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Abstract
Previous studies suggest that theory-practice gap has remained to be a formidable
task and a challenge to the nursing profession. While efforts to understand the nature
and dynamics of theory-practice gap have been undertaken across the globe, a dearth
in literature exists in the context of a developing country like the Philippines.
Seemingly, no research has ventured yet to explore the theory-practice gap experiences
of Filipino student nurses. Hence, the major intent of this qualitative investigation
is to describe and capture how theory-practice gap is viewed by a select group of
senior nursing students (n=10) in a comprehensive university in the Philippines. From
the thickness and richness of the descriptions of the field text gathered in this
study, an interesting conceptualization labeled as the Theory-Practice Gap Deficit
Triad which consists of (a) structural, (b) pedagogical, and (c) relational deficits
was emerged. Interestingly, the said model describes a clear intersection of the various
concerns and dilemmas encountered by student nurses in their clinical exposures. Findings
of this paper are valuable inputs to nursing educators, practitioners, and administrators
in initiating realignment efforts geared toward developing nurses whose knowledge,
skills and attitudes are responsive to the ever changing professional practice landscape.