Theory-Practice Gap in Nursing Education at Arab American University

Autor/in	Zyoud, Raj'a Nayef
Titel	Theory-Practice Gap in Nursing Education at Arab American University
Quelle	In: International Journal of Research in Education and Science, 9 (2023) 2, S.461-472 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zyoud, Raj'a Nayef)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Theory Practice Relationship; Nursing Education; Arabs; Educational Quality; Clinical Experience; Case Studies; Student Attitudes; Gender Differences; Age Differences; College Faculty; Simulation; Teaching Methods; Teacher Collaboration; Reflection; Student Characteristics; Foreign Countries; Palestine + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Pflegepädagogik; Arab; Araber; Quality of education; Bildungsqualität; Case study; Fallstudie; Case Study; Schülerverhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Fakultät; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Ausland; Palästina
Abstract	The theory-practice gap in nursing education confuses students and decreases the quality of their training. This study aims to examine the gap between theoretical teaching and clinical training for students at AAUP. A cross-sectional survey of 192 nursing students at AAUP. Questions measuring aspects of the theory-practice gap were developed based on the literature review. Socio-demographic variables included sex, age, residence, and school year. Simple frequencies and multivariate linear regression were used to analyze the data. The p-value was set at 0.05 for statistical significance. The practical trainer was the most important factor in bridging students' theory-practice gap. Practical trainers who explain to the students the theoretical protocols of the nursing procedures produced students with better abilities to link theory and practice (B = 1.53, P = 0.000). The university teacher was less important in the theory-practice link. The simulation training was significantly related to students' abilities to link practice with theory (B = 0.28, P = 0.036). Investing in nursing clinical practice and supporting the clinical instructors is recommended. Communication between the university teachers and the practical instructors can improve their training skills and their abilities to link theory with practice. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01