Sources of the knowledge-practice gap in nursing: Lessons from an integrative review

Gassas, Roaa

doi:10.1016/j.nedt.2021.105095

Cited by 25 publications

(14 citation statements)

References 25 publications

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“…There have been multiple calls for integrating research-based material into the undergraduate curriculum [ 40 – 42 ]. It is therefore important for educational institutions to devise strategies that prepare students to be able to read research papers and appraise evidence from various research sources [ 43 ]. Incorporating a Google Scholar box into the game offered students an opportunity to obtain a clearer understanding of whether the information provided to answer a question is correct when cross-referenced to scholarly sources, a practice that is strongly advocated in clinical decision-making [ 44 ].…”

Section: Discussionmentioning

confidence: 99%

Interactive Crossword Puzzles as an Adjunct Tool in Teaching Undergraduate Dental Students

Qutieshat

Al-Harthy

Singh

et al. 2022

International Journal of Dentistry

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Background. In the restorative dentistry module of the undergraduate dental program, dental students encounter many new terms and concepts in a short period of time. The provision of adequate learning support to reinforce key concepts can be challenging. Aim. The purpose of this study is to determine student perceptions of how effective interactive crossword puzzles are as adjunctive tools to enhance the learning of restorative dentistry. Methods. Students completed interactive crossword puzzles created by the authors, with a reward awarded to the first group of students who completed the puzzles successfully. The interactive crossword platform was programmed using the ReactJS framework and designed using Tailwind CSS. An evaluation of the student's perception of this educational method was conducted using textual feedback and Likert-scale questionnaires. Results. Students found the crossword puzzles engaging, meaningful, and successful as indicated by their favorable Likert scores and feedback. Written comments revealed student enthusiasm for and a desire to be exposed to more of these exercises. Conclusions. This work sheds light on the potential advantages of incorporating interactive crossword puzzles into the restorative dentistry course from a student’s perspective. The crossword puzzles improved students’ ability to review and reinforce concepts and terminology and proved to be meaningful and enjoyable. The web-based nature of the tool ensured good student responsiveness and engaged the entire class in an interactive, competitive setting. Application of the hint option, which offered a text of relevant reading material, helped students understand, retain more knowledge, and engage with course material more than they might have otherwise.

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Section: Discussionmentioning

confidence: 99%

Interactive Crossword Puzzles as an Adjunct Tool in Teaching Undergraduate Dental Students

Qutieshat

Al-Harthy

Singh

et al. 2022

International Journal of Dentistry

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“…The first expectation of their training journey was to integrate theory and practice. The integration of theory and practice begins early in learners’ training, laying the foundation for a lifetime of continuous learning (Gassas 2021 ). Failure to integrate theory and practice can lead to a situation where learners fail to adjust to the profession.…”

Section: Discussionmentioning

confidence: 99%

Expectations of learner nurses in sampled clinical areas of the Limpopo province, South Africa

Mafumo

Netshikweta²

2022

Health SA Gesondheid

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Background: Nurse training in South Africa requires placing learner nurses in real-life setting for them to gain practical experience. To complete their training and be competent practitioners, learner nurses must have expectations and aspirations when they go for practice.Aim: This study sought to understand learner nurses’ expectations at clinical learning areas during placement.Setting: Four clinical learning areas in the Limpopo province were purposely sampled. Tertiary, regional and district hospitals were sampled to obtain information from different levels of care.Methods: A qualitative, descriptive and contextual design was used to explore the expectations of learner nurses during clinical placements. Permission to conduct the study was obtained from various bodies and ethical considerations were ensured. Nonprobability purposive sampling was used, and six focus groups were formed. Each focus group discussion (FGD) had six to eight participants. The FGDs were according to level of study, with the third and fourth levels each having two FGDs because of the number of participants.Results: The following three themes emerged: milieu in the clinical learning areas, learning in the clinical areas and self-actualisation.Conclusion: The clinical learning areas are institutions of promoting learning through practice. They should promote learning and offer support to learners so that learners meet their expectations, which may prevent discouragement and attrition.Contribution: This study adds to the body of knowledge in nursing education and practice because when students’ expectations are met, their training outcome might be positive leading to competent professional nurses.

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“…In this context, one recent integrative review exploring factors contributing to the knowledge–practice gap revealed that organizational characteristics such as resources and staffing can positively contribute to the knowledge–practice gap since the unavailability of resources leads nurses to deviate from ideal, evidence‐based performance. Similarly, an inappropriate nurse‐to‐patient ratio leads nurses to neglect ideal practices due to the patient overload (Gassas, 2021 ). A study done in China examined the factors influencing the implementation of evidence‐based knowledge and reported that the application of evidence‐based knowledge varied with the nature of the problem and with how commonly it was faced, along with the feasibility and effectiveness of applying the evidence‐based knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…It is evident that there are many factors leading to the knowledge–practice gap (Gassas, 2021 ). Therefore, to increase the understanding of effective implementation strategies to bridge the knowledge–practice gap, it is useful to develop a valid, pragmatic and psychometrically robust tool that can identify the most relevant factors contributing to the gap according to each organization's unique characteristics (Lewis et al., 2015 ; Martinez et al., 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Development and psychometric evaluation of nurses’ perception towards the gap between knowledge and practice

Gassas

Ahmed

2022

Nursing Open

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Sources of the knowledge-practice gap in nursing: Lessons from an integrative review

Cited by 25 publications

References 25 publications

Interactive Crossword Puzzles as an Adjunct Tool in Teaching Undergraduate Dental Students

Interactive Crossword Puzzles as an Adjunct Tool in Teaching Undergraduate Dental Students

Expectations of learner nurses in sampled clinical areas of the Limpopo province, South Africa

Development and psychometric evaluation of nurses’ perception towards the gap between knowledge and practice

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