Implementing the Internship Educational Method, a Step to Reduce the Gap between Theory and Practice, Experience of Undergraduate Nursing Students: A Qualitative Content Analysis Study

Nematollahi, Monirsadat; Bagherian, Behnaz; Mehdipour-Rabori, Rooghayeh; Farokhzadian, Jamileh; Khoshnood, Zohreh; Navidi, Zia

doi:10.34172/jqr.2022.14

Cited by 2 publications

(2 citation statements)

References 24 publications

(32 reference statements)

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“…In the implementation of the internship program, students are required to have a high point and the ability to work with others to meet the internship requirements [14]. The internship program represents a novel training approach that fosters collaboration between educational institutions and contributes to enhancing students' practical scientific skills within the realm of professional work [11].…”

Section: Internship Programmentioning

confidence: 99%

“…An internship is an activity within a curriculum for students to get direct experience in training institutions or companies to complement their formal learning at school [10]. It improves students' knowledge, skills, and attitudes to get to know the world of work [11]. Nonetheless, within the Indonesian education system, this practice is only prevalent at the university level, despite the imperative need for developing interpersonal communication skills to begin as early as high school.…”

Section: Introductionmentioning

confidence: 99%

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Homeschool internship program for students’ interpersonal communication development: A descriptive study

Sary,

Bajari,

Sugiana

et al. 2024

ijirss

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This study examined how the senior high school internship program at ABhome helped students develop their interpersonal communication skills. It employed a descriptive-qualitative method. An internship is a course requirement that gives students the opportunity to obtain practical experience at institutions or businesses to supplement their academic studies and to develop their knowledge, abilities, and attitudes. However, despite the critical necessity for the early development of interpersonal communication skills, this practice is only common at the university level in the Indonesian educational system. Interestingly, the internship program is applicable at the high school level in the homeschooling system. It employed a descriptive-qualitative method. Data were collected through in-depth interviews with eighteen students who had participated in an internship program. The interpersonal communication between students and mentors extends beyond internship-related discussions, encompassing casual conversations about various topics. The communication between students and mentors is effective for five reasons. Mentors are open to receiving input and delivering information, empathising with students, exhibiting a positive attitude, promoting respect, and demonstrating equal communication. The finding highlighted that the interpersonal communication between ABhome students and their mentors during the internship program effectively fosters qualities such as openness, empathy, supportiveness, and positivity.

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Section: Internship Programmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Homeschool internship program for students’ interpersonal communication development: A descriptive study

Sary,

Bajari,

Sugiana

et al. 2024

ijirss

View full text Add to dashboard Cite

show abstract

Theory-Practice Gap During Clinical Learning: A Descriptive Qualitative Study of Nursing Students’ Experiences and Perceptions

Tambunan

2024

J Caring Sci

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Introduction: One of the main areas that contributes to clarifying the significance of nursing students’ performance in the clinical context is clinical learning. However, the theory-practice gap has long been an issue for clinical learning for nursing students. This study sought to explore the experiences and perceptions of nursing student when applying theory into practice during their clinical learning. Methods: A descriptive qualitative study was conducted with 10 senior nursing students using face-to-face interviews. These interviews were audio-taped and transcribed verbatim and analyzed using a qualitative thematic analysis. Results: Three themes emerged upon analysis: academic contribution to the theory-practice gap, clinical environment contribution to the theory-practice gap, and effects of the theory-practice gap. Seven sub-themes emerged including educator contribution to the theory-practice gap, student contribution to the theory-practice gap, supporting facility contribution to the theory-practice gap, clinical instructor contribution to the theory-practice gap, clinical field contribution to the theory-practice gap, effects of the theory-practice gap to the academic field and effect of the theory-practice gap to the clinical field. Conclusion: This study provides an overview of experiences and perceptions of nursing students on theory-practice gaps during clinical learning. Further research using in-depth focus group interviews in a wider population may provide more explanatory and useful information for nursing education to better manage learning process.

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Implementing the Internship Educational Method, a Step to Reduce the Gap between Theory and Practice, Experience of Undergraduate Nursing Students: A Qualitative Content Analysis Study

Cited by 2 publications

References 24 publications

Homeschool internship program for students’ interpersonal communication development: A descriptive study

Homeschool internship program for students’ interpersonal communication development: A descriptive study

Theory-Practice Gap During Clinical Learning: A Descriptive Qualitative Study of Nursing Students’ Experiences and Perceptions

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