evaluate weather educational outcomes of nurse education meet the requirements of nursing practice to find competence areas contributing to the acknowledged practice-theory gap.
LITERATURE REVIEW TABLE
NAME: DATE __
: The gap between nursing education and clinical skills
Title/Journal/ Year Volume/ Issue and pages
Purpose of Study
Type of Study
Results of studyRaurell-Torred et al.
Case-based learning and simulation: useful tools to enhance nurses education? nonrandomized controlled trial. Journal Of Nursing Scholarship 2015 47(1) 34-42.
To compare skills demonstrated by students with no previous clinical practice (undergraduates) and nurses with clinical experience enrolled in continuing professional education (CPE)
101 undergraduates and 59 CPE nurses as a comparison group
The impact of case-based learning on the skills of nursing students
A nonrandomized clinical trial
Chi-square descriptive statistics Students
T test Mann-Whitney
Test ANOVA and Dunnetts test.
The CPE nurses committed more rules-based errors than did undergraduates such as checking allergies before administering medication.McAllister M. Happell B. & Flynn T.
Learning essentials: What graduates of mental health nursing programmes need to know from an industry perspective. Journal of Clinical Nursing 2014 23(24) 3449-3459
To explore the perspectives of nursing directors in mental health regarding the skills and attributes of graduate nurses to provide an industry perspective
18 nursing directors
The inadequacy of mental health content in undergraduate nursing program is identified as a gap between nursing education and clinical skills leading to the production of graduates inadequately prepared for practice.
The present educational preparation for nurses to work in mental health settings is inadequate in producing graduates nurses with the knowledge skills and attitudes to work effectively in the mental health practice; hence the need to review the gap.Numminen O. Laine T. Isoaho H. Hupli M. Leino-Kilpi H. & Meretoja R.
Do educational outcomes correspond with the requirements of nursing practice: educators and managers assessments of novice nurses professional competence? Scand J Caring Sci 2014 28(4) 812821.
To evaluate weather educational outcomes of nurse education meet the requirements of nursing practice to find competence areas contributing to the acknowledged practice-theory gap.
86 nurse educators and 141 nurse managers
Nurses assessment gauges the professional strengths and weaknesses of graduate nurse. Lack of standardized assessment is resulting in inadequately prepared nurses for practice
A cross-sectional comparative design
Descriptive and inferential statistics including Frequencies percentage Means standard deviations Two-way ANOVA Cronbachs coefficient and sample
a) Nurses instructors evaluated new nurses skills to a significantly higher level compared to nurse administrators in all skill areas.
b) The nurses instructors and nurse administrators do not cooperate during the evaluation of new nurses resulting in a gap between nursing education and clinical skills.
Saifan A. AbuRuz M. E. & Masadeh R.
Theory practice gaps in nursing education: a qualitative perspective. Journal of Social Sciences 2015 11(1) 20-29.
To explore how students behave in a clinical
setting according to what they learn in theory and
the factors that influence the theory-practice gap
90 nursing students
The shifting of the nursing education from the hospitals toward the universities has made it more theoretical widening the gap between nursing education and practice.
a) The lack of qualified clinical instructors increases the gap between nursing education and clinical practice.
b) Lack of correspondence between the clinical instructors that taught theory and those that imparted practical skills widened the gap.
c) Nursing students lack support in clinical training leading to frustration and unpreparedness for the workplace.Watt E. & Pascoe E.
An exploration of graduate nurses perceptions of their preparedness for practice after undertaking the final year of their bachelor of nursing degree in a university-based clinical school of nursing. International Journal of Nursing Practic 2013 19(1) 23-30
To explored the impact of a university-based clinical school
of nursing experience on graduate nurses perceptions of their preparedness for practice
10 registered nurse
The impact of learning environment of nurses preparedness for the practice
Interpretive descriptive methodology
a) Nursing students who studied in a clinical school within a hospital felt they were ready for practice after graduating from nursing school.
b) Studying in a clinical school within a hospital reduced or eliminated the gap between nursing education and practice by proving the students with clinical practicumsEsmaeili M. Cheraghi M. A. Salsali M. & Ghiyasvandian S.
Nursing students expectations regarding effective clinical education: A qualitative study. International Journal of Nursing Practice 2014 20 (5) 460-467.
To describe students expectations regarding an effective clinical education
17 nursing students (11 females and 6 males) who were taking medicalsurgical training courses
Clinical education and its influence on students knowledge attitude and skill to perform their duties efficiently in the workplace
a) Appropriate communication and interaction between instructors and students can reduce the gap between nursing education and clinical skills
b) The incorporation of both theory and practice into clinical education can reduce the gap between nursing education and clinical skills
c) having specialized instructors who are also knowledgeable and motivated can minimize the gap between nursing education and clinical skillsYeh M.-C. & Yu S.
Job stress and intention to quit in newly graduated nurses during the first three months of work in Taiwan. Journal of Clinical Nursing 2009 18(24) 3450-3460.
To identify job stress and intention to quit in newly-graduated nurses during the first three months of their work
All newly-graduated nurses who worked in these three hospitals (AB and C) in the first three months after graduation
Job stress and intention to quit are closely correlated with graduate nurses unpreparedness for the practice
Cross-sectional research design
Logistic regressions Chi squares odd ratio
a) Job stress was the highest at 0-1 month.
b) The intention to quit was highest at 1-2 months.
c) The intention-to-quit group had significantly higher job stress with regard to roles/interpersonal relationships than the intention-to-stay group.
d) New graduate nurses that experience high job stress are twice likely to quit working in the first months in the workplace.
e) The nurses that lacked a clinical practicum in the working hospital were twice likely to quit working in their first two months in a new work environment.