Kalogirou MR, Chauvet C, Yonge O. Including administrators in curricular redesign: How the academic-practice relationship can bridge the practice-theory gap.
J Nurs Manag 2020;
29:635-641. [PMID:
33145824 DOI:
10.1111/jonm.13209]
[Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 10/26/2020] [Accepted: 11/02/2020] [Indexed: 11/30/2022]
Abstract
AIM
Health care administrators provided information through semi-structured interviews as to how one faculty of nursing (FoN) was preparing students for practice.
BACKGROUND
There is a long-standing disconnect between the nursing education and the clinical arena known as the theory-practice gap. The FoN wanted to redevelop their curriculum to better prepare students for practice and bridge the gap.
METHOD
Using developmental evaluation, 36 administrators were interviewed and asked about their expectations of newly graduated nurses, the FoN curriculum, and changes to be made.
RESULTS
Four themes were identified: entry to programme; curricular content, delivery and structure; clinical recommendations; and stronger relationships.
CONCLUSION
Strong academic-practice partnerships are still needed. The current lack of communication and partnership has compromised students' quality of education and their transition into the workforce.
IMPLICATIONS FOR NURSING MANAGEMENT
Leaders in both the education and practice settings can better prepare newly graduated nurses and bridge the theory-practice gap by co-creating a joint committee and creating more touchpoints with one another. A joint committee can develop appropriate entry-to-programme guidelines, discuss relevant trends in practice and shape the curriculum. Clinical experiences for students may also act as extra touchpoints whereby the two groups can discuss clinical mentorship needs and build stronger academic-practice relationships.
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