Background: At the University level, the preparation of student nurses involves acquisition of theoreticalknowledge and clinical practice, when this is done well, it can serve as a double-edged sword for blendingtheory and practice. We explored the ability, role, and experiences of nurse academics in balancing theoryand practice in training nurses.Method: Using exploratory research with methodical triangulation design, data were collected from nursinglecturers and student nurses using interviews, questionnaires, and focus group discussions.Conclusion: Findings indicate that clinical practice is recognized by lecturers and students as an importantmeasure for enhancing theoretical preparation of nursing students. University academic calendar does notfavor inclusion of clinical practice, thus, balancing theory with clinical practice is difficult. University nurseeducators in Ghana are obligated to blend theory and practice. However, challenges are encountered indoing so. Curricula for nursing education should be designed to be autonomous to place priority on clinicalpractice. The Nursing and Midwifery Council of Ghana should also put monitoring mechanisms in place toensure clinical practice competencies of nursing lecturers.