THEORY – PRACTICE GAP: CHALLENGES OF 2ND YEAR NURSING STUDENTS

ON TRANSITION FROM THEORY TO PRACTICE

A Thesis presented to
The Faculty
NURSING AND HEALTH SCIENCES DEPARTMNET
NAGA COLLEGE FOUNDATION
City of Naga

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Nursing

ABIAS, ALYSSA M.
ANDAL, ALANNES O.
BIGORNIA, JANRICK N.
BONAGUA, CHRISTIAN B.
LAURETA, ARJEL R.
LUNA, MARK JEFFERSON C.

2023
Introduction

The Bachelor of Science in Nursing (BSN) is a four-year degree program composed

of general education and professional courses. It teaches students the knowledge and

skills to render care to other people. The nursing program comprises three components,

which are knowledge, skills, and attitude (KSA). Knowledge, or a theoretical aspect, is

book-based information given by the clinical instructors (CIs), and it is said to be ideal.

It is the foundation for all the students and even Cis to perform the skills. Skill, or

practice turning, is the application of theory into practice. Its goal is to sharpen the

expertise and attributes of nursing students in different aspects and areas of the nursing

profession. Attitude is how the students behave, and constructive criticism. It consists of

grooming, accepting tardiness, and attendance.

Theory-Practice Gap (TPG) has long been highlighted one of the biggest problems

hindering the advancement of nursing sciences and nursing students from achieving

their learning outcon (Bouchlaghem & Mansouri, 2018). Salahetal (2018) noted that

while the problem of TPG is growing, it is not receiving the attention, that reflects its

significance, and despite the documentation and researches on it, the improvement on

professional practice has been at “snail pace.” Because of TPG, new generations of

nurses are being produced unable to cope with the demands of caring (Lindsay, 2019).

TPG is still a challenge in nursing education. It is a major problem that exists

between what students learn in the classroom and what they experience in clinical

settings. This problem causes the students to struggle and perform poorly. There are

several factors affecting the performance of the students. These include the different

checklists and equipment of the institution, a lack of interpersonal skills, and the ideal
versus the practical. The ideal is best explained in a return demonstration because in

school the findings are normal, whereas in practice the findings vary from patient to

patient. All these factors will lead to a theory-practice gap.

We observed the gaps in theory and practice experienced by the 2nd-year nursing

students (2023–2024). It was hypothesized that there is association between the

challenges and effects of THEORY – PRACTICE GAP.

We chose this study for the sake of all 2nd-year nursing students. This study will

prepare them for the dynamic changes that arise over time. Further, it will help them

adjust and adapt in clinical settings. And most importantly, it will improve their

knowledge, skills, and attitude.

Statement of the Problem

This study will focus on the THEORY – PRACTICE GAP: Challenges of 2nd year

Nursing Student on Transition from Theory to Practice School Year 2023-2024.

Specifically, it will answer the following questions:

1. What is the demographic profile of respondent in terms of:

a. age

b. gender

c. marital status

d. family status

e. monthly income
 2. What are the challenges of 2 nd year nursing student on transition from theory to

practice in term of:

a. different procedure

b. RLE protocol

c. interpersonal skills

3. What are the effects of THEORY – PRACTICE GAP: Challenges of 2nd Year

Nursing Student on Transition from theory to practice in terms of:

a. psychosocial effects

b. emotional effects

c. physical effects

4. What is the association between the challenges and effects of THEORY –

PRACTICE GAP: Challenges of 2nd Year Nursing Students on Transition from

theory to practice.

5. What is the intervention program that can be proposed to bridge the gap

between theory and practice?

Assumption

This study is embedded on the following assumption:

1. The demographic profile of the respondent shall depend upon

accomplishment of the research study.

2. This study will show the challenges of Theory – Practice Gap among 2 nd year

Nursing Students.

3. Challenges as determinants to solve the effects.

4. The feasible intervention program that can be proposed in bridging the gap
between theory and practice.
Hypothesis

This study will premise the hypothesis that challenges and effects of THEORY–

PRACTICE GAP: Challenges of 2nd Year Nursing Students on Transition from theory to

practice have relation to the study.

Scope and Delimitation

This study will determine on the theory-practice gap: Challenges of 2nd year

nursing students. On transition from theory to practice in College of Health Sciences,

Naga College Foundation nursing students, school year 2023-2024; Out of the total 316

regular nursing students, 177 respondents were determined using Slovin’s Formula, 22

students per section will be selected as the respondents. Other year level such as 1 st

year, 3rd year, 4th year, and students from Manila group are not included in the study.

Significance of the Study

The result of this study is beneficial to the following:

Nursing Students. This study will help them to be prepared in a real-world clinical

setting which will enhances the quality of care they provide to the patient and improve

patient outcome.

Clinical Instructors. The result of this study may help them to determine the

challenges of students between theory and practice. Through this, they will realize the

importance of preparing them for the practical aspects of their profession.

Dean of Health and Sciences Department. The result of this can study can be used

for the implementation of training programs to enhance nursing student’s practical skills.
School Administrator. This study will be useful for them to develop effective method

of planning to improve student’s level of performance in a hospital setting.

Future Researchers. This study can be used as a reference which will broaden their

ideas and knowledge to strengthen their future study.

Definition of Terms

Common terms used in this study were defined operationally for clarity.

Theory Practice Gap. It is what students learn in the classroom and what they

experience in clinical settings.

Nursing Student. 2nd year students officially enrolled during the school year

2023-2024 at Naga College Foundation.

Challenges. The challenges that the nursing students experience in transition

from theory to practice.

Transition. Transition in experience from theory to practice in hospital.

Definition of Terms

Common terms used in this study were defined operationally and conceptually.

Theory Practice Gap. In this study it refers on what students learn in the classroom

and what they experience in clinical settings.

a. Physical. This may have a negative impact on students' physical health by impeding

their capacity to adapt theoretical information to real-world clinical settings. A lack of

practical skills could result from this gap, compromising patient care and safety. To
guarantee that nursing students are suitably equipped to handle physical health issues

in their future jobs as healthcare providers, this gap must be closed.

b. Emotional. Students may experience emotional effects from this gap, such as

anxiety or dissatisfaction, and self-doubt. Lack of capacity to apply theoretical

knowledge to real-world situations may decrease confidence and negatively affect

emotional health. Closing this gap will help nursing students feel more competent and

emotionally resilient, which will make them better able to handle the emotional demands

of patient care.

c. Psychosocial. Students' capacity to address the psychosocial components of

healthcare, such as good communication and understanding patients' emotional needs,

may be limited by a lack of practical application of theoretical knowledge. For nursing

students to develop their psychosocial competence and improve their general well-being,

this gap must be closed.

2nd year Nursing Student. 2nd year regular students officially enrolled during the

school year 2023-2024 at Naga College Foundation.

Challenges. The challenges that the nursing students experience in transition

from theory to practice.

a. different procedure. When theoretical knowledge doesn’t seamlessly translate into

practical skills, students may struggle with mastering physical procedures, such as

administering medications, performing assessments, or implementing interventions.

b. RLE protocol. Students may struggle to follow established protocols during clinical

experiences. This can lead to difficulties in applying proper procedures, potentially

compromising patient safety and the overall quality of care.

c. interpersonal skills. Students may find it difficult to effectively communicate with

patients, families, and healthcare teams. This gap can impact the quality of patient

interaction in order to build rapport.

Transition. Transition in experience from theory to practice in hospital.

Theory to Practice. Connection between practice and theory that demonstrates the

ability to use evidence to inform and improve practice.

NOTES

Ugwu, S.N., Ogbonnaya, N.P., Chijioke, V.C., & Esevio, J.N (2023). Causes and effects of

theory-practice gap during clinical practice: the lived experiences of baccalaureate

nursing students. International Journal of Qualitative Studies on Health and Well-being,

18(1). https://www.tandfonline.com/doi/full/10.1080/17482631.2023.2164949

Saifan, A., AbuRuz M.E., & Masa’deh, R. (2015). Theory Practice Gaps in Nursing

Education: A Qualitative Perspective. Retrieved November 25. 2023 from:

https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=Theory+Practice+Gaps+in+Nursing+Education

%3A+A+Qualitative+

+Perspective&btnG&fbclid=IwAR3UMSEIjA2D6vDa_GNUHdtj3z8QaHCzcUFvoVNWuTlf52

HRNq1G4KI-DeU#d=gs_qabs&t=1699795670869&u=%23p%3DATkknEOc_xQJ

Kerthu, H. S. & Nuuyoma, V. (2019). Theory-Practice Gap: Challenges Experienced by

Nursing Students at the Satellite Campus of a Higher Education Institution in Namibia.

International Journal of Higher Education. Retrieved November 25, 2023 from:

https://files.eric.ed.gov/fulltext/EJ1224150.pdf?

fbclid=IwAR0186VDEKiB3ETGKtjAYT8U3XBfnycKioNFIgGa6_CiOtTYE7dUjOIaQRo

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the in-depth research

of the researchers including the local, national, and foreign journals and articles which

have contributed to studies. This literature or article is gathered on the internet,

websites, journals, and recent research from different resources.

Theory – Practice Gap

The theory-practice gap (TPG), is seen from an international viewpoint as a

decade-long competency crisis that still affects the nursing profession until today

(Gamblin, 2019). Bouchlaghem and Mansouri (2018), added that TPG has been

identified as one of the primary obstacles hindering the progress of nursing students and

prevent them from meeting their learning objectives.

According to Abusalah and Salama (2018), the gap between nursing theory and

practice can be defined as the inconsistency between what student nurses acquire

through theoretical classroom lectures and what they experience in the clinical setting.

Many studies have shown that the growing disparity between nursing theory and

practice create an alarming concern especially to the educators, practitioners, and

specifically to the nursing students who are affected by the gap which threatens their

future profession. In addition, Wasini, et al. (2019) also declared that the TPG arise

when the classroom knowledge is not being transferred into practice at the same time

Mahmoud (2014), confirmed the TPG will serve as a hindrance to the nursing student’s

clinical learning process.

The study conducted by Foley, et. al (2017) stated that the effects of TPG have a

consequence which has confirmed as an outcome portraying to the concept that occur in

Rodgers Model of concept analysis. According to the model, it proposes that TPG has an

impact on nurses and nursing students which results to disparity between academics

and clinical staffs. It is acknowledged generally that TPG have negative effects on the

learning process and interfere to the clinical practice of the nursing students. Also, the
discrepancies of TPG have caused much concern to instructors, professors, educators

and nursing students.

In the study published by Ugwu, et.al (2022) it reveals the different causes of TPG

during clinical practice are resource constraints, environmental system challenges, and

unhealthy human attitudinal and behavioral factors. It was confirmed in the studies of

Salifu, et al. (2018) and Wasini, et al. (2019) that the main contributor to TPG was the

general lack of resources during classroom procedure. Using improvised materials as an

alternative are not well designed for the procedure which resulted in delayed care,

prevented the provision of appropriate care, and causes confusion to the nursing

students since they were not able to experience the correct standard procedure being

carried out using ideal instrument. In connection with this, unconducive classroom

environment resulting from increased number of students admitted in each academic

session was also one of the predisposing factors to TPG in which students stand at the

back and outside the classroom while receiving the lectures and some are forced to go

out when they cannot learn in that type of environment. Furthermore, student’s

behavior and attitude were identified as predisposing factor of TPG which includes

skipping classes and browsing the internet during lectures that causes distraction

thereby contributing to poor theoretical and practical knowledge. Also, poor dedication,

being late, unwillingness to do the practice, and uninterested in the assigned duty lead

more to the widening of the gap. In addition, lecturers are also an additional factor

contributing to TPG due to poor preparation of lectures and teaching, not adhering to

teaching time table, rushing lectures, and not providing materials for the students to

read.
 According to Cabalsa (2018), the knowledge gained from the classes should be well

interpreted in the clinical learning environment in which the instructor teaching in the

classroom and in clinical area should be carefully chosen and qualified to train the

nursing students. Nursing students receive guidance from the clinical instructor during

each clinical session, giving them the chance to put their classroom knowledge into

practice. Through exposing them students will develop skills and confidence in handling

variety of nursing situations.

Challenges of Nursing Students

The gap between theory and practice in nursing education is a complex subject that

is influenced by a variety of factors. Both Kertu (2019) and Odetola (2018) emphasize

the challenges that nursing students experience when incorporating theory into practice,

such as inadequate resources, discriminatory attitudes, and disputes among clinical

personnel. These difficulties are increased further by infrastructural constraints in

nations that are developing (Odetola, 2018). Mahmoud (2014) and Saifan (2015)

highlight the importance of clinical preceptors and instructors in bridging this disparity,

with a specific emphasis on the need for improved supervision, preparation, and

communication. The results of these researches highlight the importance of a diversified

strategy to bridging the theory-practice gap in the study of nursing.

O'Brien et al. (2017) conducted a mixed-methods investigation in order to evaluate

nursing students' perspectives of the gap between theory and practice. Students cited a

number of issues contributing to the gap, including minimal clinical exposure,

unreasonable expectations, and a lack of assistance from clinical teachers, according to

the study. The researchers suggested that nurse educators work together to solve these

issues and increase the quality of clinical learning experiences.

One of the main aspects that aids nursing students' awareness of their practice in a

clinical setting is practical learning, and it is critical to integrate theoretical

understanding to practical abilities. Nursing educators and clinical instructors must

demonstrate the expertise and skills required to bridge the theory-practice gap. The

purpose of this study was to investigate nursing students' perceptions of their practical

learning and the theory-practice gap. Methods: An exploratory-descriptive methodology

was employed in this study to explore and explain nursing students' perceptions of their

practical learning and theory-practice gap. This study included a convenient sample of

61 nursing students.

The majority of nursing students (88.5%) reported insufficient clinical instructor

guidance, an inadequately designed simulation laboratory (100%), and only 50.8% had

the chance to hone their skills during simulation sessions. The majority of respondents

(67.2%) indicated that summative evaluation was completed at the end of the course,

although they were not prepared for the examination (57.4%). The participants saw a

gap between theoretical knowledge and real clinical procedures in the wards (54.1%).

Conclusion and Recommendations: Nursing education must reconsider present

approaches to hands-on instruction in order to adequately prepare future nurses.

Conducting ongoing education in teaching and learning principles for faculty to improve

their teaching conduct and interpersonal skills.

The instructor-student ratio was regarded as a critical aspect in delivering good

education. The proportion is greater in theory classrooms than in clinical settings. It was
thought that handling a lesser number of students would eliminate disparities in nursing

education. One of the pupils observed that the large number of students in the class had

an impact on his capacity to absorb and comprehend information. This student

demonstrated that dealing with a large number of pupils has an impact on the amount

of time allotted to each student. This may limit the nursing teacher's capacity to lead a

group discussion and put theory into practice.

A major problem affecting students in Filipino nursing schools is the lack of

theoretical practice, which has been caused by structure, pedagogical and Relational

Deficits (Factor, 2017). The lack of resources, discriminatory attitudes and

communication barriers in clinical settings are exacerbated by these gaps (Kertu, 2019).

This gap is further exacerbated by inadequate supervision, ill-prepared simulation

laboratories, and a dearth of opportunities for skill practice (Mahmoud, 2014). These

results highlight the need for nursing education to be realigned in order to better

prepare students for the difficulties they will encounter in clinical settings.

Rhikhotso, Williams, and De Wet (2014) suggest that in order to reinforce theory

integration in the clinical placements, the maximum amount of time should be spent as

accompaniment with the student. According to Siganga and Jeggels (2014), this

accompaniment will help nursing students get ready for a variety of obstacles they may

face in the workplace.

Transition from Theory to Practice

 The transition from theory to practice is a significant challenge for nursing students,

particularly for second-year students who are just beginning to gain clinical experience.

The theory-practice gap refers to the discrepancy between the knowledge and skills

learned in the classroom and the actual application of those skills in real-world clinical

settings (Saifan et al., 2021). This gap can be attributed to various factors like

differences in teaching and clinical environments. The classroom setting is often

structured and controlled, while the clinical environment is dynamic and unpredictable.

This can lead to students feeling overwhelmed and unprepared to apply their knowledge

in real-time situations (Oducado, 2019). In addition to this, second-year nursing

students may have limited opportunities to practice their skills in the clinical setting,

making it difficult to bridge the gap between theory and practice. High patient acuity

and workload: Clinical settings often have high patient acuity and a heavy workload,

which can make it. Moreover, the quality of supervision and mentorship can vary

significantly between clinical placements, which can affect students' learning outcomes.

In the study published by Kim et al. (2022), "discrepancy between theoretical

learning and practical application of nursing care," participants expressed confusion as

the fundamental nursing procedures administered to patients in the clinical setting

differed from what they had learned in the classroom. This mismatch caused

participants to feel uncertain about executing nursing tasks on actual subjects and

raised concerns about potential harm. In a study conducted by Kim et al., findings

indicated that nursing students encountered a disparity between their clinical

experiences and classroom teachings. The procedures and standards for nursing skills

applied in the clinical setting deviated from the theoretical knowledge they had acquired.

Engaging in clinical practice enables students to put into practice the theoretical
concepts they've acquired in academic settings. This involves the active integration and

application of knowledge in real-world scenarios. (Kim et al., [2022]) Transition shock is

characterized by sensations of anxiety, instability, and inadequacy that arise when

individuals encounter new surroundings, roles, responsibilities, relationships, knowledge,

and expectations. Accordingly, in the context of nursing, many students may experience

nervousness due to the unfamiliar hospital setting during clinical practice, highlighting

the contrast between theoretical content learned in school and the practical realities of

clinical situations.

Utilizing theoretical principles proves to be a valuable approach in comprehending

the contemporary challenges faced by new graduate nurses. Amanda et al., (2022).

Asserted that it is imperative for recent graduates to conclude their university education

as advanced beginners to mitigate the impact of transition shock and align with the

swiftly evolving requirements of the clinical setting. Enhancing ward-based simulations in

university curricula can be instrumental in achieving this objective. The application of a

theoretical framework facilitates a profound grasp of the diverse stages and processes

involved in transition, enabling the design and implementation of effective programs.

Gill and Shanta. (2019), Claimed that nurses undergo a period of transition when

they move from their existing roles to pursue new career paths or explore different

areas within clinical practice. Experienced nurses, appreciated for their essential skills,

clinical judgment, and knowledge, play a crucial role in meeting the demand for highly

skilled professionals in specialized settings like radiology. Despite their value, the process

of transitioning can instill feelings of uncertainty, fear, and distress among nurses who

are shifting their focus within clinical practice specialties.

 According to Murray. (2019), the transition of new graduate registered nurses is

marked by a level of shock that aligns with the acknowledged theory-practice gap. Due

to their restricted exposure to clinical settings and experiences, these nurses face the

potential of making errors and may struggle to recognize signs of deterioration.

Additionally, there is a tendency to prioritize time management and task completion over

patient safety and care. The impact of transition shock directs the attention of new

graduate registered nurses towards prioritizing time management and completing tasks

rather than emphasizing patient safety and holistic care. To cultivate a safety culture

among these nurses, there is a crucial need for encouragement and support that

promotes safe practices.

Synthesis of the State-of-the-Art

The cited review of related literature and studies provide information with regards

to Theory-Practice Gap, challenges, and transition from theory to practice of nursing

students. The researchers found out that all materials were significantly relevant for the

research study.

The studies of Abusalah and Salama (2018), Wasini et al. (2019), Mahmoud (2014),

Foley et. al. (2017), Ugwu et. Al (2022), Salifu et. al (2018), Wasini et. al (2019), and

Cabalsa (2018) have been found to be relevant with this study in connection to Theory-

Practice Gap. Their study declared that TPG arise when the knowledge taught inside the

classroom is not being transferred into practice.

Gap Bridge by the Study

The current studies objectives, which focus on identifying the factors influencing

nursing students' theory-practice gaps, are essentially identical to those of the previous
analysis. However, the consequences of the theory-practice gap on Naga College

Foundation, Inc. second-year nursing students were the primary focus of this study. In

this study, challenges such as different procedures, RLE protocol, and Interpersonal skills

were evaluated by the researcher to further assess the factors that affect students in

transition from theory to practice gap.

Theoretical Framework

The theory-practice gap is a problem seen between what students learn in the

classroom and what they experience in clinical settings. In this study, the different

theories we discussed will demonstrate where the study will revolve. John Watson’s

Theory of Behaviorism, Howard Gardner’s Theory on Multiple Intelligences, and Robert

Kate’s Skill Theory.

John Watson’s Theory of Behaviorism

This study is supported by John Watson’s Theory of Behaviorism. The model

provides the idea that all behaviors are learned through interaction with the

environment. There are two types of behaviorism:

A. Classical conditioning – is a form of learning where a neutral stimulus

becomes associated with a naturally occurring stimulus, leading to the

neutral stimulus eliciting a response.

The following are the concepts of classical conditioning:

a. Neutral stimulus – is a stimulus that does not cause a reaction at first.

b. Unconditioned stimulus is an element in the experiment that elicit our

automatic response.
 c. Conditioned stimulus is the stimulus that is repeatedly paired with the

unconditioned stimulus until it eventually causes the same response

d. Unconditioned Response – is a response that naturally occurs.

e. Conditioned Response – is a response that is thought through the

experiment.

B. Operant conditioning is a type of learning where behaviors are strengthened

or weakened based on the consequences that follow them.

The following are the concepts of operant conditioning:

a. Positive reinforcement – when something pleasant or rewarding is

given after a specific behavior.

b. Negative reinforcement – an attempt to increase a specific behavior

by removing something that is negative when the behavior is done.

c. Punishment – applying something aversive after a specific behavior to

decrease frequent of that behavior.

We chose the “Theory of Behaviorism” of John Watson because behavior is one of

the nursing competencies that a student nurse should possess. It can be a factor that

can help bridge the gap between theory and practice. Behaviorism affects how students

react and behave in the classroom under the influence of the teacher. It also refers to an

individual’s ability to perform core skills and be evaluated by performing those skills.

However, it does not only apply in the classroom but also in life. The way people behave

is the way they dictate their lives. Therefore, behavior can be a guide to a better life.

Applying the Theory of Behaviorism in this study shows the harmonious relationship

between students and teachers in the classroom. Good behavior is effective in learning

by listening, participating, and asking actively and politely throughout the discussion.
Avoiding unnecessary activity and improving skills can greatly help improve people’s

abilities. Classical conditioning provides positive reinforcement, like rewards for good

performance, and discourages negative consequences for undesirable actions. These will

increase the motivation and engagement of the students in the learning process. Over

time, it will create a positive environment and improve students’ overall performance.

Howard Gardner’s Theory on Multiple Intelligences

The theoretical underpinning of this study is Howard Gardner’s Theory on Multiple

Intelligences. This refers to a theory describing the different ways students learn and

acquire information. These multiple intelligences range from the use of words, numbers,

pictures, and music to the importance of social interactions, introspection, physical

movement, and being in time with nature.

The following are the types & multiple intelligences:

A. Verbal-linguistic intelligence – being capable of learning new languages and

understanding how to use language to achieve goals.

B. Logical-mathematical intelligence – being able to analyze problems logically and

solve abstract problems.

C. Spatial-visual intelligence – being able to use visual aids to arrive at a solution.

D. Bodily-kinesthetic intelligence – being compliable of using the entire body and

engaging in movement to skillfully address a challenge.

E. Musical intelligence – being able to produce and analyze pitch, rhythm and

sound.

F. Interpersonal intelligence – being to detect and explore the intentions, moods,

and desires of others.

 G. Intrapersonal intelligence – being able to fully understand oneself and to

effectively regulate one's own life and emotions.

H. Naturalist intelligence – being able to recognize and classify the different plant

and environmental species in one’s surrounding.

I. Essential intelligence – being able to ask deep and critical questions about the

broader human experience.

This theory of multiple intelligences is included because it shows how diverse the

intelligence of a human is. Students should be aware of what type of multiple they

belong to and utilize it in the right way. Using it in the wrong way can lead to poor

performance in class, thus leading to a gap between theory and practice. This theory

can bridge the gap between theory and practice in nursing. Since intelligence is the

ability to gain knowledge and apply it through skills.

Relating this theory to our study could address some procedures existing in the

classroom. This can help teachers adjust their learning style so that they can cater to

and pay attention to the students who are having a hard time learning. Students learn

effectively with the right methods and strategies that are appropriate to them, which

can give them a chance to succeed at learning. No one is ignorant since everyone has

an intelligence that is fit for them. People should just identify and cultivate it.

Robert Kate’s Skill Theory

This study is anchored on Robert Katz’s skill theory. Katz (1955:34) defines skills as

what leaders can accomplish, while traits are what leaders are. He argued that effective

leadership or management depends on three basic personal skills:

 A. Technical skills – refer to the specialized knowledge and expertise needed to

accomplish complex actions.

B. Interpersonal skills – are often referred to as people skills, social skills or social

intelligence.

C. Conceptual skills – are the abilities that allow an individual to better understand

complex scenarios and develop creative solutions.

This theory helps the researchers understand the basic personal skills that a

student nurse should possess. This was used to perform the specific skills needed for a

specific instance. It is significant because it is where the students integrate their

knowledge into action. Skills should be evidence-based to prevent harm to other people.

In nursing, technical skills are important to effectively perform basic procedures

and use equipment correctly. The basic procedure includes taking vital signs and

administering medications. Interpersonal skills are crucial as the nurse builds rapport

and cooperation. Effective communication helps to clearly understand patients’ needs

and improve care outcomes. Conceptual skills are vital as nurses analyze situations and

make informed decisions. It makes them think critically and develop effective solutions

for better outcomes.

 John Watson’s Theory of
Behaviorism

 Classical conditioning
 Operant conditioning

This study will

help the students
to identify the gap
of theory and
practice.

Howard Gardner’s Theory on Multiple

Intelligences Robert Kate’s Skill Theory
 Verbal-linguistic intelligence
 Logical-mathematical
intelligence  Technical skills
 Spatial-visual intelligence
 Bodily-kinesthetic intelligence  Interpersonal skills
 Musical intelligence
 Interpersonal intelligence
 Conceptual skills
 Intrapersonal intelligence
 Naturalist intelligence
 Essential intelligence

Figure 1 Theoretical Paradigm

Conceptual Framework

To make the present study congruent to the foregoing theories, the researchers

design the conceptual framework as shown in Figure 2.

Input includes the demographic profile of the respondents, challenges of 2nd year

nursing student on transition from theory to practice, effects of Theory-Practice Gap:

Challenges of 2nd year Nursing student on transition from theory to practice, association

between the challenges and effects of THEORY – PRACTICE GAP: Challenges of 2nd

Year Nursing Students on Transition from theory to practice, and intervention program

that can be proposed to bridge the gap between theory and practice.

Process includes preparation of draft questionnaire, validation of research, randomly

choosing of respondents through stratified sampling, and data gathering procedure

through questionnaire.

Output comprises preparing 2nd year Nursing Student for the dynamic changes

that will occur over time, help individuals adjust and adapt in therapeutic situations, and

increase their knowledge, abilities, and attitude.