Theory-Practice Gap in Nursing Education at Arab American University

International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres

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13

Theory Practice Relationship; Nursing Education; Arabs; Educational Quality; Clinical Experience; Case Studies; Student Attitudes; Gender Differences; Age Differences; Nursing; College Faculty; Simulation; Teaching Methods; Teacher Collaboration; Reflection; Student Characteristics; Foreign Countries

2148-9955

The theory-practice gap in nursing education confuses students and decreases the quality of their training. This study aims to examine the gap between theoretical teaching and clinical training for students at AAUP. A cross-sectional survey of 192 nursing students at AAUP. Questions measuring aspects of the theory-practice gap were developed based on the literature review. Socio-demographic variables included sex, age, residence, and school year. Simple frequencies and multivariate linear regression were used to analyze the data. The p-value was set at 0.05 for statistical significance. The practical trainer was the most important factor in bridging students' theory-practice gap. Practical trainers who explain to the students the theoretical protocols of the nursing procedures produced students with better abilities to link theory and practice (B = 1.53, P = 0.000). The university teacher was less important in the theory-practice link. The simulation training was significantly related to students' abilities to link practice with theory (B = 0.28, P = 0.036). Investing in nursing clinical practice and supporting the clinical instructors is recommended. Communication between the university teachers and the practical instructors can improve their training skills and their abilities to link theory with practice.

As Provided

2023

EJ1392091