Bridging the theory‐practice gap in student nurse training: an evaluation of a personal and professional development programme
| Date | 19 July 2010 |
| Pages | 4-12 |
| DOI | https://doi.org/10.5042/jmhtep.2010.0360 |
| Published date | 19 July 2010 |
| Author | Albert Odro,Carmel Clancy,John Foster |
| Subject Matter | Health & social care |
4The Journal of Mental Health Training, Education and Practice Volume 5 Issue 2 June 2010 © Pier Professional Ltd
10.5042/jmhtep.2010.0360
Bridging the theory–practice gap in
student nurse training: an evaluation
of a personal and professional
development programme
Abstract
A key challenge facing pre-re gistration nurse
educators is to turn out students who are fit
for practice by the end of their training (United
Kingdom Central Council for Nursing, Midwifery
and Health Visi ting, 1999) . This include s
developing their understanding of professionalism
(Departme nt of Health, 2003; Nursing and
Midwifery Council, 2004; 2 007). This pape r
provides an evaluation of a special pers onal
and professional development scheme for mental
health student nurses implemented to improve the
learning and development process. The scheme
required that in addition to individual meetings
with personal tutors, students would meet in small
groups of 12–15, every six weeks, facilitated by
their personal tutor and a clinician. The meetings
provided a space for students to discuss nursing
topics, their clinical experiences and performance
to improve their understanding of professional
standards in their role transition.
The outcome was that over 80% of the
respondents were satisfied with the structure,
facilitation methods, contents, group size and
the time allocated for the meetings. They also
reported an increase in knowledge a nd level
of und erstanding , awar eness of profess ional
expectations, making better theory–practice links
of learning and becoming more self-aware. The
authors suggest that nurse training departments
should collaborate with their clinical partners
and adopt a similar framework to help bridge the
theory–practice gap and enhance the transition
process from student to qualified practitioner.
Key words
profession al ex pectation; refl ection and self -
awareness; theory–practice gap; learning realities;
support; role modelling
Role development and socialisation into
the nursing culture
The subject of student nurse transition into practice continues
to be of great interest. In a climate where nurse recruitment
and retention is of concern, this is also important. In his
recent report, Lord Darzi (2008) set out the principles
for a flexible, sustainable workforce, one of which is the
importance of preparation and the educational and lifelong
learning needs of nurses. Apart from ensuring that staff attain
the level of knowledge and skill required for practice, there is
also a need to ensure that employees’ health and well-being
is being supported so that they can fulfil the expectations of
their respective roles. Steven Boorman’s interim report to the
government on the psychological health and well-being of
NHS staff identifies high levels of stress and dissatisfaction,
and the need for support structures (Department of Health,
Albert Odro
Principal Lecturer
Carmel Clancy
Principal Lecturer and Director of Programmes
Department of Mental Health and Social Work, Middlesex University, UK
John Howard Foster
Principal Research Fellow, Department of Family and Mental Health, Greenwich University, UK
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