research proposal 98June 10, 2021
evaluate weather educational outcomes of nurse education meet the requirements of nursing practice to find competence areas contributing to the acknowledged practice-theory gap.LITERATURE REVIEW TABLENAME: DATE __: The gap between nursing education and clinical skillsAuthorsTitle/Journal/ Year Volume/ Issue and pagesPurpose of StudyType of StudyQual/QuanSampleFrameworkDesignStatistical TestResults of studyRaurell-Torred et al.Case-based learning and simulation: useful tools to enhance nurses education? nonrandomized controlled trial. Journal Of Nursing Scholarship 2015 47(1) 34-42.To compare skills demonstrated by students with no previous clinical practice (undergraduates) and nurses with clinical experience enrolled in continuing professional education (CPE)Quantitative101 undergraduates and 59 CPE nurses as a comparison groupThe impact of case-based learning on the skills of nursing studentsA nonrandomized clinical trialChi-square descriptive statistics StudentsT test Mann-WhitneyUTest ANOVA and Dunnetts test.The CPE nurses committed more rules-based errors than did undergraduates such as checking allergies before administering medication.McAllister M. Happell B. & Flynn T.Learning essentials: What graduates of mental health nursing programmes need to know from an industry perspective. Journal of Clinical Nursing 2014 23(24) 3449-3459To explore the perspectives of nursing directors in mental health regarding the skills and attributes of graduate nurses to provide an industry perspectiveQualitative18 nursing directorsThe inadequacy of mental health content in undergraduate nursing program is identified as a gap between nursing education and clinical skills leading to the production of graduates inadequately prepared for practice.Qualitative exploratoryNoneThe present educational preparation for nurses to work in mental health settings is inadequate in producing graduates nurses with the knowledge skills and attitudes to work effectively in the mental health practice; hence the need to review the gap.Numminen O. Laine T. Isoaho H. Hupli M. Leino-Kilpi H. & Meretoja R.Do educational outcomes correspond with the requirements of nursing practice: educators and managers assessments of novice nurses professional competence? Scand J Caring Sci 2014 28(4) 812821.To evaluate weather educational outcomes of nurse education meet the requirements of nursing practice to find competence areas contributing to the acknowledged practice-theory gap.Quantitative86 nurse educators and 141 nurse managersNurses assessment gauges the professional strengths and weaknesses of graduate nurse. Lack of standardized assessment is resulting in inadequately prepared nurses for practiceA cross-sectional comparative designDescriptive and inferential statistics including Frequencies percentage Means standard deviations Two-way ANOVA Cronbachs coefficient and samplet-testa) Nurses instructors evaluated new nurses skills to a significantly higher level compared to nurse administrators in all skill areas.b) The nurses instructors and nurse administrators do not cooperate during the evaluation of new nurses resulting in a gap between nursing education and clinical skills.Saifan A. AbuRuz M. E. & Masadeh R.Theory practice gaps in nursing education: a qualitative perspective. Journal of Social Sciences 2015 11(1) 20-29.To explore how students behave in a clinicalsetting according to what they learn in theory andwhat arethe factors that influence the theory-practice gapQualitative90 nursing studentsThe shifting of the nursing education from the hospitals toward the universities has made it more theoretical widening the gap between nursing education and practice.ExploratoryNonea) The lack of qualified clinical instructors increases the gap between nursing education and clinical practice.b) Lack of correspondence between the clinical instructors that taught theory and those that imparted practical skills widened the gap.c) Nursing students lack support in clinical training leading to frustration and unpreparedness for the workplace.Watt E. & Pascoe E.An exploration of graduate nurses perceptions of their preparedness for practice after undertaking the final year of their bachelor of nursing degree in a university-based clinical school of nursing. International Journal of Nursing Practic 2013 19(1) 23-30To explored the impact of a university-based clinical schoolof nursing experience on graduate nurses perceptions of their preparedness for practiceQualitative10 registered nurseThe impact of learning environment of nurses preparedness for the practiceInterpretive descriptive methodologyNonea) Nursing students who studied in a clinical school within a hospital felt they were ready for practice after graduating from nursing school.b) Studying in a clinical school within a hospital reduced or eliminated the gap between nursing education and practice by proving the students with clinical practicumsEsmaeili M. Cheraghi M. A. Salsali M. & Ghiyasvandian S.Nursing students expectations regarding effective clinical education: A qualitative study. International Journal of Nursing Practice 2014 20 (5) 460-467.To describe students expectations regarding an effective clinical educationQualitative17 nursing students (11 females and 6 males) who were taking medicalsurgical training coursesClinical education and its influence on students knowledge attitude and skill to perform their duties efficiently in the workplaceInterpretative DescriptionNonea) Appropriate communication and interaction between instructors and students can reduce the gap between nursing education and clinical skillsb) The incorporation of both theory and practice into clinical education can reduce the gap between nursing education and clinical skillsc) having specialized instructors who are also knowledgeable and motivated can minimize the gap between nursing education and clinical skillsYeh M.-C. & Yu S.Job stress and intention to quit in newly graduated nurses during the first three months of work in Taiwan. Journal of Clinical Nursing 2009 18(24) 3450-3460.To identify job stress and intention to quit in newly-graduated nurses during the first three months of their workQuantitativeAll newly-graduated nurses who worked in these three hospitals (AB and C) in the first three months after graduationJob stress and intention to quit are closely correlated with graduate nurses unpreparedness for the practiceCross-sectional research designLogistic regressions Chi squares odd ratioa) Job stress was the highest at 0-1 month.b) The intention to quit was highest at 1-2 months.c) The intention-to-quit group had significantly higher job stress with regard to roles/interpersonal relationships than the intention-to-stay group.d) New graduate nurses that experience high job stress are twice likely to quit working in the first months in the workplace.e) The nurses that lacked a clinical practicum in the working hospital were twice likely to quit working in their first two months in a new work environment.
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