Learning activities and clinical nursing services gap and the related factors: a comparative study.

Background. The gap between what is theoretically taught and what is practically experienced has always been a remarkable issue in nursing. The present study was an attempt to explore the amount of coordination between learning activities and clinical nursing services. A comparison was made between them through comparing the means of ratings by nursing students, teaching staff and nursing employees. Also, factors causing the gap as viewed by subjects were studied. Methods. This research was carried out using triangulation quantitative and qualitative methods. In the first phase of the study through phenomenological method, the relationship between learning activities and clinical nursing services, and the variables affecting them were assessed by interviewing 10 nursing students, teaching staff and nursing employees and a questionnaire was finally designed. Analytic-Descriptive method was used in the second phase of the study during which the means of the scores earned from nursing students, teaching staff and nursing employees’ viewpoints about theoretical learning and clinical nursing services were statistically calculated. The areas covered were principles and techniques in nursing, medical and surgical nursing, community health nursing, mother and child health, pediatrics nursing, psychiatric nursing, client teaching, management in nursing, and nursing process. Using Likert’s scale, the items were ranked as completely coordinate, coordinate, partially coordinate, incoordinate, and completely incoordinate. Also for related variables using Likert’s scale, the items were ranked as completely effective, effective, partially effective, ineffective, and completely ineffective. Descriptive statistics were used to calculate and compare the means. Results. The findings indicate that according to the nursing students, teaching staff and nursing employees, learning activities and clinical nursing services do not have necessary coordination. Of the three groups studied, the teachers believed in less amount of coordination between the learning activities and clinical nursing services. Besides the null hypothesis regarding the differences between the viewpoints expressed by students, teachers and the nursing staff were confirmed. Discussion. Appreciation and recognition of the gap between the learning activities and clinical nursing services and the factors affecting it can result in bridging up the gap. A reappraisal of the nursing education curriculum with regard to the effective variables is recommended so that the theoretical and practical activities are better orchestrated.