Exploring the barriers of utilizing theoretical knowledge in clinical settings: A qualitative study

Area of Science:

• Healthcare Education
• Clinical Practice Integration

Background:

• Effective clinical performance necessitates integrating theoretical knowledge with practical application.
• A significant gap often exists between classroom-taught theory and clinical setting experiences for students.

Purpose of the Study:

• To identify and explore the specific barriers hindering the utilization of theoretical knowledge in clinical settings.

Main Methods:

• Qualitative study employing conventional content analysis.
• Semi-structured individual interviews conducted with 15 nursing and paramedic students, faculty, and staff.
• Data analysis performed using MAXQDA 10 until saturation.

Main Results:

• Five primary barrier categories identified: non-standard clinical practices, lack of trust in competence, insufficient professional support, teaching/learning process deficiencies, and discrepancies between simulated and real clinical situations.
• These barriers impede the effective transfer of theoretical knowledge into practical healthcare settings.

Conclusions:

• Facilitating theory-to-practice transfer requires robust workplace professional support and trust.
• Direct experience, up-to-date knowledge utilization by staff, and bridging simulated with real-life scenarios are essential.
• Addressing these barriers can enhance clinical competence and educational outcomes.