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Abstract

Integration of theory in the clinical setting is an important part in clinical learning process and need a positive complementary relationship. But, unfortunately, lots of studies revealed a gap between the theory and practice that create obstacles to the learning process at clinical settings. Theory-clinical gap can be considered as a big issue in nursing education and can affect the nursing outcomes. We utilize a model inspired from the university third mission as a means to enhance the integration of adult health nursing courses with clinical setting. In phase one: A descriptive cross-sectional design was used to explore the factors that affect theorypractice integration. A questionnaire with 41 agrees or disagree response items were filled by participants. The sample size is 369 nursing students and 12 clinical instructors. Open ended questions were used to explore the perceived barriers and facilitators that can affect theory clinical integration. Phase two includes the utilization of the university third mission model as a means to enhance the integration. Phase three evaluate the effectiveness of applying the model inspired from university third mission. Assessment will be based on the main three dimensions of the university third mission (continuing education, technology and innovation, and social engagement). Phase one revealed the following: Theory practice gab: 86% of students feel that there is too much emphasis on the academic side of the training and not enough on the practical nursing issues, 80% feel that lots of the topics taught are not relevant to training, 60% feel a conflict between the university and hospital, and 60% feel they didn�t have enough teaching on clinical skills during their training. University responsibility: 60% feel they did not have the necessary knowledge and skills to become a staff nurse, 86% feel they were not well prepared for clinical training. Interpersonal support and relationship: 61% feel that staff of clinical setting were not supportive, 59% feel uncomfortable. Organizational stress: 58% feel they were being used as service provider, 69% feel exhausted. Expectation: 65% feel that clinical training didn�t meet their expectations. Barriers: Time, lack of cases, lack of feedback, instructors deal based on grade, inequality between students. Facilitators: Monitoring system, care and support, assignments, nurses dealing with patients, cases� guidelines competency, team co-operation, variety cases exposure. The theory-practice gap in nursing can be considered as a global issue in nursing and raised the need for intervention to enhance the integration.

Biography

Email: Jamal9877@najah.edu