Huston C L, Phillips B, Jeffries P, Todero C, Rich J, Knecht P, Sommer S, Lewis M P
School of Nursing, California State University, Chico, CA.
School of Nursing, Duke University, Durham, NC.
Nurs Forum. 2018 Jan;53(1):27-34. doi: 10.1111/nuf.12216. Epub 2017 Aug 16.
The academic-practice gap in nursing is well documented. Academe is criticized for producing nurses insufficiently prepared to fully participate in patient care. Practice settings are criticized for having unrealistic expectations of new graduates. This article is based on a review of the literature and an exploration of contemporary practices used to bridge academic and practice partnerships. Differences in outcome expectations for new graduates between academe and practice are outlined and consequences of the gap for new graduates, patients, and employers are discussed. Five specific strategies to address the gap are discussed, with the primary realm and responsibility for two falling to education, one to practice, and two to both. Strategies discussed include increased use of simulated learning in nursing education; disruptive innovations in education that promote learner-centered active learning; extended orientation/Transition to Practice Programs for new graduates; dedicated education units; and academic service partnerships. Current literature suggests the viewpoints of academic and practice leaders continue to appear divergent. Closing the gap will require a dedicated and coordinated response from both academe and clinical practice.
护理领域中学术与实践之间的差距已有充分记载。学术界因培养出的护士未充分准备好全面参与患者护理而受到批评。实践环境则因对新毕业生抱有不切实际的期望而受到批评。本文基于对文献的综述以及对用于弥合学术与实践伙伴关系的当代实践的探索。概述了学术界与实践对新毕业生的成果期望差异，并讨论了该差距对新毕业生、患者和雇主的影响。讨论了五种解决该差距的具体策略，其中两种策略的主要领域和责任在于教育，一种在于实践，两种在于教育与实践双方。所讨论的策略包括在护理教育中增加模拟学习的使用；促进以学习者为中心的主动学习的教育颠覆性创新；为新毕业生延长入职培训/实践过渡项目；设立专门的教育单元；以及学术服务伙伴关系。当前文献表明，学术和实践领域领导者的观点似乎仍存在分歧。弥合这一差距需要学术界和临床实践双方做出专门且协调一致的回应。
