Exploring the potential theory-practice gap in the teaching methods of nurse educators

[摘要] ENGLISH ABSTRACT: The lack of theory-practice integration has a long-standing history in nursing education due tomany factors and causes. It is continuously indicated in research studies that there is no easy orperfect solution. The causes for this theory-practice gap seem to be in the theoretical and/orclinical environment. In literature teaching methods are identified as one of the most importantcauses of the theory-practice gap.In view of the informal feedback received from nurse educators and nursing managers it wasnecessary to investigate the lack of theory-practice integration. The aim of the study was thus toexplore in which respects current teaching methods utilised by nurse educators at a highereducation institution comply or do not comply with teaching methods suggested in literature asessential for theory-practice integration.An exploratory descriptive research design was used to investigate the nature of the teachingmethods utilised by nurse educators facilitating theoretical learning. Questionnaires were sent tonurse educators and student nurses registered for the Diploma in General Nursing Scienceprogramme. The questionnaire that mainly consisted of closed questions was used to collect andanalyse the data. The data were generated at four learning sites of a higher education institution.The validity of the results was verified by an observer in the field for which a structured checklist was used.Results indicated that a wide spectrum of teaching methods were utilised by the nurse educatorsand that the student nurses had limited internet access at the learning centres. Eight (8) teachingmethods, complying with teaching methods identified by literature as essential to enhance theorypracticeintegration, were used. However, it was evident that formal lectures were overused. Itraises concerns as this method does not comply with teaching methods essential to enhancetheory-practice integration. In fact, it limits the students' ability to develop critical thinking and isseen as one of the possible causes of the theory-practice gap. Feedback relating to the teachingaids used showed that the data projector with PowerPoint slides, whiteboard and textbooks werethe three teaching aids used most frequently. According to literature, the overuse of textbooks isgenerally viewed as the starting point of the theory-practice gap.The results of this study imply that an increased awareness and training of nurse educatorsregarding their teaching methods may increase their teaching and facilitation skills. It seems to bethe nurse educator's responsibility to ensure that teaching methods are used that are essential toenhance theory-practice integration and it is the responsibility of management at any highereducational institution to ensure that the necessary educational and information technologyresources are available. It is recommended that further studies be conducted to determine whethernurse educators do indeed apply the teaching methods effectively to narrow the theory-practicegap.

[发布机构] Stellenbosch University