Theory-practice Gap Research Articles

Implementation quality of cooperative learning and teacher beliefs—a mixed methods study

Cooperative learning (CL) refers to teaching methods in which students work in small groups to help one another learn and improve their learning outcomes. Often CL is described by five basic elements: (1) positive interdependence, (2) individual accountability, (3) promotive interaction, (4) social skills and (5) group processing. The positive effects of CL have been extensively documented. The quality of implementation, mostly determined by application of the five basic elements of CL, has been shown to be significantly related to the effectiveness of the methods. However, due to the complex demands that designing CL sequences places on teachers, the question of how and why they implement CL methods is not trivial. The present study used an explanatory mixed methods design with sequential phases (quantitative–qualitative) to investigate the implementation of CL in school practice. A survey, structured interviews with teachers and classroom observations rated on an observation scale including indicators of the basic elements of CL were used to gather data in a total of 49 German classrooms. Results show that the implementation quality of CL lessons was rather low. Only 7% of the observed teachers implemented the basic elements. Even group goals and individual accountability, the two most important elements of CL, were implemented in only 17% of the lessons observed. Survey results indicated that implementation quality is related to teachers’ evaluation of CL with regard to its appropriateness for different learning goals (r = .40*) and diverse students (r = .36*). Qualitative analysis of the teacher interviews analysed by thematic coding showed differences between teachers with high and low implementation quality regarding their beliefs. Teachers with high implementation quality see more value in social learning processes and feel more responsible for the success of CL. The results show a theory–practice gap and point to the relevance of beliefs for CL implementation.

Teacher Education and Teacher Selection Courses: Resolving Compatibility Issues of Tribhuvan University and Teacher Service Commission

This study evaluates the alignment of teacher education (TE) programs of Tribhuvan University (TU) with the teacher selection courses of Teacher Service Commission (TSC), using a comparative, exploratory-cum-explanatory research design. The data collection methods included content analysis, focus groups, and interviews. The data analysis method includes interpreted phenomenological analysis (IPA). The results showed a lack of course compatibility, with only 9% of the teacher license (TL) and teacher selection (TS) courses from the Teacher Service Commission (TSC) and Tribhuvan University (TU) being comparable. The study also questions the relevance of current TE, TL, and TS programs, particularly in incorporating professional skills and TE innovations for classroom instruction. To improve TE, respondents proposed strategies such as introducing digital pedagogy, combining pedagogical and general education subjects, updating subject-specific content, and adding practical skills for responsive teaching. The study concluded that closing the theory-practice gap in teacher education is challenging and calls for various changes, institutional cooperation, and teamwork. Similarly, the policymaking and implementing agencies of education are suggested to consider course reviews, required training for teaching professionals, sufficient internships for pre-service teachers, the use of TE's innovations and professional skills, improvements to the teacher selection process, and collaboration among education stakeholders.

Engaging with practice: Information literacy instruction as a part of developing reflective thinking and clinical judgement in nursing studies

This study examines how nursing students in their final year use skills in information literacy (IL) in clinical placements when working on an assignment in evidence-based practice. The IL instruction and the assignment were designed to give the students room for reflective thinking. Reflective thinking is crucial for developing good practice and adequate care in nursing. The study is qualitatively oriented and sets out to examine what kind of skills and knowledge the students demonstrate when doing an assignment that is practically oriented, and where IL is integrated in other tasks. The empirical material consists of written reflection notes from clinical placement. These notes have been analysed using a version of Bloom’s taxonomy. For educators it is important to focus on how to bridge the theory-practice gap and combine IL with practical work. In this study we have identified some factors that may need more attention when designing similar assignments for students. The conclusion drawn from the reflection notes is that the students are on different levels of maturity and that in designing assignments related to real-life contexts, this should be given more attention.

Theory-practice gap: Nursing students' self-reported depth of understanding of bioscience and its relevance to clinical practice.

Bioscience subjects are essential as they allow nurses to have a clear understanding of the patient's condition and ultimately allow them to provide appropriate and timeous care. However, these subjects remain a significant problem in the endeavour to produce highly competent nurses. The study aimed to investigate the nursing students' self-reported depth of understanding of bioscience and its relevance to clinical practice. A quantitative research approach using a descriptive survey design was employed. The sample (n = 211) included second-, third- and fourth-year undergraduate nursing students. A three-part self-administered questionnaire was adapted and used to collect the data. Data were analysed using IBM Statistical Package for Social Sciences software version 25.0 (IBM SPSS-25). Descriptive statistics and Chi-squared test were performed to describe the relationship among the study variables. Participants rated their understanding of the application of Human Biology (n = 86, 40.76%) and Pharmacology (n = 88, 41.71%) as good, while Physics (n = 80, 37.91%) and Chemistry (n = 85, 40.28%) were rated as adequate. Most participants rated Human Biology (n = 175, 83.73%) and Pharmacology (n = 181, 86.19%) as essential, while Physics (n = 129, 61.72%) and Chemistry (n = 133, 63.64%) were rated as relevant to clinical practice. Physics (n = 112, 60.54%; n = 95, 50.53%) and Chemistry (n = 126, 68.85%; n = 113 61.41%) were rated as not relevant to monitoring a patient's heart rate and blood pressure. Participants' perception of the relevance of Chemistry in monitoring a patient's blood pressure was statistically significant (χ2 = 6.871 (df 2), p<0.05). Most participants (n = 57, 41.91%) performed at Task specific on Akinsanya's Bionursing model, suggesting an overall understanding of the foundational concepts and principles of bioscience. The findings of the study provided evidence of the students' self-reported depth of understanding and perception of the relevance of bioscience and indicate a need for more emphasis on the importance of bioscience integration in clinical practice.

The challenge of skill development through “experiencing” integrated marketing communications

PurposeIntegrated marketing communications (IMC) is possibly “the richest and most accessible service-learning experience” in the marketing curriculum (Petkus, 2000, p. 68). Yet, despite this recognition, scholars and practitioners continue to lament the pronounced theory-practice gap between how IMC is taught and the practice of it in industry (Schultz and Patti, 2009; Kerr and Kelly, 2017). This research embeds IMC practice within a classroom setting and subsequently explores student marketers' perceptions of their skill development through experiential client-based learning.Design/methodology/approachAn in-depth qualitative study demonstrates the value of integrating experiential learning within an IMC course, captured through students' reflective practice.FindingsEvidence suggests that experiential, client-based projects are suitable for fostering key practice-based skills in the classroom through students “experiencing” IMC at work. However, this is not always easy. In fact, building key skills such as leadership, motivation, communications, organisation and teamwork presents various challenges for students, whilst students appear unaware of other pertinent skills (e.g. persuasion, critical thinking) gained through exposure to “real-world” IMC tasks.Practical implicationsInstructors adopting experiential learning in the marketing classroom have an opportunity to actively design tasks to embed key workplace skills to bridge the theory-practice gap. Client-based projects offer fertile ground for students to experience marketing in action whilst ultimately bolstering their confidence in their workplace skills.Originality/valueThis research contributes to the marketing education literature and acknowledges the importance of embedding key workplace skills into the contemporary marketing curriculum. An overview of challenges and solutions for instructors seeking to adopt experiential learning via client-based projects in the IMC classroom is presented within this research.

Needlestick and Sharp Injuries among Healthcare Workers in the Operating Theatre: Why They Do Not Report Their Incidences

Introduction: Needlestick and Sharp Injuries (NSSIs) pose a significant threat to healthcare workers, particularly in Operating Theatres (OTs), where the risk of exposure is compounded by high-stress environments and the complexity of procedures. Despite the known dangers, a persistent issue of underreporting complicates efforts to safeguard worker and patient health. This paper promotes the adoption of Evidence-Based Practice (EBP) to mitigate these risks, aiming to improve reporting behaviors and, by extension, overall safety within healthcare settings. Methods: This study utilizes a qualitative research approach, combining literature review and case studies to explore the phenomena of NSSI underreporting among healthcare workers. It examines barriers to reporting within OTs, such as fear of repercussions and time constraints, and proposes interventions based on EBP. Research methodology emphasizes the application of theory to practice through multidisciplinary team involvement, workshops, and the establishment of clear, achievable goals. Results: The investigation reveals that while healthcare workers are generally aware of the protocols for reporting NSSIs, a range of barriers inhibits consistent application in practice. The study identifies effective strategies for bridging the theory practice gap, including fostering a constructive learning environment, ensuring leadership support, and promoting open communication. These strategies are shown to facilitate the practical application of theoretical knowledge, thereby improving reporting rates and enhancing safety protocols in OTs. Conclusions: Effectively addressing NSSIs in healthcare settings, particularly in Operating Theatres, requires a comprehensive approach that encompasses education, clear reporting protocols, and a culture of collective responsibility. Bridging the gap between theoretical knowledge and practical application through workshops, evidence translation, and an emphasis on interdisciplinary collaboration is key to enhancing patient and worker safety. The study underscores the necessity of understanding the multifaceted nature of behavior change in healthcare environments to implement successful EBP strategies.

Developing the framework of blockchain-enabled agri-food supply chain

Purpose The food supply chain has faced many challenges due to its complex and complicated nature. Blockchain technology is one of the mechanisms used to improve agri-food supply chain processes by evolving organization capabilities. A study is being conducted to scrutinize the adoption of blockchain technology in the agri-food supply chain through the lens of the operational capability approach. It further makes an attempt to identify the capabilities of blockchain to improve supply chain processes.Design/methodology/approach The qualitative research method with semi-structured interviews was used to gather information from experts and professionals in the food supply chain and blockchain technology. The authors have adopted a systematic approach of coding using open, axial and selective methods to depict and identify the themes that represent the blockchain-enabled agri-food supply chain. The data were collected from 32 interviews of selected participants.Findings The result shows five critical areas where blockchain can come up to enhance the agri-food supply chain performance by providing traceability, transparency, information security, transactions, and trust and quality. Further, the study reveals that blockchain will provide safety, lower the cost of transactions and can create trust among users to communicate within the whole supply chain without the intervention of a third party. This study demonstrated that the capabilities need to be considered when introducing technology into the practice.Research limitations/implications The study implies thought-provoking implications for bridging the theory-practice gap by examining the empirical data to demonstrate how the operational capabilities of blockchain technology further strengthen the agri-food supply chain. Additionally, this study provides some suggestions for utilizing the results and proposes a framework to understand more about blockchain use cases in the agri-food supply chain as well as extend the application of blockchain using an operational capability approach for future academic researchers in this area.Practical implicationsThis study presented some more important managerial implications which reveal that the majority of organisations were in the initial stages of adoption process of blockchain technology. Further, the positive influence of managers and IT experts can help the information technology companies (IT) and stakeholders for developing and promoting blockchain solutions in the agri-food supply chain. The important implication of blockchain enabled agri-food supply chain is to maintain information security and incresae supply chain performance. Originality/value The study shows the operational capabilities of agri-food supply chain using blockchain technology. Blockchain can contribute in enhancing the agri-food supply chain to increase traceability and transparency and helps to reduce the risk of disruptions.

Clinical Placement Among Malaysian Nursing Students: What Are Their Challenges?

Introduction: Nursing is a theory-practice course that requires high-quality and effective clinical education experiences. Clinical placement is one of the most important parts of nursing education; that can be challenging, stressful, and causes unpredictable changes. However, studies describing the challenges during clinical placement faced by nursing students are scarce. This study aimed to explore the challenges of Malaysian nursing students during a clinical placement at hospitals. Methods: A phenomenology qualitative study was conducted among nursing students at a public university in Malaysia. A semi-structured interview was used to collect data from October 2020 until November 2020. All interviews were recorded, transcribed, and analysed using thematic analysis. Results: Five themes emerged from this study: 1) attitude of the nurse, 2) patient’s distrust, 3) student’s issues, 4) learning environment, and 5) theory-practice gaps. Conclusion: This study revealed that nursing students face many challenges during their clinical postings. Therefore, various methods could be applied to increase the quality of practical sessions. Additionally, further research is needed to assess the coping strategies used by nursing students in dealing with the challenges during their clinical placement and the effectiveness of the interventions taken by the authority in helping the students.

Ensemble Learning for Multi-Label Classification with Unbalanced Classes: A Case Study of a Curing Oven in Glass Wool Production

The Industrial Internet of Things (IIoT), which integrates sensors into the manufacturing system, provides new paradigms and technologies to industry. The massive acquisition of data, in an industrial context, brings with it a number of challenges to guarantee its quality and reliability, and to ensure that the results of data analysis and modelling are accurate, reliable, and reflect the real phenomena being studied. Common problems encountered with real industrial databases are missing data, outliers, anomalies, unbalanced classes, and non-exhaustive historical data. Unlike papers present in the literature that respond to those problems in a dissociated way, the work performed in this article aims to address all these problems at once. A comprehensive framework for data flow encompassing data acquisition, preprocessing, and machine class classification is proposed. The challenges of missing data, outliers, and anomalies are addressed with critical and novel class outliers distinguished. The study also tackles unbalanced class classification and evaluates the impact of missing data on classification accuracy. Several machine learning models for the operating state classification are implemented. The study also compares the performance of the proposed framework with two existing methods: the Histogram Gradient Boosting Classifier and the Extreme Gradient Boosting classifier. It is shown that using “hard voting” ensemble learning methods to combine several classifiers makes the final classifier more robust to missing data. An application is carried out on data from a real industrial dataset. This research contributes to narrowing the theory–practice gap in leveraging IIoT technologies, offering practical insights into data analytics implementation in real industrial scenarios.

Promoting Clinical Instructors’ Success in Advance Practice Nursing Programs

Advance practice nursing programs use clinical instructors (CIs) to bridge the theory-practice gap and to maintain relationships with clinical preceptors. A clear understanding and support of the CI role for advanced practice nursing is needed to promote positive program outcomes. Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and the Johns Hopkins Nursing Evidence-Based Practice Evidence Level and Quality Guide were used to conduct the review. Nineteen articles met the inclusion criteria. Findings from the review revealed several themes including role development, competency, communication, evaluation, technology, plan of study, and teaching resources. Findings were used to develop a multitouch electronic resource guide to support CI success in their role in advance practice education. The implementation of training programs to promote CI competency should be considered. Further investigation of CI competencies specific to advance practice nursing and the development of evaluation tools to assess competency are recommended.

Vocational education for a sustainable future: Unveiling the collaborative learning narratives to make space for learning

ABSTRACT In the light of urgent global sustainability challenges, vocational education is searching for new approaches that are more just and future proof. At least a part of the answer seems to lie in so-called collaborative learning arrangements where students together with societal actors explore sustainability-related challenges. The amount of this kind of arrangements in which vocational education participates increases. Empirical studies on what actually goes on in the collaborative arrangements are rather scarce. This study addresses the theory-practice gap by applying a participatory design. The study unveils that deeply seated educational and socio-cultural routines like the student as learner, alienation from issues, a bias towards cognitive knowing and ‘solving’ problems seem to limit the possibilities for more genuine collaboration to emerge. The study also found that by intervening with creative and reflexive methods, space for transformative learning can unfold that allows engagement with existential questions like ‘what is it what I really got to do here?’. The opening up of these spaces was accompanied by longings to go beyond the rosy narratives of collaborative learning arrangements and to have more attention for the persistent embeddedness of educational routines in the societal issues around us. Vocational education as society. What happens if we progress towards vocational education for sustainable futures with more modesty and introspection?

The study of movement skills in sports: toward an integrative approach.

The article commences with a fundamental objective: to comprehend movement skills in sports in a manner that can bridge the dualist gap between experiential qualities observed in practice and theoretical and mechanistic explanations. Drawing inspiration from Kuhn's concept of scientific paradigms, practical examples from skiing research, and innovative insights into the integration of phenomenology and mechanistic explanation in cognitive science, we have outlined a three-step integrative approach. The first step entails the development of phenomenological descriptions of the primary experiential qualities inherent in the execution of the skills being investigated. In the second step, phenomenological descriptions play a pivotal role by setting constraints and delineating a space for the elaboration of multilevel mechanistic analyses. These analyses draw upon insights from various fields, encompassing biomechanics, motor control approaches, expertise studies, and cognitive science. The third step involves the systematization of findings and the formulation of sport-specific movement skills theories. We contend that such theories hold substantial significance as they serve as valuable supplements to skill studies conducted within rigid, nomological frameworks. Sport-specific theories include descriptions of first-person experiential qualities and can contribute to bridging the theory-practice gap effectively.

Is there a theory-practice gap in midwifery education? Perspectives from midwifery students

Is there a theory-practice gap in midwifery education? Perspectives from midwifery students

Knowledge Mobilisation in Safeguarding Adults and Children for Healthcare in England

Safeguarding for healthcare involves working together to protect adults, children, and young people at risk of harm. Despite global research and national guidance outlining health professionals’ roles in this regard, there is limited knowledge about the type of strategies used to mobilise safeguarding research to practitioners in England. Our critical interpretive synthesis (CIS) sought to explore how safeguarding knowledge is mobilised to enable practitioners to use research effectively. This synthesis aimed to bridge the theory-practice gap in mobilising safeguarding knowledge to practitioners. Knowledge mobilisation (KMb) is an emerging discipline concerned with moving knowledge across communities to catalyse change. This review aimed to build understanding about how safeguarding knowledge is mobilised for healthcare in England and to synthesise the type of approaches undertaken to protect adults and children from harms, including abuse. A critical interpretive synthesis was undertaken using KMb theory and computer-assisted modelling technologies for secondary thematic analysis of complex literature of relevance, including qualitative research, reviews, and reports. Few papers informed how safeguarding knowledge is mobilised for healthcare in England. Learning from experience dominated the literature in three ways: (i) crisis response, (ii) practice engagement, and (iii) influencing actions (for “best” practice). Embedding safeguarding knowledge and skills in healthcare settings usually followed a crisis response. Learning from experience showed movement between practice engagement and influencing actions for adult and/or child protection. KMb might be useful in supporting the implementation of evidence-based safeguarding for practice. CIS identified a gap in how safeguarding research is mobilised to practitioners for healthcare. KMb theory provided an analytical bridge to computer-assisted modelling of factors associated with moving learning from experience to learning in practice. Future research could build on hybrid synthesising of safeguarding functions and impacts for healthcare, to enable practitioners to protect adults and children from multiple harms, including violence and abuse.

Investigating Critical Thinking Skills and Microlearning Integration in English Learning Material Web-Based of Eighth Graders

&lt;div class="WordSection1"&gt;&lt;p&gt;Microlearning has been widely popular in English language learning. It has some potentials; critical thinking, lowering cognitive load, focusing on learning, and bridging the theory-practice gap in the 21&lt;sup&gt;st&lt;/sup&gt; century learning. This research aims to investigate how critical thinking skills and microlearning-based model are integrated in the English learning material web-based of eighth graders. Qualitative content analysis was utilized as the method for this research. An English learning material web-based was analyzed by using critical thinking skills descriptors from and microlearning descriptors. The findings reveal that the English learning material web-based consists of 7 out of 11 descriptors of critical thinking and includes of 6 out of 9 microlearning descriptors. However, it is indicated that the English learning material web-based of eighth graders are not fully incorporated with the critical thinking skills and microlearning-based model.&lt;/p&gt;&lt;/div&gt;

Simulation as a Tool for Continuous Professional Development Unveiling Excellence: Harnessing Simulation for Lifelong Learning in Nursing Practice

Simulation has emerged as an instrumental tool for continuous professional development (CPD) within the nursing profession, providing a controlled environment to replicate real-life healthcare scenarios. This study delves into the multifaceted significance of CPD for nurses and how simulation bridges the theory-practice gap. The integration of simulation into CPD programs offers personalized learning experiences, fostering interprofessional collaboration and enhancing competency and communication skills among healthcare professionals. Real-world examples and case studies demonstrate the positive impact of simulation on nursing practice and patient care. Moreover, this paper explores the diverse modalities of simulation and their applications in different healthcare settings. Simulation, as a conduit between theory and practice, empowers nurses to continually refine their clinical knowledge and skills, ultimately elevating the quality of patient care. This article sheds light on the transformative potential of simulation in revolutionizing the approach to lifelong learning and growth among nurses, emphasizing the pivotal role it plays in the ever-evolving healthcare landscape of the Middle East.

Creating and Using Poetry to Teach Theoretical and Conceptual Nursing Content

Abstract In nursing academia, educators are faced with the longstanding challenge of bridging the theory-practice gap. In a second-year nursing theory course, students were introduced to poetry on a biweekly basis, written by their educator in response to student needs in understanding complex theoretical and conceptual nursing topics. Through anecdotal evidence from clinical instructors and students, the sharing of poetry and subsequent discussions helped students to develop and enhance their critical thinking and clinical judgment, reasoning, and decision-making skills. This transformative pedagogical approach offers an alternative teaching strategy that can provide the basis for meaningful discussion and bridge the theory-practice gap.

The Impact of a Simulation-Based Learning Activity Using Actor Patients on Final Year Nursing Students’ Learning

Fundamental to clinical nursing is the ability to recognise patient deterioration and know what to do. These skills are vital for patient safety and yet remain a challenge to teach nursing students. Simulation provides a means for students to develop the necessary skills in a safe learning environment. This qualitative descriptive study investigated final-year nursing students’ perception of the effectiveness of a ward-based simulation learning activity using actor patients. The research question that underpinned this study is as follows: Does actor patient simulation help preparedness for clinical practice? The simulation setting was a mock medical-surgical ward in a tertiary education clinical skills centre. Focus group interviews were conducted in two parts: immediately after the simulation and then three months later when students had completed their clinical placements. Thematic analysis identified three main themes: decreasing the theory-practice gap; decision-making; and acting like a registered nurse. This study found that simulation with actor patients positively impacted nursing students’ learning, reinforcing other studies that support simulation as an effective learning strategy. Although the simulation was challenging, students valued the opportunity to role-play as a registered nurse, which provided insight into the skills and abilities needed for clinical practice. Te reo Māori translation Te pānga o tētahi ngohe akoranga ā-whakatakune mā te whakamahi i ngā tūroro kaiwhakaari, ki te akoranga tau whakamutunga o ētahi akonga tau tuatahi Ngā Ariā Matua He mea tino hira te kite wawe i te heke o te tūroro, waihoki te mōhio me aha te tapuhi, mō te haumarutanga tūroro, engari e noho ana hei mea uaua ki te whakaako ki ngā akonga tapuhi. Ko te whakatakune tētahi ara pai mō ngā ākonga hei whakawhanake i ngā pūkenga haumaru i roto i tētahi horopaki ako haumaru. I tūhura tēnei rangahau kounga whakaahua i ngā kitenga o ngā ākonga tapuhi tau whakamutunga mō te whāinga hua o tētahi ngohe ako i te wāhanga hōhipera nā te whakamahi i ngā tūroro kaiwhakaari. Ko te pātai rangahau i roto i tēnei mahi ko tēnei: Hei āwhina te whakatakune i te takatū mō te mahi i te taha o te tūroro? Ko te wāhi o te whakaritenga whakatakune ko tētahi wāhanga hōhipera taurima mate-hāparapara i tētahi pūtahi pūkenga tiaki turoro mātauranga matua. I kawea ētahi uiuinga rōpū arotahi i ētahi wā e rua: i muri tonu mai i te whakatakune; ā, e toru marama i muri i te whakatakune i te otinga o ngā whakanohonga tiaki tūroro o ngā ākonga. E toru ngā tāhuhu matua i tautohutia i roto i te tātaritanga tāhuhu: te whakaheke i te āputa ariā-mahi, te whakatau take, me te kawe i te mana o te tapuhi rēhita. I kitea e tēnei rangahau i whai hua te whakatakune me ngā tūroro kaiwhakaari ki te akoranga o ngā tapuhi, me tōna whakatūturu i ētahi atu rangahau e tautoko nei i te whakatakune hei rautaki ako whai hua. Ahakoa te uaua o te whakatakune, he mea hira ki ngā akonga te kawe i te tūranga o te tapuhi rēhita, i puta ai he māramatanga ki ngā pūkenga me ngā āheinga e hiahiatia ana mō te mahi tiaki tūroro tūturu. Ngā kupu matua: tūroro kaiwhakaari, akonga tapuhi, hekenga o te tūroro, te whakatakune, te tātari tāhuhu

Enhancing Oral Production in Integrated English Blended Teaching through a Production-Oriented Approach: An Action Research Study

A huge theory-practice gap is reflected in very limited previous research on a Production- Oriented Approach (POA) in tertiary education. Based on POA and Blended Learning theory, both qualitative and quantitative methods, including questionnaires, classroom observation, and interviews, were used to collect data during and after each round of action research, aiming at bridging the gap between theory and practice, exploring building an Integrated English blended teaching model with POA theory as a guide in planning-acting-observing-reflecting, summarizing the action plan, and improving the efficiency of oral production of integrated English blended teaching. Two rounds of action research were carried out in the Oral production of Integrated English blended classroom teaching, each containing 4 steps: problemsfocusing, plan-proposing, process-observing, and assessing &amp; reflection. In the second round, some improvements were practiced solving the problems that occurred in the first round, focusing more on application and assessment. Applying the Integrated English blended teaching model with POA theory proved that POA has a positive effect on improving the teaching effect and students’ evaluation of teaching activities, teaching models, personal learning evaluation, and teachers’ teaching evaluation, which may contribute to the understanding of the impact of technology on oral production in IEBT and provide practical insights for educators to effectively leverage technology for enhancing students’ oral production skills.

Exploring the barriers to Registered Nurses undertaking clinical teaching in clinical settings: A qualitative descriptive study.

The study aimed to explore and describe the barriers affecting Registered Nurses in undertaking clinical teaching in clinical settings. The exploration was based on the experiences of Registered Nurses at a selected teaching hospital in Namibia. The researcher intended to identify strategies that could be used to mitigate the negative effects of barriers to effective clinical teaching. A qualitative explorative, descriptive and contextual research design was used. Purposive sampling was used to select 16 participants. Data were collected through in-depth, semi-structured interviews, which were audio-recorded and transcribed verbatim. Data were analysed using thematic analysis. Clinical teaching is negatively affected by several barriers that hamper clinical teaching and nursing students' learning outcomes. Seven main themes were identified: (1) participants' understanding of clinical teaching; (2) organizational barriers; (3) patient barriers; (4) Registered Nurse barriers; (5) student barriers; (6) training institution barriers; and (7) strategies to mitigate barriers to clinical teaching. The findings revealed that several barriers negatively affect clinical nursing education and hamper the clinical teaching and learning of nursing students. This study may assist in the development of targeted interventions that address the barriers that hinder clinical teaching at teaching hospitals. Additionally, this study could assist in improving the health care that is provided by nursing students to patients. The findings may assist with improved quality by reducing nursing students' theory-practice gap and by promoting collaboration between Registered Nurses and nurse educators in clinical settings.