Other Titles
Closing the theory-practice gap
Abstract
Purpose: The overall goal of this research work was to explore the understanding of theory-practice gap from the perspective of nurse faculty and nursing students in University for Development Studies, and clinicians in Tamale Teaching Hospital, Ghana. Despite several attempts by nurse faculty and clinicians to address the theory-practice gap, it remains a central issue in both nursing education and practice (De Swardt, Du Toit & Botha, 2012). Most of the initiatives to bridge the theory-practice gap 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 (Lugina, 2009). Given the unique context of nursing and healthcare in Ghana and other nations of sub Saharan Africa (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. 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, with regards to the theory-practice gap.
Methods: A descriptive phenomenological methodology was used. Data were collected using focus group discussions. A purposive sampling technique was used in recruiting participants. The sample consisted of 32 participants, comprising 8 nurse faculty, 12 clinicians (6 in each discussion session) and 12 nursing students (6 in each discussion session). The study adopted Colaizzi's descriptive phenomenology data analysis process.
Results: Five themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; nurse faculty factors.
Conclusion: In Ghana, stakeholders in nursing education and practice are yet realise the realities of the implications of the theory-practice gap and its associated challenges on contemporary nursing education and nursing practice. Based on this evidence of the scope and factors contributing to theory-practice gap in Ghana, further research could be conducted to identify and develop research-based strategies to bridge the gap.
Notes
This session was accepted for presentation at the International Nursing Research Congress 2017, but not presented.
Sigma Membership
Non-member
Lead Author Affiliation
Nursing Training College, Damongo, Ghana
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Nursing Education/Practice, Perceptions of Nurse Faculty/Clinicians/Students, Theory-Practice Gap
Recommended Citation
Salifu, David Abdulai, "Theory-practice gap: Perceptions of nurse faculty, nursing students, and clinicians in Ghana" (2017). INRC (Congress). 175.
https://www.sigmarepository.org/inrc/2017/presentations_2017/175
Conference Name
28th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Dublin, Ireland
Conference Year
2017
Rights Holder
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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
Dublin, Ireland
Purpose: The overall goal of this research work was to explore the understanding of theory-practice gap from the perspective of nurse faculty and nursing students in University for Development Studies, and clinicians in Tamale Teaching Hospital, Ghana. Despite several attempts by nurse faculty and clinicians to address the theory-practice gap, it remains a central issue in both nursing education and practice (De Swardt, Du Toit & Botha, 2012). Most of the initiatives to bridge the theory-practice gap 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 (Lugina, 2009). Given the unique context of nursing and healthcare in Ghana and other nations of sub Saharan Africa (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. 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, with regards to the theory-practice gap.
Methods: A descriptive phenomenological methodology was used. Data were collected using focus group discussions. A purposive sampling technique was used in recruiting participants. The sample consisted of 32 participants, comprising 8 nurse faculty, 12 clinicians (6 in each discussion session) and 12 nursing students (6 in each discussion session). The study adopted Colaizzi's descriptive phenomenology data analysis process.
Results: Five themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; nurse faculty factors.
Conclusion: In Ghana, stakeholders in nursing education and practice are yet realise the realities of the implications of the theory-practice gap and its associated challenges on contemporary nursing education and nursing practice. Based on this evidence of the scope and factors contributing to theory-practice gap in Ghana, further research could be conducted to identify and develop research-based strategies to bridge the gap.