Theory-practice Gap: Perceptions of Nurse Faculty and Nursing Students in University for Development Studies and Clinicians in Tamale Teaching Hospital

Abstract

The overall goal of this research work was to explore the understanding of theory-practice gap from the perspective of nurse faculty and nursing students in University for Development Studies, and clinicians in Tamale Teaching Hospital. Despite several attempts by nurse faculty and clinicians to address the theory-practice gap, it remains a central issue in both nursing education and practice. Most of the initiatives to bridge the theory-practice gap have evolved in geographic areas such as the USA, UK, and other developed nations. Little research addressing the issues is evident in sub-Saharan Africa. A descriptive phenomenological methodology was used. Data were collected using focus group discussions. A purposive sampling technique was used in recruiting 32 study participants. The sample consisted of 32 participants, comprising 8 nurse faculty, 12 clinicians (6 in each discussion session) and 12 nursing students (6 in each discussion session). The study adopted Colaizzi's descriptive phenomenology data analysis process. Five themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; nurse faculty factors. In Ghana, stakeholders in nursing education and practice are yet to realise the implications of the theory-practice gap and its associated challenges on contemporary nursing education and nursing practice. Based on this evidence of the scope and factors contributing to theory-practice gap in Ghana, further research could be conducted to identify and develop research-based strategies to bridge the gap.