Allen D
Department of Public and Community Health, Oxford Brookes University, Oxford, UK.
Br J Community Nurs. 2000 Oct;5(10):504-10. doi: 10.12968/bjcn.2000.5.10.7130.
It has been suggested that as a result of nurse education withdrawing from the clinical setting and becoming established in institutions of higher education, there has been a separation of theory from practice. Recognition of the theory-practice gap by clinicians and professional bodies has led to calls for nurse educators to retain a clinical focus. Faculty practice is described and critically discussed as a model of practice to bridge the theory-practice divide. In this article, the author presents the results of a 6-month pilot study to implement such a model within a community trust, and suggests that the development of such initiatives will foster collaborative working and improve nurse education and patient care.
有人认为，由于护理教育脱离临床环境并在高等教育机构中确立，理论与实践出现了分离。临床医生和专业团体对理论与实践差距的认识，引发了要求护理教育工作者保持临床重点的呼声。本文描述并批判性地讨论了教师实践，将其作为弥合理论与实践鸿沟的一种实践模式。在本文中，作者展示了一项为期6个月的试点研究结果，该研究旨在一个社区信托机构内实施这样一种模式，并表明开展此类举措将促进合作，并改善护理教育和患者护理。
