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Frameworks in Bridging the Gap between Nurses’ Training and Clinical Practice

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Introduction

A theory is a set of related concepts or variables that are organised into hypotheses to define the association between the constructs (Connelly, 2014). Frameworks define the type of connection between variables for better comprehension of the problem and concepts as illustrative statements depicting a situation. Theoretical and conceptual frameworks can be used to direct a study or can be recognised as outcomes. The role of these frameworks is to make the discoveries in research relevant and acceptable. Connecting findings into a well-organised structure makes them meaningful and easily accessible to others (Green, 2014).

One of the theories cited in this research is that minimum access to practical skills during the training process affects the abilities of new nurse graduates to care appropriately for the patients. Also, inefficiencies in the clinical practice negatively affect the patient safety. The common theme in these theories is that nurses’ efficiency directly affects the patients’ safety. Face-to-face students has a higher chance of acquiring practical skills than long-distance students (Ballman, 2016). Secondly, patients educated appropriately on self-management skills and prescription medications have a lesser chance of readmission compared to inappropriately educated patients (Waszak, 2018). Finally, students who participate in EPAs have a better chance of delivering high-quality care than those without this clinical experience (Wagner, 2018).

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Below is a conceptual map of how the relationship between training and clinical practice affects patient outcomes. The quality of training and clinical practice affects the safety of the patient.

STUDENT

Training:

1. Face-to-face students – use of SPs – practical skills

2. Long-distance students – development of ICSs (+EPAs) – practical skills. Limited access to practical skills – poor treatment quality – readmission.

NURSE

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Clinical practice: non-educated patient – readmission; educated patient – successful treatment.

1. Athanasakis, E. (2013). Synthesizing Knowledge about Nursing Shift Handovers: Overview and Reflections from Evidence-Based Literature. International Journal of Caring Sciences, 20(4),  300-313.

2. Ballman, K. G. (2016). Broadening the Reach of Standardized Patients in Nurse Practitioner Education to Include the Distance Learner. Nurse Educator, 41(5), 230-233.

3. Connelly, L. M. (2014). Use of Theoretical Frameworks in Research. Medsurg Nursing, 23(3), 187-188.

4. Green, H. E. (2014). Use of Theoretical and Conceptual Frameworks in Qualitative Research. Nurse Researcher, 21(6), 34-38.

5. Trossman, S. (2015, January 01). Stopping the revolving door. Nurses lead, implement strategies to reduce readmissions. The American Nurse, 47(1), 1,9.

6. Wagner, L. M. (2018). Entrustable professional activities for quality and patient safety. Nursing Outlook, 66(3), 237-243.

7. Waszak, D. L. (2018). A Quality Improvement Project to Improve Education Provided by Nurses to ED Patients Prescribed Opioid Analgesics at Discharge. Journal of Emergency Nursing, 44(4), 336-344.

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