Nursing programs offer excellent trainings to become a nurse. Those trainings are well recognized by hospital and health care facilities in the same area. Staff will tell you what they know about the degree of education you received, for sure, depending on the college or university you have graduated from. But, what excellent program means to them? Having a vast amount of knowledge on physiological responses and doing a thoroughly head to toe assessment do not create a person able to deal with a multidisciplinary team and real patients with different personalities and delicate health problems. Hopefully, the nursing acquired knowledge stays for prolonged time; especially, when the transition from novice to beginner is completed. The gap between
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also says that the system of nursing education includes a lot of examination and memorization, which information is rapidly forgotten after the exam (p. 2). Clinical rotations are the parallel method of having direct access to patients. However, there are more limitations than opportunities. Instructors are very concerned of losing their nursing license if a student messed it up, and the ratio of instructor-students as well is a drawback to perform a new procedure; sometimes, it is 1:10. It is critically needed to better coordinate between theoretical education and its application in the real practical educational setting since this gap hit the ability of nurses to provide comprehensive, quality …show more content…
According to Delack, Martin, Mccarthy, & Sperhac (2015), new licensed registered nurses affront several transition challenges implicating conflicting expectations between their beliefs and the experiences on the new role, pressure to work as RNs by providing and managing patient care and independent decision making, the high demand of nurse to patient ratio, and lack of respect often within the work environment. Hatlevik stresses that students should develop reflective skills, which would help them to coordinate theoretical and practical components of their educational program. Proposed methods to bridge the gap theory-practice in nursing are reflection, critical thinking, reflective practice and other related concepts (2012). Delack, et al. adds the need of support to acquire the skills to communicate clearly in written, verbal, and nonverbal forms that is expected to coordinate the care of patients (2015). Hatlevik (2012) also makes reference to Benner and Sutphen (2007) and states, “Critical thinking, learning about science and
also says that the system of nursing education includes a lot of examination and memorization, which information is rapidly forgotten after the exam (p. 2). Clinical rotations are the parallel method of having direct access to patients. However, there are more limitations than opportunities. Instructors are very concerned of losing their nursing license if a student messed it up, and the ratio of instructor-students as well is a drawback to perform a new procedure; sometimes, it is 1:10. It is critically needed to better coordinate between theoretical education and its application in the real practical educational setting since this gap hit the ability of nurses to provide comprehensive, quality …show more content…
According to Delack, Martin, Mccarthy, & Sperhac (2015), new licensed registered nurses affront several transition challenges implicating conflicting expectations between their beliefs and the experiences on the new role, pressure to work as RNs by providing and managing patient care and independent decision making, the high demand of nurse to patient ratio, and lack of respect often within the work environment. Hatlevik stresses that students should develop reflective skills, which would help them to coordinate theoretical and practical components of their educational program. Proposed methods to bridge the gap theory-practice in nursing are reflection, critical thinking, reflective practice and other related concepts (2012). Delack, et al. adds the need of support to acquire the skills to communicate clearly in written, verbal, and nonverbal forms that is expected to coordinate the care of patients (2015). Hatlevik (2012) also makes reference to Benner and Sutphen (2007) and states, “Critical thinking, learning about science and