Solutions to bridge the theory-practice gap in nursing education in the UAE: a qualitative study.

BACKGROUND: The theoretical knowledge of nursing underpins the practice, while the practice environment determines the circumstances within which the theoretical knowledge is applied. The biggest challenge facing nursing as an academic field is the theory-practice gap, which is a universal issue in nursing. This study aimed to raise solutions to close the gap between theory and practice in nursing education through the eyes of nursing students in UAE. METHODS: A qualitative descriptive approach was followed; whereby 25 Emirati nursing students were interviewed. RESULTS: Two main themes are discussed in this study: 'Clinical Culture Creation' and 'Curriculum Content Reformation'. The students suggested to decreased the loud and stress on their clinical educators. They also suggested creating synchronization between what is taught in classrooms and labs and what is offered in the clinical training. Moreover, some of the students expected to have more benefit if they get their clinical training in health institutions owned by their college. On the other side, many of the participants suggested to move from the integration system to the block system. Another interesting suggestion includes having the same college staff to teach the theory and the clinical. The final suggestion includes decreasing the paper work during clinical training. CONCLUSIONS: This study explored the solutions to bridge the theory-practice gap in nursing education in the UAE. The study has implications for nursing education and practice within the UAE and is imperative for graduating workplace ready professional nurses within the country.

Managing the theory-practice gap in nursing education and practice: Hearing the voices of nursing students in the United Arab Emirates.

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.