Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/213489
Authors: 
Oducado, Ryan Michael F.
Amboy, Mary Kristine Q.
Penuela, Ayesha C.
Belo-Delariarte, Rosana Grace
Year of Publication: 
2019
Citation: 
[Journal:] International Journal of Scientific & Technology Research [ISSN:] 2277-8616 [Volume:] 8 [Issue:] 12 [Pages:] 3666-3670
Abstract: 
In nursing education, it is expected that theory underlies practice. However, studies have indicated nursing students still experience theory and practice gap. This study attempted to determine the relationship between theoretical classroom instruction and Related Learning Experiences (RLE) of nursing students. Using existing data set of nursing graduates in a Philippine Nursing University for a five year cohort (N=653) 653), this study employed a descriptive correlational research design. Pearson’s correlation and simple linear regression were used to analyze the data . Results indicated that a significant relationship existed between theoretical classroom instruction and RLE performance of nursing students. Theoretical classroom instruction explained 64% of the variance in RLE. This study highlights the importance of good theoretical instruction in predicting the performance of nursing students in the practicum or RLE component of nursing education and training. Success in the didactic portion significantly contributes to the success of the practical part of the nursing curriculum. Nursing academic institutions must continually strive to promote the transfer of learning from classroom to actual care setting to help bridge the gap between theory and practice.
Subjects: 
theory and practice gap
nursing
clinical performance
RLE performance
academic performance
nursing education
Creative Commons License: 
https://creativecommons.org/licenses/by/4.0/
Document Type: 
Article
Document Version: 
Published Version






Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.