Jul 2026· Texila international journal of academic research· 0 citations· 2 references
TL;DR
The study underscores the importance of aligning theoretical instruction with clinical practice through stronger supervision, availability of clinical materials, and improved collaboration between training schools and clinical sites to enhance student competence and contribute to quality nursing care in Zambia.
Abstract
Nursing is both a science and an art, grounded in theory and centred on practical skills. Training in nursing education aims to build students’ cognitive and psychomotor abilities so they acquire strong theoretical knowledge and practical competence. The goal is to prepare competent nurses who can deliver safe, and high-quality care to individuals, families, and communities. Nursing education also promotes continuous learning, encouraging students to remain curious and adaptable in response to evolving trends in healthcare. Clinical exposure plays a crucial role in helping students adjust to the norms and culture of the profession. Learning in real clinical environments enables students to develop essential competencies for effective patient care. This study explored the theory-practice gap in nursing education among nursing students in Zambia. An exploratory sequential mixed-methods design was used, starting with qualitative focus group discussions to capture students’ experiences and perceptions of mismatch es between classroom teaching and clinical practice. Insights from this phase guided the development of a structured questionnaire for the quantitative phase. Findings revealed a persistent theory-practice gap influenced by inadequate clinical supervision, limited resources, and inconsistencies in clinical procedures across facilities. Logistic regression analysis showed that students’ training level, clinical exposure, and access to mentorship significantly shaped their perceptions of the gap. The study underscores the importance of aligning theoretical instruction with clinical practice through stronger supervision, availability of clinical materials, and improved collaboration between training schools and clinical sites. Bridging these gaps can enhance student competence and contribute to quality nursing care in Zambia.
Traditional nursing education is discipline-centered, and a gap persists between students’ clinical competencies and the requirements of professional practice. Outcome-Based Education (OBE), which is oriented toward learning outcomes, provides a new perspective for addressing the disconnection between theory and practice. Integrating OBE into nursing education contributes to cultivating high-quality nursing professionals who meet clinical demands. This study first examines the impact of the OBE concept on nursing education in four dimensions: educational objectives, curriculum system, teaching models, and assessment methods. It further analyzes its design value in enhancing professional competency and promoting precision in instructional design and implementation. Subsequently, the study proposes several instructional strategies, including backward design of learning objectives, creation of clinically situated task scenarios, development of representative case-based resources, strengthening of virtual simulation training, and organization of collaborative group learning. These strategies provide a systematic framework for nursing education reform.
Wenxuan Cao· Contemporary Education and T...· 0 citations
Nursing students demonstrated a developing but not yet fully clinically competent and readiness for professional practice which mirrors the theoretical foundational competence with strength in communication and should address the emotional unpreparedness and the used of medical equipment and technologies.
Rosemarie D Vista, Najd Hamed Alenzi, Samia Ali Alanzi et al.· Journal of Frontiers in Mult...· 0 citations
The study concludes that while effective instruction and quality feedback contribute to learning, mentorship and supportive guidance play a particularly important role in enhancing nursing students’ clinical performance.
Louie Jay O. Adlao, Erwin C. Cubillan· International journal of res...· 0 citations
This qualitative study explored first-year nursing students’ perceptions and challenges related to the use of role-play as a teaching strategy for enhancing therapeutic communication skills at the School of Nursing, Maldives National University. A phenomenological design was employed, and data were collected through two focus group discussions involving 13 first-year nursing students enrolled in the Bachelor of Nursing and Advanced Diploma in Nursing programmes. Data was analysed using Colaizzi’s phenomenological approach. Three themes emerged: experiences of role-play in enhancing communication skills, perceived improvements in therapeutic communication competencies, and challenges associated with role-play activities. Participants reported that role-play provided an engaging learning experience, increased confidence, and supported the application of theoretical knowledge to simulated clinical situations. Improvements in language competency and management of patient interactions were also noted, alongside the value of constructive educator feedback. Challenges included language barriers, anxiety, and self-consciousness during performance. Overall, role-play was perceived as an effective pedagogical strategy for developing therapeutic communication skills among first-year nursing students. Addressing identified challenges through supportive learning environments and structured assessment approaches may further enhance its effectiveness in nursing education.
Mariyam Hudha· The Maldives National Journa...· 0 citations
Findings support embedding mind-body practices into nursing curricula and continuing education programs, using experiential learning to foster holistic well-being, lifelong learning, and professional competence.
N. Izgu, Zehra Gök Metin· Global Nursing Insights· 0 citations
Background Nursing education involves various teaching and learning techniques, as well as sharing information, wisdom, and sound judgment, aiming to close the knowledge–practice gap and reaching the ultimate goal of improving quality of care and benefiting the population served. Objectives This study aimed to assess the theory–practice gap in teaching nursing students and associated factors at teaching institutions in west and southwest Shewa zones, Oromia, Ethiopia during 2024. Methods An institutional-based explanatory sequential cross-sectional study was conducted using both quantitative and qualitative approaches from June to August 2024. In total, 422 undergraduate nursing students participated in the quantitative component using a structured self-administered questionnaire, and 16 nursing instructors were purposively selected for in-depth interviews. Quantitative data were analyzed using descriptive statistics and binary logistic regression, whereas qualitative data were analyzed by thematic analysis, with triangulation applied to integrate the findings. Results Almost all participants (99.1%) reported the presence of a theory–practice gap, with an overall mean score of 3.6. Students who practiced in non-teaching hospitals were significantly more likely to experience the theory–practice gap than those in teaching hospitals (adjusted odds ratio = 2.83; 95% confidence interval: 1.43–5.60). The qualitative findings identified several contributing factors, including excessive emphasis on theoretical teaching, limited clinical integration, inadequate communication between theoretical and clinical instructors, insufficient learning resources, and weak institutional collaboration between universities and healthcare facilities.
Samuel Abate Walda, A. Dechasa, Meseret Robi Tura et al.· Journal of Taibah University...· 0 citations