Exploring the Theory-Practice Gap in Nursing Education among Nursing Students in Zambia: A Mixed Study Method

Abstract

Nursing is both a science and an art, grounded in theory and centred on practical skills. Training in nursing education aims to build students’ cognitive and psychomotor abilities so they acquire strong theoretical knowledge and practical competence. The goal is to prepare competent nurses who can deliver safe, and high-quality care to individuals, families, and communities. Nursing education also promotes continuous learning, encouraging students to remain curious and adaptable in response to evolving trends in healthcare. Clinical exposure plays a crucial role in helping students adjust to the norms and culture of the profession. Learning in real clinical environments enables students to develop essential competencies for effective patient care. This study explored the theory-practice gap in nursing education among nursing students in Zambia. An exploratory sequential mixed-methods design was used, starting with qualitative focus group discussions to capture students’ experiences and perceptions of mismatch es between classroom teaching and clinical practice. Insights from this phase guided the development of a structured questionnaire for the quantitative phase. Findings revealed a persistent theory-practice gap influenced by inadequate clinical supervision, limited resources, and inconsistencies in clinical procedures across facilities. Logistic regression analysis showed that students’ training level, clinical exposure, and access to mentorship significantly shaped their perceptions of the gap. 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. Bridging these gaps can enhance student competence and contribute to quality nursing care in Zambia.