Safazadeh Shima, Irajpour Alireza, Alimohammadi Nasrollah, Haghani Fariba
Student Research Center, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Critical Care Nursing, Nursing and Midwifery Care Research Centre, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2018 Oct 29;7:132. doi: 10.4103/jehp.jehp_25_18. eCollection 2018.
Nursing is a scientific profession, based on theory and art of care. However, the theory-practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. Thus, it seems necessary to search for these reasons in situations such as emergency department - which has an effective role in patients' health.
The objectives of this study were to find the perceived reasons for the theory-practice gap in the process of emergency nursing education from the perspective of professors, nurses, and students, as well as doctors, since they cooperate with nurses and students in the training environment.
A qualitative study was carried out; this included 18 deep, semi-structured interviews in 7 months with the people involved in the process of emergency department apprenticeship alongside with observing the activities of stakeholders. The data analysis was done in accordance with content analysis method including three steps of preparation, organization, and reporting.
The perceived reasons for theory-practice gap were classified into 13 secondary categories. At the end of data analysis, five main categories of student, instructor, environment, culture, and the organizational process, and finally, two themes of "input" and "process" emerged.
Nursing students in emergency department face a number of challenges in implementing theory into practice which stems from the faculty as an academic environment and the hospital as an educational environment. These underpinning reasons for the theory-practice gap influence the quality of nursing education and care delivery in emergency department. Hence, decreasing the theory-practice gap lies in the amendment of any of these factors.
护理是一门基于护理理论与艺术的科学专业。然而，理论与实践的差距已成为该专业面临的最大挑战，并降低了教学和实践中的服务质量。因此，在急诊科等对患者健康具有重要作用的环境中探寻这些原因似乎很有必要。
本研究的目的是从教授、护士、学生以及医生的角度找出急诊护理教育过程中理论与实践差距的感知原因，因为他们在培训环境中与护士和学生合作。
开展了一项定性研究；在7个月内对18人进行了深度、半结构化访谈，访谈对象包括参与急诊科实习过程的人员，并观察了利益相关者的活动。数据分析按照内容分析法进行，包括准备、组织和报告三个步骤。
理论与实践差距的感知原因被分为13个二级类别。在数据分析结束时，出现了学生、教师、环境、文化和组织过程这五个主要类别，最后出现了“输入”和“过程”这两个主题。
急诊科的护生在将理论应用于实践方面面临诸多挑战，这些挑战源于作为学术环境的教师和作为教育环境的医院。理论与实践差距的这些根本原因影响着急诊科护理教育和护理服务的质量。因此，缩小理论与实践差距在于对这些因素中的任何一个进行修正。
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