Case-based learning and simulation: useful tools to enhance nurses education? nonrandomized controlled trial. Journal Of Nursing Scholarship 2015 47(1) 34-42.

Case-based learning and simulation: useful tools to enhance nurses education? nonrandomized controlled trial. Journal Of Nursing Scholarship 2015 47(1) 34-42.

To compare skills demonstrated by students with no previous clinical practice (undergraduates) and nurses with clinical experience enrolled in continuing professional education (CPE)
Quantitative
101 undergraduates and 59 CPE nurses as a comparison group
The impact of case-based learning on the skills of nursing students
A nonrandomized clinical trial
Chi-square descriptive statistics Students
T test Mann-Whitney
U
Test ANOVA and Dunnetts test.
The CPE nurses committed more rules-based errors than did undergraduates such as checking allergies before administering medication.McAllister M. Happell B. & Flynn T.
Learning essentials: What graduates of mental health nursing programmes need to know from an industry perspective. Journal of Clinical Nursing 2014 23(24) 3449-3459
To explore the perspectives of nursing directors in mental health regarding the skills and attributes of graduate nurses to provide an industry perspective
Qualitative
18 nursing directors

The inadequacy of mental health content in undergraduate nursing program is identified as a gap between nursing education and clinical skills leading to the production of graduates inadequately prepared for practice.
Qualitative exploratory
None
The present educational preparation for nurses to work in mental health settings is inadequate in producing graduates nurses with the knowledge skills and attitudes to work effectively in the mental health practice; hence the need to review the gap.Numminen O. Laine T. Isoaho H. Hupli M. Leino-Kilpi H. & Meretoja R.
Do educational outcomes correspond with the requirements of nursing practice: educators and managers assessments of novice nurses professional competence? Scand J Caring Sci 2014 28(4) 812821.
To evaluate weather educational outcomes of nurse education meet the requirements of nursing practice to find competence areas contributing to the acknowledged practice-theory gap.
Quantitative
86 nurse educators and 141 nurse managers
Nurses assessment gauges the professional strengths and weaknesses of graduate nurse. Lack of standardized assessment is resulting in inadequately prepared nurses for practice

A cross-sectional comparative design
Descriptive and inferential statistics including Frequencies percentage Means standard deviations Two-way ANOVA Cronbachs coefficient and sample
t-test
a) Nurses instructors evaluated new nurses skills to a significantly higher level compared to nurse administrators in all skill areas.
b) The nurses instructors and nurse administrators do not cooperate during the evaluation of new nurses resulting in a gap between nursing education and clinical skills.
Saifan A. AbuRuz M. E. & Masadeh R.
Theory practice gaps in nursing education: a qualitative perspective. Journal of Social Sciences 2015 11(1) 20-29.
To explore how students behave in a clinical
setting according to what they learn in theory and
what are
the factors that influence the theory-practice gap
Qualitative
90 nursing students
The shifting of the nursing education from the hospitals toward the universities has made it more theoretical widening the gap between nursing education and practice.
Exploratory
None
a) The lack of qualified clinical instructors increases the gap between nursing education and clinical practice.
b) Lack of correspondence between the clinical instructors that taught theory and those that imparted practical skills widened the gap.
c) Nursing students lack support in clinical training leading to frustration and unpreparedness for the workplace.Watt E. & Pascoe E.
An exploration of graduate nurses perceptions of their preparedness for practice after undertaking the final year of their bachelor of nursing degree in a university-based clinical school of nursing. International Journal of Nursing Practic 2013 19(1) 23-30
To explored the impact of a university-based clinical school
of nursing experience on graduate nurses perceptions of their preparedness for practice

Qualitative
10 registered nurse
The impact of learning environment of nurses preparedness for the practice
Interpretive descriptive methodology
None


 

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