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several factorscontributeto the theory - practice gap
The insights into the logistical , political and educational factorscontributeto the theory - practice gap
insufficient integration of knowledge to fundamental nursing carecreatingthe ‘ theory - practice gap
that nursing as practised is task - centred and students rarely get involved in anything approaching the total care of individual patientsthus leadingto theory - practice gap
the tendency of researchers to work in siloshas createda “ theory - practice gap
the tra(passive) created bya theory - practice gap
the most important obstaclescausingtheory and practice gap
resource constraints in the NHS ( 5/13(passive) caused bya theory - practice gap
economic and ethical conflicts and risks that generate socio - spatial utopias(passive) caused bya theory - practice gap
the traditional organisation of health professional education practice(passive) created bya theory - practice gap
reality shockresultedfrom a theory - practice gap
a tension that moved the profession forward over time — new knowledge led to new practicescreateda tension that moved the profession forward over time — new knowledge led to new practices
a barrier in translating knowledge that is being taught in the classroom to what is used in clinical practicecreatesa barrier in translating knowledge that is being taught in the classroom to what is used in clinical practice
large issuescauselarge issues
out of the difference between fundamental research and its actual implementation and places the treatment programmes on a firmer scientific footing by validating them empiricallyoriginatingout of the difference between fundamental research and its actual implementation and places the treatment programmes on a firmer scientific footing by validating them empirically
the implementation of evidence - based practice ( EBP ) at the bedsidehas preventedthe implementation of evidence - based practice ( EBP ) at the bedside
if strategies are not developedcan leadif strategies are not developed
relationships and therefore learning in the course of the in - serviceinfluencedrelationships and therefore learning in the course of the in - service
as some have called ithas preventedas some have called it
confusionhas createdconfusion
to a better clinical learning environmentleadsto a better clinical learning environment
worries on the development of the nursing professionhas createdworries on the development of the nursing profession
an active process(passive) triggered byan active process
a variety of challenges that face these groupshas createda variety of challenges that face these groups
multitude problems to provide appropriate clinical servicescausedmultitude problems to provide appropriate clinical services