Upton DJ. How can we achieve evidence‐based practice if we have a theory–practice gap in nursing today? Journal of Advanced Nursing 1999; 29(3): 549-55.
18. Preston L. Making connections with nature: Bridging the theory-practice gap in outdoor and environmental education. Australian Journal of Outdoor Education 2004; 8(1): 12-19
19. Ousey K. Bridging the theory–practice gap? The role of the lecturer/practitioner in supporting pre-registration students gaining clinical experience in an orthopaedic unit. Journal of Orthopaedic Nursing 2000;4(3): 115-20.
20. Hanberg A, Brown SC. Bridging the theory–practice gap with evidence-based practice. The Journal of Continuing Education in Nursing 2006;37(11): 248.
21. Cheek J, Jones J. What nurses say they do and need: implications for the educational preparation of nurses. Nurse Education Today 2003;23(1):40-50.
22. Donaldson I. The use of learning contracts in the clinical area. Nurse Education Today 1992; 12 (6): 431-6.
23. Roshan Essani R, Ali TS. Knowledge and practice gaps among pediatric nurses at a tertiary care hospital Karachi Pakistan. ISRN pediatrics 2011; 2011 (1): 1-8.
24. Hadizadeh F, Firoozi M, Shamaeyan Razavi N. [Nursing and Midwifery Students Perspective on Clinical Education in Gonabad University of Medical Sciences]. Iranian Journal of Medical Education 2005; 5 (1): 70-8.
25. Hughes O, Wade B, Peters M. The effects of a synthesis of nursing practice course on senior nursing students' self-concept and role perception. The Journal of nursing education 1991;30 (2): 69-72.
26. Rahimi A, Ahmadi F. [The Obstacles and Improving Strategies of Clinical Education from the Viewpoints of Clinical Instructors in Tehran’s Nursing Schools]. Iranian Journal of Medical Education 2005; 5 (2): 73-80. [Persian]
27. Nejad Parizi M. Organization and management: from theory to practice. 10th ed. Tehran: Iran Banking Institute; 2007. [Persian]
28. Salehi R, Jafari N, Golshani M, Haghani F. [Determining Educational Objectives and Evaluating Them in Department of Anatomy in Isfahan School of Medicine]. Iranian Journal of Medical Education 2011;10 (5): 850-9. [Persian]
29. Glynn D, Kelsey W, Taylor M, Lynch A, DeLibertis J. Nursing Clinical Instructor Needs Assessment. J Nurs Care 2014; 3(3): 168-71.
30. Cheraghi MA, Salsali M, Safari M. [Ambiguity in knowledge transfer: the role of theory-practice gap]. Iranian journal of nursing and midwifery research 2010;15(4):155. [Persian]
31. Chesser-Smyth PA. The lived experiences of general student nurses on their first clinical placement: A phenomenological study. Nurse Education in Practice 2005; 5(6): 320–27.
32. Kermansaravi F, Navidian A, Imani M. [Nursing students’ views toward quality of theoretical and clinical nursing education: A qualitative Study]. The Journal of Medical Education and Development 2013;7(4): 28-40. [Persian]
33. Dehghani H, Dehghani K, Fallahzadeh H. [The educational problems of clinical field training based on nursing teachers and last year nursing students view points]. Iranian journal of medical education. 2005; 5 (1): 24-33. [Persian]
34. Gillespie M. Student–teacher connection: a place of possibility. Journal of Advanced Nursing 2005; 52(2): 211-9.
35. Salminen L, Minna S, Sanna K, Jouko K, Helena L-K. The competence and the cooperation of nurse educators. Nurse education today 2013; 33(11): 1376-81.
36. Salsali M. Evaluating teaching effectiveness in nursing education: an Iranian perspective. BMC medical education 2005; 5(1) :29.
37. Peterson SJ, Schaffer MA. Service-learning: isn't that what nursing education has always been?. The Journal of nursing education 2001;40 (2): 51-2.
38. De Guzman A, Pablo LA, Prieto RJ, Purificacion VN, Que JJ, Quia P. Understanding the persona of clinical instructors: The use of students’ doodles in nursing research. Nurse education today 2008; 28 (1):48-54.
39. Haghanie F. [Active learning: An approach for reducing theory-practice gap in clinical education]. Iranian Journal of Medical Education 2012;11 (9): 1179-90. [Persian]
40. Jordan S. From classroom theory to clinicalpractice: evaluating the impact of a post-registration course. Nurse Education Today 1998;18(4): 293-302.
41. Heydari A, Soudmand P, Hajiabadi F, Armat M, Rad M. [The causes and solutions of the theory and practice gap from nursing education view point: A review article]. Journal of Medical Education Development 2014;7(14): 72-85. [Persian]
42. Karimi Moonaghi H, Dabbaghi F, Oskouie F, Vehviläinen-Julkunen K. [Learning style in theoretical courses: Nursing students’ perceptions and experiences]. Iranian Journal of Medical Education 2009; 9(1): 41-54. [Persian]
43. bahreini M, Momeni Danaei S, Shahamat S, Khatoni A, Ghodsi S, Hashemi M. The Quality of Educational Services: Gap between Optimal and Actual Status according to Dentistry Students. Iranian Journal of Medical Education. 2012; 11 (7) :685-695. [Persian]
44. Mahdipour Zarea N, Erteghaei V, Fathi Azar E, Safaian R, Fallah E. [The factors involved in integrating theory and practice in nursing from the nurse teachers and students points of view, Tabriz, 2002]. Journal of Babol University Of Medical Sciences 2003; 5 (5):24-8. [Persian]
45. Hemmati maslakpak m, khalilzadeh h. [Nursing Students’ Perspectives on Effective Clinical Education: A Qualitative Study]. Iranian Journal of Medical Education 2012; 11(7): 718-27. [Persian]
46. Dadgaran I, Parvizy S, Peyrovi H. A Global Issue in Nursing Students’ Clinical Learning: The Theory–Practice Gap. Procedia-Social and Behavioral Sciences 2012; 47: 1713-8.
Send email to the article author

Add your comments about this article
Your username or Email:


XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Khodaei A, Mansourain M, Ganjei S, Asgari H. strategies for decreasing gap Between Theory & Clinical Performance from the Viewpoints of Nursing Students in Tabriz University of Medical Sciences. rme. 2016; 8 (2) :49-59
URL: http://rme.gums.ac.ir/article-1-268-en.html

Volume 8, Issue 2 (7-2016) Back to browse issues page
پژوهش در آموزش علوم پزشکی Research in Medical Education