Leadership for professional advancement and evidence‐based practice in UAE: Now more than ever

Al‐Yateem, Nabeel; Almarzooqi, Amina; Dias, Jacqueline Maria; Saifan, Ahmad Rajeh; Timmins, Fiona

doi:10.1111/jonm.13075

Cited by 12 publications

(19 citation statements)

References 23 publications

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“…This is a major concern for healthcare service managers, and highlights the need for immediate action to expedite the process of attracting and graduating ready to practice, local nurses that understand the local culture and context and remain in the system (23, 24). Therefore, it is essential that these nurses are well prepared upon graduation so they can handle the requirements of their new roles [ 23 , 24 ]. Reviewing the body of literature showed that suggestions and interventions to close the theory-practice gap in nursing education were rarely discussed worldwide.…”

Section: Introductionmentioning

confidence: 99%

Solutions to bridge the theory-practice gap in nursing education in the UAE: a qualitative study

Saifan

Devadas²,

Daradkeh³

et al. 2021

BMC Med Educ

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Background The theoretical knowledge of nursing underpins the practice, while the practice environment determines the circumstances within which the theoretical knowledge is applied. The biggest challenge facing nursing as an academic field is the theory-practice gap, which is a universal issue in nursing. This study aimed to raise solutions to close the gap between theory and practice in nursing education through the eyes of nursing students in UAE. Methods A qualitative descriptive approach was followed; whereby 25 Emirati nursing students were interviewed. Results Two main themes are discussed in this study: ‘Clinical Culture Creation’ and ‘Curriculum Content Reformation’. The students suggested to decreased the loud and stress on their clinical educators. They also suggested creating synchronization between what is taught in classrooms and labs and what is offered in the clinical training. Moreover, some of the students expected to have more benefit if they get their clinical training in health institutions owned by their college. On the other side, many of the participants suggested to move from the integration system to the block system. Another interesting suggestion includes having the same college staff to teach the theory and the clinical. The final suggestion includes decreasing the paper work during clinical training. Conclusions This study explored the solutions to bridge the theory-practice gap in nursing education in the UAE. The study has implications for nursing education and practice within the UAE and is imperative for graduating workplace ready professional nurses within the country.

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Section: Introductionmentioning

confidence: 99%

Solutions to bridge the theory-practice gap in nursing education in the UAE: a qualitative study

Saifan

Devadas²,

Daradkeh³

et al. 2021

BMC Med Educ

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“…Nursing education in the UAE started in technical nursing colleges that graduated technically prepared nurses (Al‐Yateem et al, 2020a, 2020b). Following global development of minimum graduating requirements for professional nurses and to develop the profession locally, nursing education shifted to higher education institutions in 1998 (Al‐Yateem et al, 2020b; El‐Haddad, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Currently, the UAE employs around 33,000 nurses across the country, with almost 97% being mobile and temporary expatriate nurses. This is a major concern for healthcare service managers and highlights the need for immediate action to expedite the process of attracting and graduating local nurses that understand the local culture and context and remain in the system (Al‐Yateem et al, 2020a, 2020b). The lack of a national Emirati nursing workforce is an issue specific to the UAE context.…”

Section: Introductionmentioning

confidence: 99%

“…This means most Emirati nurse graduates are assigned management positions in clinical areas immediately upon graduation. Therefore, it is essential that these nurses are well prepared upon graduation so they can handle the requirements of their new roles (Al‐Yateem et al, 2020a, 2020b). Although several studies have explored this gap in the Middle Eastern region, no previous papers from the UAE on this subject have been published.…”

Section: Introductionmentioning

confidence: 99%

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Managing the theory‐practice gap in nursing education and practice: Hearing the voices of nursing students in the United Arab Emirates

Saifan

Devadas²,

Mekkawi³

et al. 2021

J Nurs Manag

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Aim The aim of this study is to explore factors contributing to the theory‐practice gap in nursing education in the United Arab Emirates. Background The gap between what is taught in nursing classrooms and what is practised in clinical settings creates challenges for nursing students, practitioners, managers and educators. This has important implications for the United Arab Emirates and other developing countries as their healthcare systems require a permanent nursing taskforce that is well supplied with ready to practice graduates. Methods A qualitative descriptive approach was used, whereby 25 senior student nurses were interviewed about their perceptions of the theory‐practice gap. Results The major theme that emerged in this study was the ‘tripod of clinical practice’, with three subthemes: prepared students, aware and supportive preceptors and qualified clinical faculty. The other theme that emerged was ‘real life outside the simulated lab’, with two subthemes: various and unfamiliar psychomotor skills and communication with real patients. Conclusion The tripod of clinical practice must be achieved for quality clinical practice. Further, attention should be directed to development of skills (e.g., communicating with real patients) that are difficult to acquire while dealing with simulated patients. Implications for Nursing Management Nursing students need longer immersion in simulated clinical settings, coupled with experienced clinical faculty and supportive, aware and prepared preceptors.

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“…Recent research suggests that the heterogeneous and peripatetic UAE nursing workforce negatively affects the development of the nursing profession per se and acts as a barrier to future expansion. These workforce characteristics have partly been attributed to the UAE's slow and frequently interrupted progress in important issues on the national nursing agenda, such as specialization, evidence‐based practice and research (Al‐Yateem et al., 2019, 2020; Al‐Yateem, Almarzouqi, et al, 2020; McCreaddie et al., 2018).…”

Section: Introductionmentioning

confidence: 99%

Synthesizing core nursing skills to support behavioural‐based interviews for nurses in the UAE: A nominal group study

et al. 2020

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Leadership for professional advancement and evidence‐based practice in UAE: Now more than ever

Cited by 12 publications

References 23 publications

Solutions to bridge the theory-practice gap in nursing education in the UAE: a qualitative study

Solutions to bridge the theory-practice gap in nursing education in the UAE: a qualitative study

Managing the theory‐practice gap in nursing education and practice: Hearing the voices of nursing students in the United Arab Emirates

Synthesizing core nursing skills to support behavioural‐based interviews for nurses in the UAE: A nominal group study

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