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Including administrators in curricular redesign: How the academic-practice relationship can bridge the

Maya R Kalogirou¹, Christine Chauvet^1,2, Olive Yonge¹

¹University of Alberta, Edmonton, AB, Canada.

Journal of Nursing Management

|November 4, 2020

Summary

Bridging the theory-practice gap in nursing requires stronger academic-practice partnerships. Enhancing curriculum and creating joint committees can better prepare nursing students for practice.

Keywords:

administrators leadership new graduate nurse nursing transition

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Area of Science:

Nursing Education
Healthcare Administration

Background:

A persistent theory-practice gap exists between nursing education and clinical settings.
A Faculty of Nursing (FoN) aimed to revise its curriculum to improve student preparedness and bridge this gap.

Purpose of the Study:

To explore how a Faculty of Nursing (FoN) prepares students for professional practice.
To identify strategies for enhancing nursing education and clinical integration.

Main Methods:

Developmental evaluation approach was employed.
Semi-structured interviews were conducted with 36 healthcare administrators.
Administrators provided insights on expectations for new graduates, the FoN curriculum, and necessary changes.

Main Results:

Four key themes emerged from the interviews: program entry requirements, curriculum design and delivery, clinical placement recommendations, and the importance of robust relationships.
Findings highlighted specific areas for curriculum enhancement and partnership development.

Conclusions:

Strengthening academic-practice partnerships is crucial for effective nursing education.
Improved communication and collaboration between educational institutions and clinical settings are vital for student success.
Establishing joint committees and increasing interaction points can enhance curriculum relevance and clinical preparation, thereby bridging the theory-practice gap.