Scully Natashia Josephine
University of New England, Pat O'Shane Building (C13), Armidale, New South Wales 2351, Australia.
Collegian. 2011;18(2):93-8. doi: 10.1016/j.colegn.2010.04.002.
Matching textbook descriptions of clinical situations with the reality of practice is an ongoing problem faced by members of the nursing profession and is commonly referred to as the "theory-practice gap". This ubiquitous gap is inevitably encountered by all nurses at various times; yet it is widely agreed that it is student nurses--given their novice, rule governed status--who find themselves in the midst of the theory-practice void. This paper will discuss the nature of the theory-practice gap and skill acquisition, in relation to a personal experience of mine as an undergraduate nursing student, and its significance in relation to student anxiety levels, nurse education (specifically the roles of the classroom teacher and clinical educators), teaching methods and the responsibility of the student to become accountable for their own education. I intend to communicate how my personal situation was dealt with and evaluate that experience in relation to current nursing literature. Ultimately, this discussion will demonstrate the value of reflection underpinning the development of competency in nursing and its role in bridging the theory-practice gap.
将临床情况的教科书描述与实践现实相匹配，是护理专业人员面临的一个持续存在的问题，通常被称为“理论 - 实践差距”。所有护士在不同时候都会不可避免地遇到这个普遍存在的差距；然而，人们普遍认为，正是学生护士——鉴于他们新手的、受规则约束的身份——发现自己处于理论与实践的空白之中。本文将结合我作为一名本科护理学生的个人经历，探讨理论 - 实践差距的本质和技能获取，以及它与学生焦虑水平、护士教育（特别是课堂教师和临床教育工作者的角色）、教学方法和学生对自己教育负责的责任的相关性。我打算讲述我的个人情况是如何处理的，并根据当前的护理文献对这段经历进行评估。最终，这次讨论将展示反思在护理能力发展中的价值及其在弥合理论 - 实践差距中的作用。
