Ferguson K E, Jinks A M
School of Nursing Studies, Manchester University, England.
J Adv Nurs. 1994 Oct;20(4):687-95. doi: 10.1046/j.1365-2648.1994.20040687.x.
The discrepancy between nursing as it is taught in the classroom (theory) and nursing as it is experienced by students in the clinical setting (practice) has long been a source of concern to teachers, practitioners and learners. This paper provides an overview of the literature on the theory-practice gap, exploring some of the many reasons cited for its existence as well as suggested ways of bridging the gap. Drawing upon the findings, a comprehensive and multi-dimensional model designed to integrate theory and practice of nursing is proposed for use by curriculum planners. Fundamental to the model is the notion of collaboration between education and service staff at all stages of the curriculum process. The model highlights eight key areas for the curriculum team to consider: the curriculum model to be used, sequencing of taught content and clinical practice, the content of the course, teaching methods to be used, assessment criteria, the role of tutors in the learning process, the contribution of service staff, and the influence of the hidden curriculum. It is argued that only through such a comprehensive model can integration of theory and practice within the curriculum be achieved. Adoption of the model, however, will require considerable individual and organizational commitment.
课堂上所教授的护理学（理论）与学生在临床环境中所体验到的护理学（实践）之间的差异，长期以来一直是教师、从业者和学习者所关注的问题。本文概述了有关理论与实践差距的文献，探讨了其存在的诸多原因以及缩小差距的建议方法。基于这些研究结果，提出了一个全面的、多维度的模型，旨在将护理学的理论与实践整合起来，供课程规划者使用。该模型的核心是在课程过程的各个阶段，教育人员与服务人员之间的合作理念。该模型突出了课程团队需要考虑的八个关键领域：所使用的课程模式、教学内容与临床实践的顺序安排、课程内容、所采用的教学方法、评估标准、导师在学习过程中的作用、服务人员的贡献以及隐性课程的影响。有人认为，只有通过这样一个全面的模型，才能在课程中实现理论与实践的整合。然而，采用该模型将需要个人和组织做出相当大的努力。
