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Communication in nursing: the theory-practice relationship
1Sheffield and North Trent College of Nursing and Midwifery, Doncaster School, Doncaster Royal Infirmary, South Yorkshire, England.
Journal of Advanced Nursing
|February 1, 1995
Summary
The theory-practice gap in nursing education remains unclear, with varied opinions on communication skills development. Mentors play a key role, but curriculum knowledge and placement duration influence the student experience.
Area of Science:
- Nursing Education
- Healthcare Communication
Background:
- The theory-practice relationship is a persistent concern in nursing education.
- Effective communication and interpersonal skills are crucial for nursing practice.
Purpose of the Study:
- To explore nurse teachers', mentors', and students' views on the theory-practice relationship regarding communication skills.
- To investigate the common foundation programme (CFP) for British nursing students.
Main Methods:
- Small-scale exploratory study using hierarchical focusing.
- Individual interviews with nurse teachers and mentors.
- Small-group interviews with students, employing volunteer sampling and qualitative content analysis.
Main Results:
- Little consensus among participants regarding the theory-practice relationship for communication skills.
- Agreement that communication is fundamental to nursing and socialization influences skill development.
- Mentors are relied upon for assessment; classroom teaching is seen as idealistic, but a theory-practice gap is difficult to ascertain.
Conclusions:
- The theory-practice relationship concerning communication skills in the CFP remains unclear.
- Key influences include mentor's curriculum knowledge, placement duration, and interpersonal dynamics.
- Recommendations emphasize ensuring reliability and validity in progressive assessment.