Including administrators in curricular redesign: How the academic-practice relationship can bridge the practice-theory gap

Aim Health care administrators provided information through semi-structured interviews as to how one faculty of nursing (FoN) was preparing students for practice. Background There is a long-standing disconnect between the nursing education and the clinical arena known as the theory-practice gap. The FoN wanted to redevelop their curriculum to better prepare students for practice and bridge the gap. Method Using developmental evaluation, 36 administrators were interviewed and asked about their expectations of newly graduated nurses, the FoN curriculum, and changes to be made. Results Four themes were identified: entry to programme; curricular content, delivery and structure; clinical recommendations; and stronger relationships. Conclusion Strong academic-practice partnerships are still needed. The current lack of communication and partnership has compromised students' quality of education and their transition into the workforce. Implications for Nursing Management Leaders in both the education and practice settings can better prepare newly graduated nurses and bridge the theory-practice gap by co-creating a joint committee and creating more touchpoints with one another. A joint committee can develop appropriate entry-to-programme guidelines, discuss relevant trends in practice and shape the curriculum. Clinical experiences for students may also act as extra touchpoints whereby the two groups can discuss clinical mentorship needs and build stronger academic-practice relationships.

Automated summary

The study highlights the need for strong academic-practice partnerships in the nursing education field. By enhancing communication and cooperation between leaders in education and practice, better preparation for newly graduated nurses and bridging the theory-practice gap can be achieved through the establishment of a joint committee and increasing touchpoints. Clinical experiences can act as additional touchpoints for discussing clinical mentorship needs and building stronger academic-practice relationships.