The perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education
The perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education
复制标题
DOI：
10.1054/nedt.1999.0414
复制
发表时间：
2000-08-01
影响因子：
3.9
通讯作者：
Corlett, J
中科院分区：
文献类型：
--
作者：
Corlett, J
理论与实践的差距一直是护理界争论的焦点。问题包括：差距在哪里，它是一种积极的现象还是消极的现象，以及是否应该尝试弥合它。本文描述了一项研究，采用创新的方法来探索理论与实践的差距，从三个不同群体的角度进行调查：护士教师、实习护士和临床导师。将这些不同群体的观点结合起来，就可以比单独从一个群体的角度来审视理论与实践之间的差距时更全面地了解这一差距。进行了23次集体访谈，并对内容进行了分析，以确定共同的主题。所有群体都确定了相互关注的问题：临床实习不足，理论和实践的顺序，临床领域和教育机构之间缺乏合作，缺乏明确的联系教师的角色。所有受访者都认为，理论与实践之间确实存在差距，虽然这可以被视为培养学生解决问题技能的积极手段，但应尽量减少其影响。实现这一目标的方法包括：开发创新课程，使理论和实践更紧密地结合起来，评估临床实习对知识和技能获取的影响，改善临床领域和教育机构之间的合作，并发展导师的授课作用。(C)2000年哈考特出版社有限公司
The theory-practice gap has been the subject of much debate within nursing. Issues include: where the gap is, whether it is a positive or negative phenomenon and whether attempts should be made to bridge it. This paper describes a research study adopting an innovative approach to exploring the theory-practice gap by investigating it from the perspectives of three different groups: nurse teachers, student nurses and clinical preceptors. Combining the perceptions of these diverse groups has allowed a more complete picture of the theory-practice gap to emerge than is possible when examining it from one group's perspective alone. Twenty-three group interviews were conducted and content analysed to identify common themes. Mutual concerns were identified by all groups: shortness of clinical placements, sequencing of theory and practice, lack of collaboration between clinical areas and educational institutions and the lack of clarity regarding link teacher roles. All interviewees felt a theory-practice gap does exist, and whilst this could be viewed positively as a means of developing students' problem-solving skills, attempts should be made to minimize its impact. Ways to achieve this include: the development of an innovative curriculum allowing closer sequencing of theory and practice, evaluating the effect length of clinical placement has on knowledge and skill acquisition, improving collaboration between clinical areas and educational institutions and developing preceptors' lecturing roles. (C) 2000 Harcourt Publishers Ltd.