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The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study

Year 2022, Volume: 12 Issue: 2, 499 - 506, 30.06.2022
https://doi.org/10.33808/clinexphealthsci.994564

Abstract

Objective: The purpose of this study was to understand the experience of theoretical and practical nursing education carried out by distance education during the COVID-19 pandemic and the theory-practice gap in nursing education in Turkey.
Methods: This qualitative study used a descriptive qualitative study. This research was conducted with nursing lecturers and students from two universities in two different geographical regions. Lecturers and undergraduate students participated in the research. The data for the research were collected using the online Zoom program during four focus-group discussions.
Results: Three main themes emerged for the categories of theoretical and practical education emerged during the study: strong structural conditions (technological integration and accessibility) both strong and weak structural conditions (asynchronous participation and changing comfort levels/routines) and weak structural conditions (cold contact and inequality of opportunity).
Conclusion: This study revealed the strengths and weaknesses in the experience of distance nursing education and will guide future planning of nursing education programs and clinical fields.

Supporting Institution

Yok.

Project Number

Yok.

Thanks

The authors thank stakeholders involved in this study. We also thank Assistant Professor, PhD, RN Nurcan Kolac and Associate professor, PhD, RN Kader Mert for their expert opinions.

References

  • [1] Akram AS, Mohamad A, Akram S. The role of clinical instructor in bridging the gap between theory and practice in nursing education. Int J Caring Sci 2018;11(2):876-882.
  • [2] EL Hussein MT, Osuji J. Bridging the theory-practice dichotomy in nursing: The role of nurse educators. Nurse Educ Pract 2016;7(3):20-25.
  • [3] Bozkurt A. Coronavirus (COVID-19) pandemic process and evaluations for education in the post-pandemic world: New normal and new education paradigm. Journal of Open Education Applications and Research 2020;6(3):112-142 (Turkish).
  • [4] de Tantillo L, Christopher R. Implementing the national incident management system at schools of nursing in response to COVID-19. J Prof Nurs 2021;37(2):255-260.
  • [5] de Tantillo L, Christopher R. Transforming graduate nursing education during an era of social distancing: Tools from the field. Nurse Educ Today 2020;92:1-4.
  • [6] Kaya Y, Akin Isik R. The contribution and challenges of the implemented compulsory distance education system to nursing education in the first period of the COVID-19 pandemic: A qualitative study. Journal of Education and Research in Nursing 2021;18(1):76-84.
  • [7] Supriyanto A, Hartini S, Irdasari WN, Miftahul A, Oktapiana S, Mumpuni SD. Teacher professional quality: Counselling services with technology in pandemic Covid-19. Counsellia: Jurnal Bimbingan Dan Konseling 2020;10(2):176-189.
  • [8] Higher Education Institution. Distance learning in higher education institutions related procedures and principles. 2020a (cited: 15.03.2021). Available from: https://www. yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/ Uzaktan_ogretim/yuksekogretim_kurumlarinda_uzaktan_ ogretime_iliskin_usul_ve_esaslar.pdf (Turkish).
  • [9] Higher Education Institution. Higher education courses platform (higher education ınstitutions courses). 2020b (cited: 15.03.2021). Available from: https://yokdersleri.yok.gov.tr/ (Turkish).
  • [10] Kiziltepe SK, Kurtgoz A. Determination of nursing students’ attitudes and views towards distance learning during the COVID-19 pandemic process. The Journal of International Social Research 2020;13(74):558-566.
  • [11] Bdair IA. Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study. Teach Learn Nurs 2021:1-7.
  • [12] Civril H, Arugaslan E, Ozkara BO. Distance education perceptions of distance education students: a metaphor analysis. Educational Technology Theory and Practice 2018;8(1):39-59 (Turkish).
  • [13] Haslam MB. What might COVID-19 have taught us about the delivery of nurse education, in a post-COVID-19 world? Nurse Educ Today 2021;97:1-4.
  • [14] Eweida RS, Rashwan ZI, Desoky GM, Khonji LM. Mental strain and changes in psychological health hub among intern nursing students at pediatric and medical-surgical units amid ambience of COVID-19 pandemic: A comprehensive survey. Nurse Educ Pract 2020;49:1-8.
  • [15] Creswell JW. Five qualitative research approaches. Butun M, Demir SB, editors. Qualitative research and research patterns according to five approaches. Ankara: Political Bookstore;2013.p.98-109 (Turkish).
  • [16] Taylor R, Thomas-Gregory A. Case study research. Nurs Stand 2015;29(41):36-40.
  • [17] Bernard HR. Research Methods in Anthropology: Qualitative and Quantitative Approaches. 3rd ed. Walnut Creek: Altamira Press;2002.
  • [18] Palinkas LA, Horwitz SM, Green CA, Wisdom JP, Duan N, Hoagwood K. Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Adm Policy Ment Health 2015;42(5):533-544.
  • [19] Merriam SB. Qualitative case (case study). Turan S, editor. Qualitative research a guide to design and implementation. Ankara: Nobel Academic Publishing;2018.p.40-78 (Turkish).
  • [20] Baltaci A. The qualitative research process: How to conduct a qualitative research? Ahi Evran University Journal of Social Sciences Institute 2019;5(2):426-438. (Turkish).
  • [21] Glesne C. Preliminaries: doing what’s good for you. Ersoy A, Yalcinoglu P, editors. Introduction to qualitative research. Ankara: Memoirs Publishing;2015.p.74-76. (Turkish).
  • [22] Safazadeh S, Irajpour A, Alimohammadi N, Haghani F. Exploring the reasons for theory-practice gap in emergency nursing education: A qualitative research. J Educ Health Promot 2018;29(7):1-8
  • [23] Salifu DA, Gross J, Salifu MA, Ninnoni JPK. Experiences and perceptions of the theory-practice gap in nursing in a resource constrained setting: A qualitative description study. Nurs Open 2018;6(1):72-83.
  • [24] Shoghi M, Sajadi M, Oskuie F, Dehnad A, Borimnejad L. Strategies for bridging the theory-practice gap from the perspective of nursing experts. Heliyon 2019;5:1-6.
  • [25] Saunders B, Sim J, Kingstone T, Baker S, Waterfield J, Bartlam B, Burroughs H, Jinks C. Saturation in qualitative research: exploring its conceptualization and operationalization. Qual Quant 2018;52(4):1893-1907.
  • [26] Saldana J. Coding handbook for qualitative researchers. Akcan AT, Sad S, editors. Introduction to code and coding process. Ankara: Pegem Academy; 2019. p:35.
  • [27] Higher Education Institution. Survey on higher education. 2021 (cited: 16.03.2021). Available from: https://www.yok.gov.tr/Sayfalar/Haberler/2021/yok-un-yaptigi-anket-sonuclari aciklandi.aspx (Turkish).
  • [28] Karadag E, Yucel C. Distance education at universities during the novel coronavirus pandemic: An analysis of undergraduate students’ perceptions. Journal of Higher Education (Turkey) 2020;10(2):181-192.
  • [29] Ozdogan AC, Berkant HG. The examination of stakeholders’ opinions on distance education during the COVID-19 epidemic. National Education Journal (Turkey) 2020;49(1):13-43.
  • [30] Akmese PP, Kayhan N. Experiences of the special education teaching students in the applied courses during coronavirus disease (COVID-19) pandemic process. Turkish Studies 2020;15(8):3669-3688 (Turkish).
  • [31] Kaya M, Akyol CC, Ozbek R, Pepeler E. Views of academicians in ‘department of educational sciences’ about ‘distance education application’ at post-graduate education programs. Electronic Journal of Social Sciences 2017;16(64):1616-1627. (Turkish).
  • [32] Sari T, Nayir F. Education in the pandemic period: challenges and opportunities. Turkish Studies 2020;15(4):959-975.
  • [33] Suliman WA, Abu-Moghli FA, Khalaf I, Zumot AF, Nabolsi M. Experiences of nursing students with the unprecedented abrupt online learning forced by the national curfew due to COVID-19: A qualitative research study. Nurse Educ Today 2021;100:1-6.
  • [34] Rim D, Shin H. Effective instructional design template for virtual simulations in nursing education. Nurse Educ Today 2021;96:1-9.
  • [35] Heinonen AT, Kääriäinen M, Juntunen J, Mikkonen K. Nursing students’ experiences of nurse teacher mentoring and beneficial digital technologies in a clinical practice setting. Nurse Educ Pract 2019;40:1-6.
  • [36] Rojo J, Ramjan LM, Hunt L, Salamonson Y. Nursing students′ clinical performance issues and the facilitator’s perspective: A scoping review. Nurse Educ Pract 2020;48:1-11.
  • [37] Nursing Education Association. Nursing students’ views on distance education. 2021 (cited: 10.03.2021). Available from: http://hemed.org.tr/dosyalar/pdf/Uzaktan-Egitim-Ogrenci Gorusleri.pdf (Turkish).
  • [38] Cheraghi F, Hooshangian M, Doosti-Irani A, Khalili A. The effect of peer support approach on communication skills of nursing students in pediatric clinical setting. Nurse Educ Pract 2021;52:1-5.
  • [39] Tuna AA, Turkmendag Z. Remote working practices and the factors affecting work motivation during The COVID-19 pandemic period. Journal of Business Research-Turk 2020;12:3246-3260 (Turkish).
  • [40] Elsalem L, Al-Azzam N, Jum’ah AA, Obeidat N. Remote E-exams during COVID-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Ann Med Surg (Lond) 2021;62:326-333.
  • [41] Kurtuncu M, Kurt A. Problems of nursing students in distance education in the COVID-19 pandemia period. Eurasian Journal of Researches in Social and Economics 2020;7(5):66-77 (Turkish).
  • [42] Seah B, Ang ENK, Liaw SY, Lau ST, Wang W. Curriculum changes for pre-registration nursing education in times of COVID-19: For the better or worse? Nurse Educ Today 2021;98:1-5.
  • [43] Jæger MM, Blaabæk EH. Inequality in learning opportunities during COVID-19: Evidence from library takeout. Res Soc Stratif Mobil 2020;68:1-6.
  • [44] Weeks KW, Coben D, O’Neill D, Jones A, Weeks A, Brown M, Pontin D. Developing and integrating nursing competence through authentic technology-enhanced clinical simulation education: Pedagogies for reconceptualising the theory practice gap. Nurse Educ Pract 2019;37:29-38.
  • [45] Weiss ME, Piacentine LB, Candela L, Bobay KL. Effectiveness of using a simulation combined with online learning approach to develop discharge teaching skills. Nurse Educ Pract 2021;52:1- 8.
  • [46] Eklund A, Billett S, Skyvell Nilsson M. A bridge over troubled water? – Exploring learning processes in a transition program with newly graduated nurses. Nurse Educ Pract 2021;51:1-7. [47] Hung ML. Teacher readiness for online learning: Scale development and teacher perceptions. Comput Educ 2016;94:120-133.
  • [48] Saritas E, Barutcu S. Digital transformation in education and students’ readiness to learn online: A research on Pamukkale University students in the period of pandemic. Journal of Internet Applications and Management 2020;11(1):5-22 (Turkish)
Year 2022, Volume: 12 Issue: 2, 499 - 506, 30.06.2022
https://doi.org/10.33808/clinexphealthsci.994564

Abstract

Project Number

Yok.

References

  • [1] Akram AS, Mohamad A, Akram S. The role of clinical instructor in bridging the gap between theory and practice in nursing education. Int J Caring Sci 2018;11(2):876-882.
  • [2] EL Hussein MT, Osuji J. Bridging the theory-practice dichotomy in nursing: The role of nurse educators. Nurse Educ Pract 2016;7(3):20-25.
  • [3] Bozkurt A. Coronavirus (COVID-19) pandemic process and evaluations for education in the post-pandemic world: New normal and new education paradigm. Journal of Open Education Applications and Research 2020;6(3):112-142 (Turkish).
  • [4] de Tantillo L, Christopher R. Implementing the national incident management system at schools of nursing in response to COVID-19. J Prof Nurs 2021;37(2):255-260.
  • [5] de Tantillo L, Christopher R. Transforming graduate nursing education during an era of social distancing: Tools from the field. Nurse Educ Today 2020;92:1-4.
  • [6] Kaya Y, Akin Isik R. The contribution and challenges of the implemented compulsory distance education system to nursing education in the first period of the COVID-19 pandemic: A qualitative study. Journal of Education and Research in Nursing 2021;18(1):76-84.
  • [7] Supriyanto A, Hartini S, Irdasari WN, Miftahul A, Oktapiana S, Mumpuni SD. Teacher professional quality: Counselling services with technology in pandemic Covid-19. Counsellia: Jurnal Bimbingan Dan Konseling 2020;10(2):176-189.
  • [8] Higher Education Institution. Distance learning in higher education institutions related procedures and principles. 2020a (cited: 15.03.2021). Available from: https://www. yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/ Uzaktan_ogretim/yuksekogretim_kurumlarinda_uzaktan_ ogretime_iliskin_usul_ve_esaslar.pdf (Turkish).
  • [9] Higher Education Institution. Higher education courses platform (higher education ınstitutions courses). 2020b (cited: 15.03.2021). Available from: https://yokdersleri.yok.gov.tr/ (Turkish).
  • [10] Kiziltepe SK, Kurtgoz A. Determination of nursing students’ attitudes and views towards distance learning during the COVID-19 pandemic process. The Journal of International Social Research 2020;13(74):558-566.
  • [11] Bdair IA. Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study. Teach Learn Nurs 2021:1-7.
  • [12] Civril H, Arugaslan E, Ozkara BO. Distance education perceptions of distance education students: a metaphor analysis. Educational Technology Theory and Practice 2018;8(1):39-59 (Turkish).
  • [13] Haslam MB. What might COVID-19 have taught us about the delivery of nurse education, in a post-COVID-19 world? Nurse Educ Today 2021;97:1-4.
  • [14] Eweida RS, Rashwan ZI, Desoky GM, Khonji LM. Mental strain and changes in psychological health hub among intern nursing students at pediatric and medical-surgical units amid ambience of COVID-19 pandemic: A comprehensive survey. Nurse Educ Pract 2020;49:1-8.
  • [15] Creswell JW. Five qualitative research approaches. Butun M, Demir SB, editors. Qualitative research and research patterns according to five approaches. Ankara: Political Bookstore;2013.p.98-109 (Turkish).
  • [16] Taylor R, Thomas-Gregory A. Case study research. Nurs Stand 2015;29(41):36-40.
  • [17] Bernard HR. Research Methods in Anthropology: Qualitative and Quantitative Approaches. 3rd ed. Walnut Creek: Altamira Press;2002.
  • [18] Palinkas LA, Horwitz SM, Green CA, Wisdom JP, Duan N, Hoagwood K. Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Adm Policy Ment Health 2015;42(5):533-544.
  • [19] Merriam SB. Qualitative case (case study). Turan S, editor. Qualitative research a guide to design and implementation. Ankara: Nobel Academic Publishing;2018.p.40-78 (Turkish).
  • [20] Baltaci A. The qualitative research process: How to conduct a qualitative research? Ahi Evran University Journal of Social Sciences Institute 2019;5(2):426-438. (Turkish).
  • [21] Glesne C. Preliminaries: doing what’s good for you. Ersoy A, Yalcinoglu P, editors. Introduction to qualitative research. Ankara: Memoirs Publishing;2015.p.74-76. (Turkish).
  • [22] Safazadeh S, Irajpour A, Alimohammadi N, Haghani F. Exploring the reasons for theory-practice gap in emergency nursing education: A qualitative research. J Educ Health Promot 2018;29(7):1-8
  • [23] Salifu DA, Gross J, Salifu MA, Ninnoni JPK. Experiences and perceptions of the theory-practice gap in nursing in a resource constrained setting: A qualitative description study. Nurs Open 2018;6(1):72-83.
  • [24] Shoghi M, Sajadi M, Oskuie F, Dehnad A, Borimnejad L. Strategies for bridging the theory-practice gap from the perspective of nursing experts. Heliyon 2019;5:1-6.
  • [25] Saunders B, Sim J, Kingstone T, Baker S, Waterfield J, Bartlam B, Burroughs H, Jinks C. Saturation in qualitative research: exploring its conceptualization and operationalization. Qual Quant 2018;52(4):1893-1907.
  • [26] Saldana J. Coding handbook for qualitative researchers. Akcan AT, Sad S, editors. Introduction to code and coding process. Ankara: Pegem Academy; 2019. p:35.
  • [27] Higher Education Institution. Survey on higher education. 2021 (cited: 16.03.2021). Available from: https://www.yok.gov.tr/Sayfalar/Haberler/2021/yok-un-yaptigi-anket-sonuclari aciklandi.aspx (Turkish).
  • [28] Karadag E, Yucel C. Distance education at universities during the novel coronavirus pandemic: An analysis of undergraduate students’ perceptions. Journal of Higher Education (Turkey) 2020;10(2):181-192.
  • [29] Ozdogan AC, Berkant HG. The examination of stakeholders’ opinions on distance education during the COVID-19 epidemic. National Education Journal (Turkey) 2020;49(1):13-43.
  • [30] Akmese PP, Kayhan N. Experiences of the special education teaching students in the applied courses during coronavirus disease (COVID-19) pandemic process. Turkish Studies 2020;15(8):3669-3688 (Turkish).
  • [31] Kaya M, Akyol CC, Ozbek R, Pepeler E. Views of academicians in ‘department of educational sciences’ about ‘distance education application’ at post-graduate education programs. Electronic Journal of Social Sciences 2017;16(64):1616-1627. (Turkish).
  • [32] Sari T, Nayir F. Education in the pandemic period: challenges and opportunities. Turkish Studies 2020;15(4):959-975.
  • [33] Suliman WA, Abu-Moghli FA, Khalaf I, Zumot AF, Nabolsi M. Experiences of nursing students with the unprecedented abrupt online learning forced by the national curfew due to COVID-19: A qualitative research study. Nurse Educ Today 2021;100:1-6.
  • [34] Rim D, Shin H. Effective instructional design template for virtual simulations in nursing education. Nurse Educ Today 2021;96:1-9.
  • [35] Heinonen AT, Kääriäinen M, Juntunen J, Mikkonen K. Nursing students’ experiences of nurse teacher mentoring and beneficial digital technologies in a clinical practice setting. Nurse Educ Pract 2019;40:1-6.
  • [36] Rojo J, Ramjan LM, Hunt L, Salamonson Y. Nursing students′ clinical performance issues and the facilitator’s perspective: A scoping review. Nurse Educ Pract 2020;48:1-11.
  • [37] Nursing Education Association. Nursing students’ views on distance education. 2021 (cited: 10.03.2021). Available from: http://hemed.org.tr/dosyalar/pdf/Uzaktan-Egitim-Ogrenci Gorusleri.pdf (Turkish).
  • [38] Cheraghi F, Hooshangian M, Doosti-Irani A, Khalili A. The effect of peer support approach on communication skills of nursing students in pediatric clinical setting. Nurse Educ Pract 2021;52:1-5.
  • [39] Tuna AA, Turkmendag Z. Remote working practices and the factors affecting work motivation during The COVID-19 pandemic period. Journal of Business Research-Turk 2020;12:3246-3260 (Turkish).
  • [40] Elsalem L, Al-Azzam N, Jum’ah AA, Obeidat N. Remote E-exams during COVID-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Ann Med Surg (Lond) 2021;62:326-333.
  • [41] Kurtuncu M, Kurt A. Problems of nursing students in distance education in the COVID-19 pandemia period. Eurasian Journal of Researches in Social and Economics 2020;7(5):66-77 (Turkish).
  • [42] Seah B, Ang ENK, Liaw SY, Lau ST, Wang W. Curriculum changes for pre-registration nursing education in times of COVID-19: For the better or worse? Nurse Educ Today 2021;98:1-5.
  • [43] Jæger MM, Blaabæk EH. Inequality in learning opportunities during COVID-19: Evidence from library takeout. Res Soc Stratif Mobil 2020;68:1-6.
  • [44] Weeks KW, Coben D, O’Neill D, Jones A, Weeks A, Brown M, Pontin D. Developing and integrating nursing competence through authentic technology-enhanced clinical simulation education: Pedagogies for reconceptualising the theory practice gap. Nurse Educ Pract 2019;37:29-38.
  • [45] Weiss ME, Piacentine LB, Candela L, Bobay KL. Effectiveness of using a simulation combined with online learning approach to develop discharge teaching skills. Nurse Educ Pract 2021;52:1- 8.
  • [46] Eklund A, Billett S, Skyvell Nilsson M. A bridge over troubled water? – Exploring learning processes in a transition program with newly graduated nurses. Nurse Educ Pract 2021;51:1-7. [47] Hung ML. Teacher readiness for online learning: Scale development and teacher perceptions. Comput Educ 2016;94:120-133.
  • [48] Saritas E, Barutcu S. Digital transformation in education and students’ readiness to learn online: A research on Pamukkale University students in the period of pandemic. Journal of Internet Applications and Management 2020;11(1):5-22 (Turkish)
There are 47 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Articles
Authors

Hediye Utli 0000-0002-4732-9503

Seher Yurt 0000-0001-9972-3273

Project Number Yok.
Publication Date June 30, 2022
Submission Date September 13, 2021
Published in Issue Year 2022 Volume: 12 Issue: 2

Cite

APA Utli, H., & Yurt, S. (2022). The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study. Clinical and Experimental Health Sciences, 12(2), 499-506. https://doi.org/10.33808/clinexphealthsci.994564
AMA Utli H, Yurt S. The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study. Clinical and Experimental Health Sciences. June 2022;12(2):499-506. doi:10.33808/clinexphealthsci.994564
Chicago Utli, Hediye, and Seher Yurt. “The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study”. Clinical and Experimental Health Sciences 12, no. 2 (June 2022): 499-506. https://doi.org/10.33808/clinexphealthsci.994564.
EndNote Utli H, Yurt S (June 1, 2022) The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study. Clinical and Experimental Health Sciences 12 2 499–506.
IEEE H. Utli and S. Yurt, “The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study”, Clinical and Experimental Health Sciences, vol. 12, no. 2, pp. 499–506, 2022, doi: 10.33808/clinexphealthsci.994564.
ISNAD Utli, Hediye - Yurt, Seher. “The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study”. Clinical and Experimental Health Sciences 12/2 (June 2022), 499-506. https://doi.org/10.33808/clinexphealthsci.994564.
JAMA Utli H, Yurt S. The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study. Clinical and Experimental Health Sciences. 2022;12:499–506.
MLA Utli, Hediye and Seher Yurt. “The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study”. Clinical and Experimental Health Sciences, vol. 12, no. 2, 2022, pp. 499-06, doi:10.33808/clinexphealthsci.994564.
Vancouver Utli H, Yurt S. The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study. Clinical and Experimental Health Sciences. 2022;12(2):499-506.

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