Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

To describe experiences and perceptions of theory‐practice gap in nursing in a resource‐constrained setting, and to suggest interventions to bridge the theory‐ practice gap, a large number of cases in some parts of the world are studied.

Abstract

AIM: To describe experiences and perceptions of theory-practice gap in nursing in a resource-constrained setting. Theory-practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory-practice gap have been varied and depend on an understanding of the contextual healthcare environment. Experiences and perceptions of the theory-practice gap in a resource-constrained setting have not been comprehensively described. DESIGN: A qualitative description methodology was used. METHODS: Maximum variation sampling based on role in the events of theory-practice gap was used to recruit student nurses, nurse faculty and clinicians from two study sites for focus group discussions. Data were analysed using conventional content analysis. RESULTS: Five themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; and nurse faculty factors. Systems inadequacy and resource constraints formed the spine of the challenges contributing to the theory-practice gap in the research setting.