Aug 2026· Journal of Taibah University Medical Sciences· Vol 21, pp. 910 - 916· 0 citations· 12 references
Medicine
TL;DR
Students who practiced in non-teaching hospitals were significantly more likely to experience the theory–practice gap than those in teaching hospitals, and several contributing factors were identified, including excessive emphasis on theoretical teaching, limited clinical integration, inadequate communication between theoretical and clinical instructors, insufficient learning resources, and weak institutional collaboration between universities and healthcare facilities.
Abstract
Background Nursing education involves various teaching and learning techniques, as well as sharing information, wisdom, and sound judgment, aiming to close the knowledge–practice gap and reaching the ultimate goal of improving quality of care and benefiting the population served. Objectives This study aimed to assess the theory–practice gap in teaching nursing students and associated factors at teaching institutions in west and southwest Shewa zones, Oromia, Ethiopia during 2024. Methods An institutional-based explanatory sequential cross-sectional study was conducted using both quantitative and qualitative approaches from June to August 2024. In total, 422 undergraduate nursing students participated in the quantitative component using a structured self-administered questionnaire, and 16 nursing instructors were purposively selected for in-depth interviews. Quantitative data were analyzed using descriptive statistics and binary logistic regression, whereas qualitative data were analyzed by thematic analysis, with triangulation applied to integrate the findings. Results Almost all participants (99.1%) reported the presence of a theory–practice gap, with an overall mean score of 3.6. Students who practiced in non-teaching hospitals were significantly more likely to experience the theory–practice gap than those in teaching hospitals (adjusted odds ratio = 2.83; 95% confidence interval: 1.43–5.60). The qualitative findings identified several contributing factors, including excessive emphasis on theoretical teaching, limited clinical integration, inadequate communication between theoretical and clinical instructors, insufficient learning resources, and weak institutional collaboration between universities and healthcare facilities.
Active methodologies have increasingly gained space in the academic environment and approval among medical and nursing students by using technology to compensate for the shortage of human bodies available for teaching and research.
O. Contexto, G. Santos, M. Nascimento et al.· 0 citations
The study underscores the importance of aligning theoretical instruction with clinical practice through stronger supervision, availability of clinical materials, and improved collaboration between training schools and clinical sites to enhance student competence and contribute to quality nursing care in Zambia.
Sarah Banda, Lonia Mwape, C. Ngoma· Texila international journal...· 0 citations
Faculty shortages have become a significant concern in nursing education, potentially affecting the quality of instruction and students’ learning experiences. This study aimed to assess the quality of nursing education among students in a selected institution in Iloilo City in relation to faculty shortages and to determine whether demographic variables influence students’ perceptions. A descriptive-correlational research design was employed. A total of 60 nursing students from Level II to Level IV were selected through purposive sampling. Data were gathered using a validated researcher-made questionnaire consisting of demographic profile and perception indicators, and were analyzed using frequency, percentage, weighted mean, and Pearson correlation. Findings revealed that faculty shortages have a high impact on nursing education, particularly in clinical exposure, academic guidance, instructional quality, and learning environment. Students reported limited supervision, reduced mentoring, and decreased access to faculty support. Despite these challenges, results showed no significant relationship between demographic variables and students’ perceptions, indicating that the effects of faculty shortages are experienced consistently across different groups. The study concludes that faculty shortages significantly affect the overall quality of nursing education. These findings highlight the need for institutional interventions such as faculty recruitment, improved workload management, and enhanced academic support systems to ensure effective teaching and learning outcomes.
Andrew Lipardo, J. J. Dela Merced· International Journal of Nur...· 0 citations
Student-Centered Learning (SCL) has become an important instructional approach in nursing education because it encourages students to actively construct knowledge, strengthen critical thinking, and improve problem-solving abilities. Despite its educational benefits, nursing students frequently encounter various challenges that may limit the effectiveness of SCL implementation. These challenges are influenced by multiple factors, including individual characteristics, learning environments, institutional support, teaching strategies, and the availability of educational resources. This study aims to identify and describe the distribution of factors affecting nursing students’ challenges in Student-Centered Learning. A quantitative descriptive design was employed to examine the prevalence and distribution of these influencing factors among nursing students. Data were collected using a structured questionnaire and analyzed through descriptive statistical methods, including frequency and percentage distributions. The findings indicate that challenges experienced by nursing students are multidimensional, with the most prominent factors relating to learning readiness, time management, academic workload, lecturer facilitation, learning resources, and peer collaboration. The results suggest that successful implementation of Student-Centered Learning requires not only students’ active engagement but also adequate institutional support, effective instructional design, and a conducive learning environment. Understanding the distribution of these influencing factors provides valuable evidence for educators and higher education institutions to develop targeted strategies that enhance students’ learning experiences and improve the effectiveness of Student-Centered Learning in nursing education.
Ambo Anto, Faisal Faisal, Muhammad Fadhlir Rahman MT Hardjo et al.· Jurnal Ners· 0 citations
The purpose of this paper is to examine how the Sustainable Development Goals (SDGs) are integrated into a nursing education program at the Universidad Técnica del Norte (UTN), Ecuador and to identify the institutional, curricular and pedagogical factors associated with their explicit incorporation. The study aims to clarify the gap between SDGs awareness and formal curricular enactment in higher education for the health sciences.
The study adopts a sequential mixed-methods design combining qualitative, quantitative and documentary approaches. Data were collected through a faculty focus group, surveys administered to instructors (n = 35) and undergraduate nursing students (n = 498) and a microcurricular review of official course syllabi (n = 45) within the UTN nursing program. Quantitative analyses included nonparametric tests, correlation analyses, clustering techniques and logistic regression, while qualitative and documentary data were integrated through methodological triangulation.
Although faculty awareness of the SDGs is relatively high, their translation into explicit curricular practice remains uneven, with fewer than two thirds of instructors reporting formal integration. Faculty engagement is concentrated primarily on SDGs 3 (Good Health and Well-Being) and SDGs 4 (Quality Education), reflecting disciplinary proximity, while broader socio-ecological goals receive limited attention. Logistic regression analysis showed moderate explanatory capacity (McFadden’s pseudo-R2 = 0.429), indicating that structural and curricular factors play a stronger role in explicit SDGs integration than pedagogical activity alone. Among students, exposure to the SDGs is widespread, but levels of deep understanding are modest, and knowledge is only weakly associated with perceived importance. The micro-curricular analysis reveals that explicit SDGs references are largely absent from foundational courses and become more prevalent in professionalizing and practice-based stages, particularly during the Rota.
The study is limited by its single-institution design and the small faculty sample size, which may restrict statistical power and generalizability. Future research should adopt multi-institutional and longitudinal designs and incorporate direct measures of sustainability competence development.
The findings provide actionable guidance for curriculum governance and faculty development in nursing education. They support the need to institutionalize SDGs integration from early curricular stages, align active pedagogies with explicit learning outcomes and assessment criteria and strengthen program-level mechanisms to ensure coherent and traceable Education for Sustainable Development (ESD).
By strengthening the integration of the SDGs in nursing education, higher education institutions can better prepare future nurses to address health inequities, promote preventive and community-based care and contribute to sustainable health systems. Such integration also enhances graduate employability by developing competencies increasingly valued in the global health sector, including sustainability awareness, equity-oriented practice, community engagement and responsible use of health resources. In the Ecuadorian context, and more broadly in the Global South, such curricular alignment has the potential to enhance social justice, public health outcomes and community well-being through professionally trained agents of sustainable development.
To the best of the authors’ knowledge, this study provides one of the first empirical, multilevel analyses of SDGs integration in nursing education in Ecuador. By combining faculty and student perspectives with micro-curricular evidence from UTN, it offers an evidence-informed framework for strengthening ESD in health sciences programs, particularly in Global South contexts.
Katty Elizabeth Cabascango Cabascango, Patricia Marlene Aguirre Mejía, Freddy Hernán Villota González et al.· International Journal of Sus...· 0 citations
Background:
A constructive clinical learning environment (CLE) with a focus on student learning needs is vital for nursing education. Understanding the features of a healthy CLE for under graduate nursing students continues to be a challenge for healthcare organizations and educators in application of theory to practice.
Objective:
The objective of the study was to investigate the determinants of the clinical learning environment as perceived by BScN students in selected public universities in Kenya
Methods
: A descriptive quantitative cross-sectional design was employed where data was collected from consenting participants from two selected public universities in Kenya, using a pre-tested modified clinical learning environment inventory tool. The target population comprised of 125 fourth-year Bachelor of Science nursing students. The census technique will be used in this study. Quantitative data will be analyzed using SPSS version 27 for frequencies mean and percentages then presented using tables, charts, and graphs
Results:
The findings indicate that ward leadership style had a significant influence on clinical learning environment (F = 9.09; t = 3.63; p = 0.000 <0.05), ward culture had an influence on the clinical learning environment (F = 8.46; t = 10.76; p = 0.000 <0.05) and supervisory relationship influenced clinical learning environment (F = 1.13; t = 1.98; p = 0.020 <0.05)
Conclusions:
Ward leadership style, positive ward culture and supervisory relationships can foster a supportive clinical learning environment
Recommendations:
Strengthening leadership support for students while creating a supportive learning environment that promotes and maintain a collaborative learning culture is needed.
Murei Sally, Mosol Priscah, Osotsi Franklin· American Journal of Nursing...· 0 citations
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