THEORY-PRACTICE GAP: PERCEPTIONS OF NURSE FACULTY AND NURSING STUDENTS IN UNIVERSITY FOR DEVELOPMENT STUDIES AND CLINICIANS IN TAMALE TEACHING HOSPITAL

ABSTRACT

The overall goal of this research work was to explore the understanding of theorypractice

gap from the perspective of nurse faculty and nursing students in

University for Development Studies, and clinicians in Tamale Teaching Hospital.

Despite several attempts by nurse faculty and clinicians to address the theorypractice

gap, it remains a central issue in both nursing education and practice.

Most of the initiatives to bridge the theory-practice gap have evolved in

geographic areas such as the USA, UK, and other developed nations. Little

research addressing the issues is evident in sub-Saharan Africa. A descriptive

phenomenological methodology was used. Data were collected using focus group

discussions. A purposive sampling technique was used in recruiting 32 study

participants. The sample consisted of 32 participants, comprising 8 nurse faculty,

12 clinicians (6 in each discussion session) and 12 nursing students (6 in each

discussion session). The study adopted Colaizzi's descriptive phenomenology data

analysis process. Five themes were identified: system inadequacies; resource

constraints; challenges of the clinical learning environment; clinical placement

and supervision; nurse faculty factors. In Ghana, stakeholders in nursing

education and practice are yet to realise the implications of the theory-practice

gap and its associated challenges on contemporary nursing education and nursing

practice.Based on this evidence of the scope and factors contributing to theorypractice

gap in Ghana, further research could be conducted to identify and

develop research-based strategies to bridge the gap.