Factor Elisa Monette R, Matienzo Evangeline T, de Guzman Allan B
The Graduate School, College of Education, College of Nursing, University of Santo Tomas, Manila 1015, Philippines.
The Graduate School, College of Education, College of Nursing, University of Santo Tomas, Manila 1015, Philippines.
Nurse Educ Today. 2017 Oct;57:82-87. doi: 10.1016/j.nedt.2017.07.004. Epub 2017 Jul 16.
Previous studies suggest that theory-practice gap has remained to be a formidable task and a challenge to the nursing profession. While efforts to understand the nature and dynamics of theory-practice gap have been undertaken across the globe, a dearth in literature exists in the context of a developing country like the Philippines. Seemingly, no research has ventured yet to explore the theory-practice gap experiences of Filipino student nurses. Hence, the major intent of this qualitative investigation is to describe and capture how theory-practice gap is viewed by a select group of senior nursing students (n=10) in a comprehensive university in the Philippines. From the thickness and richness of the descriptions of the field text gathered in this study, an interesting conceptualization labeled as the Theory-Practice Gap Deficit Triad which consists of (a) structural, (b) pedagogical, and (c) relational deficits was emerged. Interestingly, the said model describes a clear intersection of the various concerns and dilemmas encountered by student nurses in their clinical exposures. Findings of this paper are valuable inputs to nursing educators, practitioners, and administrators in initiating realignment efforts geared toward developing nurses whose knowledge, skills and attitudes are responsive to the ever changing professional practice landscape.
以往的研究表明，理论与实践的差距仍然是护理专业面临的一项艰巨任务和挑战。尽管全球都在努力理解理论与实践差距的本质和动态，但在菲律宾这样的发展中国家，相关文献却很匮乏。似乎还没有研究涉足探索菲律宾护理专业学生的理论与实践差距经历。因此，这项定性研究的主要目的是描述和捕捉菲律宾一所综合性大学中一组选定的高年级护理学生（n = 10）如何看待理论与实践的差距。从本研究收集的实地文本描述的深度和丰富性中，出现了一个有趣的概念化，即理论 - 实践差距缺陷三元组，它由（a）结构、（b）教学法和（c）关系缺陷组成。有趣的是，该模型描述了护理专业学生在临床实习中遇到的各种问题和困境的明显交集。本文的研究结果为护理教育工作者、从业者和管理人员提供了有价值的参考，有助于他们开展调整工作，培养出知识、技能和态度能适应不断变化的专业实践环境的护士。
