The theory practice gap among nurse educators: A pedagogical pickle

Abstract

However, an often-overlooked area of nursing pedagogy is the theory practice gap among nurse educators, as some published scientific studies lack an underpinning adult learning theory or any reference to educational philosophy to support the design, delivery, or evaluation of a learning intervention with nursing students. In nurse education, the theory practice gap among undergraduate nursing students and newly graduated nurses in practice has long been discussed and examined in the literature. Discursive Discussion Many reasons for this phenomenon may exist such as a lack of teacher training and professional development opportunities for nurse faculty in higher education, the emphasise placed on pursuing doctoral level qualifications and generating research to inform clinical practice and the diversity of adult learning and other theories available which may be confusing for both novice and experienced nurse educators. The origins of the atheoretical approach adopted in some nursing education research and practice requires further exploration, as does its impact on students learning experiences and outcomes. More rigorously designed studies that test the effect of theory-based educational interventions on nursing students learning could address this. Supporting nurse faculty in attaining a teaching qualification or formal mentoring programmes for them may help solve this pedagogical pickle and more solutions and scholarly discussions are needed to close the theory practice gap among nurse educators.