Theory-practice Gap Research Articles

From Classroom to Career: Quantifying the Role of Lifelong Learning in Job Market Success for Georgian University Graduates

This article explores the role of lifelong learning in enhancing Georgian university graduates' employability and career development. By integrating a comprehensive literature review with quantitative data analysis, the study identifies the gaps between current educational practices and the evolving demands of the global job market. It emphasi ses the need for higher education institutions to adopt curricula that foster practical skills, digital literacy, and continuous professional growth. The research findings suggest that aligning academic programs with real-world requirements, through inquiry-based learning and innovative teaching methodologies, significantly improves graduates' job market success and career progression. This study not only contributes to the academic discourse on lifelong learning but also provides actionable insights for educational policymakers and institutions aiming to bridge the theory-practice gap and prepare students for a dynamic and uncertain future.

Effectiveness of Simulation-Based, Peer Learning Intervention in Continuing Nursing Education: An Explorative Study.

Despite the vast research by nursing professionals on various methods of nursing education, little research has been conducted exploring the efficacy of peer learning as a teaching-learning tool amongst registered nurses. Hence, this study was conducted among in-service nursing officers to evaluate the usefulness of simulation-based peer learning sessions as an educational tool for capacity building. Using a pre-test and post-test design, the study was conducted among 150 in-service nurses at a tertiary care hospital. Five structured simulation-based, peer learning modules were designed. The nurses were divided into five groups using random and purposive sampling. Each group attended one session of the peer learning module on advanced nursing care by simulated clinical and nursing care 'demonstrate, observe, assist, and perform' (DOAP) activity. Pre-test, post-test, and retention tests (after two months) were conducted, and the results were compared. There was a significant increase in mean knowledge (p-value < 0.05) in the post-test after all five sessions, which shows the effectiveness of such peer learning sessions in improving the baseline. There was a decline in mean scores in the retention test compared to that of the post-test, which was statistically significant in only the group of learners participating in the first session. The study provides substantial evidence that simulation-based peer learning is an effective tool for continuing nursing education, and it can be used as a valuable tool to reduce the documented theory-practice gap.

Integrative Review of Sources of Baccalaureate Nursing Students' Clinical Practice Anxiety.

Nursing education research and anecdotal literature has revealed that undergraduate nursing students report anxiety related to clinical practice. Most published studies have focused on the effectiveness of interventions to reduce anxiety; only a few identify specific sources of clinical practice anxiety. We conducted an integrative literature review to understand the sources of nursing students' practice-related anxiety and how this anxiety has been measured. We classified sources of practice-related anxiety into nine themes grouped into five categories: consequences of making a mistake; fear of the unknown; incivility of staff members or teachers; threat to self-concept, image, or health; and theory-practice gap. Practice-related anxiety was measured quantitatively with various surveys and qualitatively using semistructured individual or group interviews and students' journal entries. Different sources of practice-related anxiety likely require distinct interventions. Further research is recommended to identify effective interventions to reduce anxiety related to each of the identified themes. [J Nurs Educ. 2024;63(6):349-355.].

Examining How Semantics Influences Communication in the Classroom

This study explored how students’ cognition is shaped by their cultural background and the function of semantics in classroom communication. To examine open-ended questions, the researcher employed a qualitative technique called thematic analysis. Fifty participants from level 4, English Language Unit, Preparatory Studies Centre, the University of Technology and Applied Sciences, Salalah, the Sultanate of Oman involved in the study. Some important conclusions emerged from the analysis. Students first stressed the need for semantics in maintaining comprehension and preventing misconceptions. Second, students’ interpretations of meaning were impacted by their cultural origins, underscoring the importance of culturally sensitive instruction. Third, when it came to understanding semantic ideas, students favored interactive learning techniques like role-plays and conversations. Fourth, teaching semantics was not like teaching other language issues; to close the theory-practice gap, additional real-world examples were needed. Lastly, students thought that adding exercises to enhance semantic awareness would help them communicate more effectively. These results imply that using participatory, culturally aware teaching strategies might enhance students’ communication and semantic awareness in heterogeneous classrooms.

Developing a Tool for Assessing the Process of Seeking Health Information: Online Think-Aloud Method.

Nursing students can access massive amounts of online health data to drive cutting-edge evidence-based practice in clinical placement, to bridge the theory-practice gap. This activity requires investigation to identify the strategies nursing students apply to evaluate online health information. Online Think-Aloud sessions enabled 14 participants to express their cognitive processes in navigating various educational resources, including online journals and databases, and determining the reliability of sources, indicating their strategies for information-seeking, which helped to create this scoring system. Easy access and user convenience were clearly the instrumental factors in this behavior, which has troubling implications for the lack of use of higher-quality resources (e.g., from peer-reviewed academic journals). The identified challenges encountered during resource access included limited skills in the critical evaluation of information credibility and reliability, signaling a requirement for improved information literacy skills. Participants acknowledged the importance of evidence-based, high-quality information, but faced numerous barriers, such as restricted access to professional and specialty databases, and a lack of academic skills training. This paper develops and critiques a Performative Tool for assessing the process of seeking health information using an online Think-Aloud method, and explores factors and strategies contributing to evidence-based health information access and utilization in clinical practice, aiming to provide insight into individuals' information-seeking behaviors in online health contexts.

Nursing students’ stressors and coping strategies during their first clinical training: a qualitative study in the United Arab Emirates

BackgroundUnderstanding the stressors and coping strategies of nursing students in their first clinical training is important for improving student performance, helping students develop a professional identity and problem-solving skills, and improving the clinical teaching aspects of the curriculum in nursing programmes. While previous research have examined nurses’ sources of stress and coping styles in the Arab region, there is limited understanding of these stressors and coping strategies of nursing students within the UAE context thereby, highlighting the novelty and significance of the study.MethodsA qualitative study was conducted using semi-structured interviews. Overall 30 students who were undergoing their first clinical placement in Year 2 at the University of Sharjah between May and June 2022 were recruited. All interviews were recorded and transcribed verbatim and analyzed for themes.ResultsDuring their first clinical training, nursing students are exposed to stress from different sources, including the clinical environment, unfriendly clinical tutors, feelings of disconnection, multiple expectations of clinical staff and patients, and gaps between the curriculum of theory classes and labatories skills and students’ clinical experiences. We extracted three main themes that described students’ stress and use of coping strategies during clinical training: (1) managing expectations; (2) theory-practice gap; and (3) learning to cope. Learning to cope, included two subthemes: positive coping strategies and negative coping strategies.ConclusionsThis qualitative study sheds light from the students viewpoint about the intricate interplay between managing expectations, theory practice gap and learning to cope. Therefore, it is imperative for nursing faculty, clinical agencies and curriculum planners to ensure maximum learning in the clinical by recognizing the significance of the stressors encountered and help students develop positive coping strategies to manage the clinical stressors encountered. Further research is required look at the perspective of clinical stressors from clinical tutors who supervise students during their first clinical practicum.

Press START to Teach – Can Simulation Games Close the Theory-Practice Gap?

Background Student teachers commonly struggle to apply theoretical knowledge to their teaching. This theory-practice gap is a serious problem in teacher education. Over the past decade, simulations and serious games have been shown as an effective way to practice the transfer of theoretical knowledge in authentic settings of skill-use. Approximating theory-based teaching practice via repeated use of simulation games, thus, may be able to close the theory-practice gap in teacher education. Aim We aimed to assess whether repeatedly engaging with simulated teaching and theory-based feedback would improve student teachers’ teaching self-efficacy, transfer of theories into teaching situations and their perceived usefulness of theories. Method N = 86 student teachers learned twice with either a digital simulation game depicting decision-making in the classroom (simulation condition) or with screenshots of the game (control condition). After each phase, student teachers received theory-based feedback about (their) teaching. Results Against our hypothesis, there were no changes in both conditions regarding student teachers’ teaching self-efficacy, perceived usefulness of theories for practice, or integration of theory-based arguments into practical reasoning. Nonetheless, we found positive effects for learning time and motivation favoring the simulation condition. Conclusion Our results point towards the motivating potential of simulation games that was, however, not sufficient to close the theory-practice gap. It seems that the theory-practice integration within the simulation game needs to be even stronger to reveal the desired effects, which needs to be subject to further research.

Knowledge, Attitudes, and Practices of Undergraduate Dental Students About Sterilization, Disinfection, and Infection Control: A Questionnaire-Based Study.

The core of infection control in dental settings involves minimizing potential cross-infection risks between patients and from patients to other workers in health care. Infection control is important for promoting enhanced adherence to protocols through sterilization, disinfection, and infection control knowledge, attitudes, and practices (KAP) among undergraduate dental students. A cross-sectional survey among 222 undergraduates of Dental Students and Interns of the Dental Institute, Rajendra Institute of Medical Sciences, Ranchi, India, was conducted. KAP of participants related to sterilization and disinfection were assessed before and after educational lectures using a pre-fabricated questionnaire. All 182 respondents considered the importance of sterilization and disinfection during the dental procedure. While 98.8% had adequate knowledge about isolation and immunization, only 3.8% were vaccinated against hepatitis B virus (HBV). They were perfect in hand hygiene compliance (100%) and awareness regarding autoclave sterilization stood at 78.8%. Mean KAP scores were 7.03 ± 1.39, 10.15 ± 1.40, and 9. The undergraduate dental students showed a high level of awareness but wide gaps between practice and attitude of sterilization protocols. Therefore, there is a need for interventions that could bridge the theory-practice gap to improve adherence to infection control measures.

Research Experiences for Undergraduates Through Extracurricular Practitioner Inquiry: Exploring the Experiences of Preservice Elementary Teachers

ABSTRACT Bridging the theory-practice gap remains a challenge in preparing preservice elementary teachers for science teaching. Research experiences for undergraduates (REU) offer a potential way to help preservice elementary teachers (PSTs) come to value and implement research-based science teaching. REUs come in many forms but often take the form of either extracurricular research with a practicing scientist. Alternatively, practitioner inquiries are often used as part of a teacher preparation course or practicum but often are limited in time and scope. In this study, we report on a novel approach to an REU that combined the features of a traditional REU and practitioner inquiry, which we refer to as Extracurricular Practitioner Inquiry (EPI). PSTs collaboratively developed, tested, and prepared curricular units for publication as part of an extracurricular, funded project. A mixed-methods approach, including nonrandom matched pairs and semi-structured interviews, was used to investigate the impact of the EPI experience on PSTs’ knowledge and beliefs about science teaching. As a result of their participation in the novel EPI, when compared with a control group, the PST participants developed beliefs more consistent with research-based science teaching. Support from collaborators, shifts in self-perception, and improved understanding of the research-practice relationship seem to have mediated changes in the PSTs’ knowledge and beliefs about science teaching.

Predictive Maintenance of Server using Machine Learning and Deep Learning

Traditional IT maintenance often leads to wasted resources and downtime. This paper explores how predictive maintenance (PdM) with machine learning can revolutionize server management in Industry 4.0. By comparing various machine learning models for PdM, we analyze their effectiveness in predicting server failures. The paper emphasizes the critical role PdM plays in boosting server reliability and driving industry transformation, supported by statistics highlighting its growing importance. Furthermore, we bridge the theory-practice gap by proposing a web application specifically designed for server PdM, allowing for proactive maintenance and reduced downtime. Finally, we explore future research directions and emerging trends in server PdM, providing valuable insights for organizations seeking to optimize maintenance practices and achieve operational excellence in the digital age.

Exploration of Clinical Learning Challenges among Moroccan Undergraduate Nursing Students

Background Clinical learning is an essential component of nursing education. It strongly contributes to the acquisition of students’ clinical skills and enables them to link theory to practice. However, clinical learning is considered a challenging experience for undergraduate nursing students. Objective The study aimed to provide an in-depth understanding of the challenges experienced by undergraduate nursing students during their training in different clinical settings. Methods This study utilized a phenomenological qualitative design with data collected through semi-structured interviews. Thirty-four nursing students from the second and third years were interviewed between March and July 2023. The qualitative data were analyzed using thematic analysis following Braun and Clarke's six-step model. Results and Discussion The findings of the study revealed that all participants had experienced several challenges during their clinical learning, which had a negative impact on their skill development. As a result, four main themes emerged regarding the challenges associated with clinical learning, including the theory-practice gap, the unsupportive clinical environment, the lack of supervision and support, and the inappropriate scheduling of internships. Ultimately, all participants recognized the need for changes to be made to enhance learning in clinical settings. Conclusion The present study has concluded that Moroccan nursing students face numerous challenges when learning in clinical settings. This study contributes to the existing literature by providing guidelines for Moroccan nursing educators to effectively guide and support their students in clinical areas. Therefore, based on the findings of this study, further discussions regarding potential changes and future research can be conducted.

Using Reflection to Engage with the Affective Domain in Legal Education in the Context of Cultural and Institutional Diversity

In legal education, the affective domain plays a vital role in shaping future lawyers’ professional identities, values and ethical decision-making capabilities. However, law schools in England and Wales face specific challenges in addressing the affective domain successfully in the context of cultural and institutional diversity. These include the predominant emphasis on doctrinal instruction and analytical thinking, neglecting emotional intelligence and ethical development and the emotional demands placed on law students. Law schools must also address implicit biases, combat discrimination and foster a supportive and inclusive environment. To overcome these challenges, law schools can integrate courses addressing the affective domain, offer opportunities for self-reflection, mentorship and peer support and invest in faculty development programmes. Collaboration with the legal profession can also bridge the theory–practice gap. By understanding and addressing these challenges, law schools can equip students with emotional intelligence, empathy and ethical foundations for successful legal careers.

Insights into the theory-practice gap: Perspectives from South African industrial psychologists

Orientation: Emerging industrial psychologists enter into an internship after completion of their studies. Interns sometimes lack the required competencies, which may be a result of a gap between theory taught at university and expected competencies in practice.Research purpose: The general objective of this study was to explore the beliefs of supervising industrial psychologists regarding the theory-practice gap, and the perceived competence of graduates entering industrial psychology internships.Motivation for the study: The existence of the theory-practice gap in industrial psychology in South Africa is largely unexplored. Understanding the current level of competence and identifying the aforementioned gaps, universities and interns can proactively reduce the perceived gap.Research approach/design and method: A qualitative descriptive research design was employed. Data were collected through qualitative surveys among a homogenous sample of 13 industrial psychologists supervising interns. Content analysis was used to analyse the data.Main findings: Interns display some competencies, while lacking others. The majority of the participants confirmed a gap between theory acquired at university and industry. The participants made recommendations to universities and interns to close this gap.Practical/managerial implications: Identifying a theory-practice gap and the impact it may have on the competence level of emerging professionals, students and universities can adapt their learning and teaching strategies to potentially help minimise the gap to ensure graduates are more competent when entering internships.Contribution/value-add: This research study adds qualitative insights on the topic of the theory-practice gap, specifically the perceptions of supervising industrial psychologists within South African organisations.

Factors Influencing the Provision of Healthcare Professional-Led Sexual Support to Patients with Cancer and Their Partners: An Integrative Review of Studies from 2017 to 2022

Abstract Introduction Patients with cancer and partners often face difficult and enduring sexual concerns. Reviews up to 2017 identified that the provision of a healthcare professional (HP)-led sexual support was not routine practice. Since 2017, there has been a burgeoning growth in research and evidenced-based interventions targeting HP’s sexual support provision in cancer care. Therefore, this review presents a synthesis of HP-led sexual support and factors impacting provision in cancer care from 2017 to 2022 to ascertain if sexual support in clinical practice has changed. Methods Using an integrative review design, searches were performed on five electronic databases (CINAHL, MEDLINE, ProQuest, PubMed and PsycInfo), Google Scholar and manual review of reference lists from 2017 to 2022. Data extracted from studies meeting predefined inclusion/exclusion criteria was synthesised using thematic analysis. Papers were appraised using the Mixed Methods Appraisal Tool. Results From the twelve empirical studies included, three themes were identified: (1) Theory–practice gap: HP’s recognition of the need to provide sexual support to patients with cancer and partners but current provision is lacking, (2) professional and organisational barriers to HPs providing sexual support for patients with cancer and (3) equipping HPs and enabling patients to discuss sexual challenges in cancer care could enhance delivery of sexual support. Conclusion Provision of HP-led sexual support in cancer care is still not routine practice and when provided is considered by HPs as sub-optimal. Policy Implications Providing HPs with education, supportive resources and referral pathways could enhance the provision of sexual support in cancer care.

Unlocking the potential: a study on the role of operational excellence in Oman’s energy sector

PurposeOperational excellence (OpEx) is a proven philosophy focusing on continuous improvement in processes and systems for superior performance and efficiency. It plays a crucial role in the energy sector, acting as a catalyst for safety, customer satisfaction, sustainability and competitiveness. This research aims to assess OpEx methodologies in Oman’s energy sector, examining methods, approaches, motivations and sustainability.Design/methodology/approachThis study applies qualitative analysis methodology, involving interviews with 18 industry experts, from the energy sector in a sizeable energy country.FindingsThe analysis revealed a growing demand, particularly, in the oil and gas industry, driven by emerging business needs. Qualitative data analysis has identified 10 themes such as implemented methodologies, motivation drivers, deployment approaches, sustainability factors, benefits and challenges. Additionally, new themes emerged, including influencers to start OpEx, resource requirements, enablers for successful OpEx and systems.Research limitations/implicationsThis research was limited to Oman and the findings drawn from Omani energy companies may have limited applicability to energy companies in other regions. Therefore, if these findings were to be used, the validation of the findings in relation to other countries should be conducted, to ensure the validity of the context and outcome.Practical implicationsThese findings contribute to understanding OpEx dynamics in the Omani energy sector, offering valuable insights for effective utilisation and organisational goal achievement. Furthermore, the study offers valuable insights on how to effectively employ OpEx initiatives in the energy sector to achieve their goals and create value. It addresses the lack of knowledge, offers a framework for successful OpEx implementation, bridges the theory-practice gap and provides insights for optimal utilisation.Originality/valueTo the best of the authors’ knowledge, this is the first empirical study on assessing OpEx methodologies in the energy sector, and therefore it serves as a foundation for many future studies. The study provides a theoretical foundation for the OpEx methodologies in terms of organisational readiness for successful OpEx implementation.

Bridging the theory-practice gap in pharmacy education using an authentic learning approach: A cross-sectional study

Background: Authentic learning environments highlight real-world relevance to students, contributing to readiness for practice. This study evaluated the impact of an educational activity on student pharmacist learning and personal/professional development. Methods: An activity similar to that used by practising pharmacy professionals to record errors during dispensing was included in simulated community pharmacy workshops delivered to Year-2 students as part of a Professional Practice Module. Students were instructed to complete entries when academic staff identified errors during final accuracy checks. Student evaluation surveys were analysed at the end of terms one and two of the academic year. Descriptive statistics were used for closed questions, and thematic analysis for open-ended responses. Results: Of the 75 student pharmacists who completed both evaluation surveys, 64% (n=48) recorded fewer errors in term two. Respondents considered the exercise helpful in highlighting the need for more attention to detail and identifying negative trends in their dispensing process. A positive response to personal/professional development was noted, with student pharmacists commenting that the activity facilitated reflection. Conclusion: This activity has allowed students to experience real-world working situations, extending their learning experience, facilitating personal/professional development, and encouraging best practices.

Revolutionizing lathe efficiency by bridging theory-practice gaps

This study explores the development of a Ball Turning Attachment for lathes to enhance efficiency in manufacturing spherical workpieces. Utilizing materials such as ST 37 and ST 42, the research focuses on the machining processes of milling, drilling, and turning. Despite theoretical estimations suggesting a total work time of 8 minutes 23 seconds, actual implementation records a duration of 12 minutes 23 seconds, highlighting a significant knowledge gap. Experimental procedures conducted in lathe workshops reveal discrepancies between theoretical and actual work times, influenced by factors like feed depth and manual drilling processes. Findings underscore the importance of optimizing tool design and feed rates to improve machining efficiency, offering practical insights for enhancing lathe manufacturing processes and productivity. Highlight: Develop Ball Turning Attachment for lathe manufacturing efficiency. Address discrepancies between theoretical and actual work times. Extract practical insights for enhancing lathe manufacturing processes. Keyword: Lathe manufacturing, Ball Turning Attachment, Machining efficiency, Tool optimization, Experimental procedures

The role of research experiences in developing pre-service teachers’ epistemic beliefs

Persistent concerns about the theory-practice gap and desires for an ‘evidence-informed’ teaching profession have prompted research into how teachers' epistemic beliefs influence their acceptance or rejection of educational research. This study analyses longitudinal interview data from six pre-service teachers (PSTs) to explore how experiences of conducting research (in the domains of science or education) during initial teacher education (ITE) contribute to epistemological development. These research experiences provided opportunities for ad-hoc epistemological development, even in the absence of intentional efforts. Epistemic beliefs sometimes appeared to be supplanted, counterproductively, from science to education. The implications for teacher education and research are discussed.

Theory-Practice Gap During Clinical Learning: A Descriptive Qualitative Study of Nursing Students' Experiences and Perceptions.

One of the main areas that contributes to clarifying the significance of nursing students' performance in the clinical context is clinical learning. However, the theory-practice gap has long been an issue for clinical learning for nursing students. This study sought to explore the experiences and perceptions of nursing student when applying theory into practice during their clinical learning. A descriptive qualitative study was conducted with 10 senior nursing students using face-to-face interviews. These interviews were audio-taped and transcribed verbatim and analyzed using a qualitative thematic analysis. Three themes emerged upon analysis: academic contribution to the theory-practice gap, clinical environment contribution to the theory-practice gap, and effects of the theory-practice gap. Seven sub-themes emerged including educator contribution to the theory-practice gap, student contribution to the theory-practice gap, supporting facility contribution to the theory-practice gap, clinical instructor contribution to the theory-practice gap, clinical field contribution to the theory-practice gap, effects of the theory-practice gap to the academic field and effect of the theory-practice gap to the clinical field. This study provides an overview of experiences and perceptions of nursing students on theory-practice gaps during clinical learning. Further research using in-depth focus group interviews in a wider population may provide more explanatory and useful information for nursing education to better manage learning process.

Challenges of social work field practicum and professionalization in Bangladesh

ABSTRACT Social work education and practices began in Bangladesh more than half a century ago. Yet, it has not attained the professional status demanded by the country. This paper aims to examine the challenges of field practicum and the professionalization of social work in Bangladesh. Applying a qualitative approach, the study found that the field education of social work in Bangladesh has been devalued due to a shortage of professional agencies and qualified field supervisors, disagreement between students and agency supervisors, lack of state recognition, and prevailing societal perceptions. Furthermore, the study highlights a critical gap in practical skills development due to supervisors lacking social work training, hindering their ability to bridge the theory-practice gap for students. Consequently, graduates often lack the necessary competency to effectively address complex social issues. The study outcomes strongly advocate for the continuous support of social work educators and trained fieldwork supervisors. Furthermore, the establishment of an accreditation council for social work education and professional recognition of social work can also help overcome the challenges of field education in social work in Bangladesh.