But what nursing school struggles to do is to mimic the real life clinical setting. As nursing students, we do not possess the intuition and coherence that seasoned nurses learn from their day-to-day physical interactions with patients.
Moving to different clinical environments and embracing new responsibilities can be stressful and challenging for even the most experienced practitioners. But, for newly qualified staff managing the gap between theory and practice can seem overwhelming.
As standards of care continue to evolve from practices rooted in custom and tradition, to an evidence-based profession, there can often seem to be a disconnect between what is considered best practice and actual practice. This is a problem because as Matthew and Tucker note when clinical practice no longer reflects the best available scientific evidence the result can be sub-standard patient care.
The theory-practice gap is nothing new and even though the challenge of bringing research evidence and clinical practice closer together has been recognised for years, it still remains a problem, especially for newly qualified staff.
In the view of Chapman the theory-practice gap can be viewed in the following ways: The difference between idealised practice Theory practice gap common practice. The difference between taught general principles and the difficulty in interpreting them for application to a specific situation.
The gap between taught abstract nursing theory and its use in practice. The gap between scientific knowledge and theory used as common practice.
The gap between our individual mental representations of nursing and the published theories of nursing. The gap between the theories practitioners claim underlie their practice, and the implicit theories embedded within their practice, of which they may not be aware.
For nurse educators, the dichotomy between the theoretical input taught in the classroom and what is practised or experienced on the wards remains a perennial problem Landersand nowhere is this gap so large as for newly qualified students.
There have been many initiatives introduced over the years in an effort to bridge the theory-practice gap and most of these have focused on the role of the nurse teacher, preceptor or mentor.
Yet despite a high level of awareness of the problem and a willingness to find creative solutions, barriers still remain to integrate research-based theories into clinical practice.
Armstongmakes the following suggestions about why this problem remains so difficult to tackle. Barriers to Implementing Research Nurses did not feel they had authority to implement research findings.
Statistical analyses were not understandable. Facilities were inadequate for implementation. Other staff were not supportive of implementation.
Making Use of Clinical Mentorship Whilst questions about how to completely close the theory-practice gap remain unanswered, the role of the mentor is gaining increasing recognition as the best way for novice practitioners to make sure that their knowledge is both up to date and relevant to their practice.
This is why nurse educators and competent mentors have such an important part to play in encouraging reflection and critical thinking to help minimize the gap between research and practice.
By sharing their experiential knowledge validated by real experience they can assist learners to keep their knowledge up to date in a way that is both consistent and valid for real patient care. As Rolfe simply points out the aim of nursing research is the generation of knowledge, and whilst this is a relevant aim in theory-based disciplines, such as sociology, the primary concern of nursing is with practice.
In other words, if clinical research is actually to make a difference to practice it must be practitioner based. Closing the Gap is a Shared Responsibility To date, all attempts to bring research and practice closer together have been at best only partially successful.
So, given that expectations of completely closing the research-practice gap are unrealistic, how can nurse academics and educators help to support a closer relationship between research and clinical practice?
Based on extensive research Matthew and Tucker suggest the following. The primary focus of attention should be in supporting academic-clinician collaboration.
Building a research culture within the clinical environment. To do this of course practitioners need to have access to updated information, learning resources, and continuing educational opportunities. Resources that are not always readily available in busy and potentially under-resourced clinical environments.
In an ideal situation, research is informed by clinical practice and practice informed by research. But, finding creative and meaningful ways to merge, both in ways that deliver safe and up to date care, can be a struggle in a clinical environment that is itself ever changing and evolving.
Nor is it the sole responsibility of academics but a challenge shared by educators and practitioners too. After all, the students of today are the leaders of tomorrow and that means that all nurses and midwives, wherever they work, have a responsibility to forward their profession in some way.example, the theory-practice gap is almost unheard of: in ﬁndings of use in individual and unique clinical civil engineering, if a bridge is designed to withstand a situations.
certain load in theory, it will almost certainly withstand Let us take an example to illustrate the problem. (The that load in practice. The theory-practice gap,? as some have called it, has prevented our profession from full utilization of its knowledge base in practice, and has impeded the view of nur Plus Essay Papers ensures that you will get a similar or related assignment to the instructions herein.
However the theory practice gap dilemma rose up based on the hypothesis of applying the nursing theory in to the direct practice. The theory practice gap can be due to the presence of lack in integration of theory into clinical practice which affects the patient satisfaction.
This ubiquitous gap is inevitably encountered by all nurses at various times; yet it is widely agreed that it is student nurses--given their novice, rule governed status--who find themselves in the midst of the theory-practice void.
Theory: A couple years of boxing lessons will prepare you for a street fight with a real-world harasser. Practice: You slap harasser like little girl, cause him no pain, run away. . The Gap between Theory and Practice In case you missed it, my first Chronicle Vitae article came out last week.
It is called Good Ideas Aren’t Enough, and is about the importance of learning how to get things done, i.e., learning some management skills.