Abstract
Poster presented on Thursday, July 21, 2016 and Friday, July 22, 2016:
Purpose: Globally, the theory-practice gap in nursing has been the subject of much debate within the profession. Despite attempts by nurse faculty to respond to changes in nursing education, the dichotomy between classroom theoretical input and what is practiced or experienced on the wards continue to defy resolution. Although well documented globally, there is a paucity of published research work originating from sub-Saharan Africa (SSA). Moreover, experiences may be varied due to the differences in pedagogical approaches and health care environments in the more technologically advanced western countries and the resource constrained SSA countries such as Ghana. Pertinent issues relating to the theory-practice gap include: defining characteristics of the theory-practice gap, whether it is a positive or negative phenomenon, factors that may contribute to the existence of a gap, and what attempts have been made or should be made to bridge it. This research work is exploring the theory-practice gap by investigating it from the perspectives of three diverse key groups: nurse faculty and nursing students, and clinicians of University for Development Studies and Teaching Hospital, Tamale respectively. Combining the perspectives of these diverse groups will allow for a more holistic picture of the theory-practice gap in Ghana to emerge.
Methods: A descriptive phenomenological qualitative study design has been adopted. A purposive sampling technique has been used to select participants and data is currently being collected through separate focused group discussions with each group. Each focus group consists of 6 participants.
Results: Thematic content analysis is being done concurrently with data collection and is expected to be completed by early March 2016.
Conclusion: The theory-practice gap in nursing has existed for over four decades and it is projected to continue in some manner. Two major factors in the theory-practice gap are the challenges of nurse faculty to engage fully in contemporary clinical practice and the patterns of student involvement in clinical learning experiences (Sullivan, 2010). Many initiatives have been introduced in an effort to bridge the theory-practice gap. Most of the initiatives have evolved in geographic areas such as the US, UK, and other developed nations. Little research addressing the issues is evident in sub-Saharan Africa (SSA). Given the unique context of nursing and healthcare in Ghana and other nations of SSA, identification of the nature and scope of the theory-practice gap needs to be undertaken. Without this requisite knowledge effective strategies to address the theory-practice gap may not be developed.
Notes
This item was accepted for inclusion in the 2016 international Nursing Research Congress, but was not presented at the event.
Sigma Membership
Non-member
Lead Author Affiliation
University of Cape Coast, Cape Coast, Ghana
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Theory-Practice Gap, Nursing Education and Practice, Perceptions of Nurse Faculty, Clinicians and Nursing Students
Recommended Citation
Salifu, David Abdulai, "Theory-practice gap: Perceptions of nurse faculty, nursing students and clinicians in Ghana" (2016). INRC (Congress). 74.
https://www.sigmarepository.org/inrc/2016/posters_2016/74
Conference Name
27th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Cape Town, South Africa
Conference Year
2016
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Theory-practice gap: Perceptions of nurse faculty, nursing students and clinicians in Ghana
Cape Town, South Africa
Poster presented on Thursday, July 21, 2016 and Friday, July 22, 2016:
Purpose: Globally, the theory-practice gap in nursing has been the subject of much debate within the profession. Despite attempts by nurse faculty to respond to changes in nursing education, the dichotomy between classroom theoretical input and what is practiced or experienced on the wards continue to defy resolution. Although well documented globally, there is a paucity of published research work originating from sub-Saharan Africa (SSA). Moreover, experiences may be varied due to the differences in pedagogical approaches and health care environments in the more technologically advanced western countries and the resource constrained SSA countries such as Ghana. Pertinent issues relating to the theory-practice gap include: defining characteristics of the theory-practice gap, whether it is a positive or negative phenomenon, factors that may contribute to the existence of a gap, and what attempts have been made or should be made to bridge it. This research work is exploring the theory-practice gap by investigating it from the perspectives of three diverse key groups: nurse faculty and nursing students, and clinicians of University for Development Studies and Teaching Hospital, Tamale respectively. Combining the perspectives of these diverse groups will allow for a more holistic picture of the theory-practice gap in Ghana to emerge.
Methods: A descriptive phenomenological qualitative study design has been adopted. A purposive sampling technique has been used to select participants and data is currently being collected through separate focused group discussions with each group. Each focus group consists of 6 participants.
Results: Thematic content analysis is being done concurrently with data collection and is expected to be completed by early March 2016.
Conclusion: The theory-practice gap in nursing has existed for over four decades and it is projected to continue in some manner. Two major factors in the theory-practice gap are the challenges of nurse faculty to engage fully in contemporary clinical practice and the patterns of student involvement in clinical learning experiences (Sullivan, 2010). Many initiatives have been introduced in an effort to bridge the theory-practice gap. Most of the initiatives have evolved in geographic areas such as the US, UK, and other developed nations. Little research addressing the issues is evident in sub-Saharan Africa (SSA). Given the unique context of nursing and healthcare in Ghana and other nations of SSA, identification of the nature and scope of the theory-practice gap needs to be undertaken. Without this requisite knowledge effective strategies to address the theory-practice gap may not be developed.