Ahmad Saifan1, Briliya Devadas2, Mohamad Mekkawi3, Hussam Amoor4, Patricia Matizha4, Joemol James4, Nabeel Al-Yateem5. 1. Nursing College, Applied Science Private University, Amman, Jordan. 2. Nursing Department, Fatima College of Health Sciences, Abu Dhabi, United Arab Emirates. 3. Nursing Department, Fatima College of Health Sciences, Al Ain, United Arab Emirates. 4. Nursing Department, Fatima College of Health Sciences, Ajman, United Arab Emirates. 5. Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates.
Abstract
AIM: The aim of this study is to explore factors contributing to the theory-practice gap in nursing education in the United Arab Emirates. BACKGROUND: The gap between what is taught in nursing classrooms and what is practised in clinical settings creates challenges for nursing students, practitioners, managers and educators. This has important implications for the United Arab Emirates and other developing countries as their healthcare systems require a permanent nursing taskforce that is well supplied with ready to practice graduates. METHODS: A qualitative descriptive approach was used, whereby 25 senior student nurses were interviewed about their perceptions of the theory-practice gap. RESULTS: The major theme that emerged in this study was the 'tripod of clinical practice', with three subthemes: prepared students, aware and supportive preceptors and qualified clinical faculty. The other theme that emerged was 'real life outside the simulated lab', with two subthemes: various and unfamiliar psychomotor skills and communication with real patients. CONCLUSION: The tripod of clinical practice must be achieved for quality clinical practice. Further, attention should be directed to development of skills (e.g., communicating with real patients) that are difficult to acquire while dealing with simulated patients. IMPLICATIONS FOR NURSING MANAGEMENT: Nursing students need longer immersion in simulated clinical settings, coupled with experienced clinical faculty and supportive, aware and prepared preceptors.
AIM: The aim of this study is to explore factors contributing to the theory-practice gap in nursing education in the United Arab Emirates. BACKGROUND: The gap between what is taught in nursing classrooms and what is practised in clinical settings creates challenges for nursing students, practitioners, managers and educators. This has important implications for the United Arab Emirates and other developing countries as their healthcare systems require a permanent nursing taskforce that is well supplied with ready to practice graduates. METHODS: A qualitative descriptive approach was used, whereby 25 senior student nurses were interviewed about their perceptions of the theory-practice gap. RESULTS: The major theme that emerged in this study was the 'tripod of clinical practice', with three subthemes: prepared students, aware and supportive preceptors and qualified clinical faculty. The other theme that emerged was 'real life outside the simulated lab', with two subthemes: various and unfamiliar psychomotor skills and communication with real patients. CONCLUSION: The tripod of clinical practice must be achieved for quality clinical practice. Further, attention should be directed to development of skills (e.g., communicating with real patients) that are difficult to acquire while dealing with simulated patients. IMPLICATIONS FOR NURSING MANAGEMENT: Nursing students need longer immersion in simulated clinical settings, coupled with experienced clinical faculty and supportive, aware and prepared preceptors.