Volume 10, Issue 3 (Summer-In Press 2024)                   JCCNC 2024, 10(3): 0-0 | Back to browse issues page

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Carvello M, Lupo R, Rum G, Vitale E, Conte L, Rubbi I. Mind the Gap between Theory and Practice: Nursing Students and Tutors in Comparison. JCCNC 2024; 10 (3)
URL: http://jccnc.iums.ac.ir/article-1-566-en.html
1- ”Community Hospital”, Local Health Authority (ASL) of Romagna, Ravenna, Italy.
2- ”San Giuseppe da Copertino” Hospital, Local Health Authority (ASL) of Lecce, Italy.
3- “Villa Adalgisa” Hospice, Ravenna, Italy.
4- Local Health Authority (ASL) of Bari, Italy.
5- Department of Mathematics and Physics "E. De Giorgi", Laboratory of Biomedical Physics and Environment, Università del Salento, Lecce, Italy. , luana.conte@unisalento.it
6- School of Nursing, University of Bologna, Bologna, Italy
Abstract:   (434 Views)
Background: Internship represents the context for acquiring professional skills for nursing students. The bilateral relationship between the intern and the tutor, where both parties have the opportunity to grow and develop, contributes to transforming theoretical knowledge into intellectual, psychomotor, and social skills. However, the gap between education and clinical practice has always been a challenge for education experts in the field. This study aims to assess the gap between the theory learned during lectures and the applied care practice during the internship, highlighting any components opposing knowledge translation.
Methods: A prospective observational study was conducted in June and July 2022, involving
clinical tutors [N=48] and third-year nursing students [N=107] recruited by convenience sampling. Both groups were administered a specifically designed questionnaire built by the researchers, using semi-structured interviews in the related literature and adapted to the Italian context. Two Italian universities participated in the study (University of Bari and Polytechnic University of the Marche, located in Ancona-Italy). Descriptive and Inferential statistics were employed. All p-values <.05 were considered as statistically significant. The data were analyzed using Jamovi 2.3.18 and Microsoft Office Excel software.
Results: A significant disparity was perceived between the learned theory and practical care in hospital setting, with 86.9% of students compared to 60.4% of tutors acknowledging this gap (p < 0.0001). In contrast to 60.4% of tutors, 87.9% of students (p < 0.0001) declared that theoretical elements were sometimes incomprehensible when applied to practice. Consequently, 78.5% of learners, as opposed to 25.0% of tutors, had to adapt their care behaviors to the methods used in the wards and services where they were on placement (p < 0.0001).
Conclusions: The study allowed for an exploration of some possible reasons underlying the dichotomy between theory and practice, both from the perspective of students and tutors. Both groups perceived the presence of a theory-practice gap, but with different implications. While tutors are willing to provide explanations, students express communicative difficulties in expressing doubts regarding the gap. Addressing the theory-practice gap, particularly during the mentoring period, could be one of the possible solutions to bridge the gap.
Discussions during the mentoring period would be helpful. These discussion moments are pedagogical, as they could stimulate reflection in students and develop critical thinking.
     
Type of Study: Research | Subject: General
Received: 2023/12/16 | Accepted: 2024/02/7 | Published: 2024/05/21

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