Theory–Practice Gap Among Saudi Nursing Students and Interns: A Quantitative Study.
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| Title: | Theory–Practice Gap Among Saudi Nursing Students and Interns: A Quantitative Study. |
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| Authors: | Yaghmour, Sara (AUTHOR), Almalki, Badreah (AUTHOR), Almaghrabi, Farah (AUTHOR), Alshehri, Fayrouz (AUTHOR), Alshehri, Jana (AUTHOR), Sampaio, Francisco (AUTHOR) |
| Source: | Perspectives in Psychiatric Care. 12/28/2025, Vol. 2025, p1-12. 12p. |
| Subjects: | Cross-sectional method, Scale analysis (Psychology), Research funding, Cronbach's alpha, T-test (Statistics), Clinical supervision, Statistical sampling, Questionnaires, Probability theory, Quantitative research, Chi-squared test, Descriptive statistics, Learning, Confidence, Hospital medical staff, Simulation methods in education, Nursing practice, Research methodology, Inferential statistics, Analysis of variance, Clinical education, Data analysis software, English language, Nursing students |
| Geographic Terms: | Saudi Arabia |
| Abstract: | Background: The theory–practice gap—the disconnect between classroom knowledge and clinical application—remains a major concern in nursing education and can affect students' confidence, competence, and readiness for practice. Aim: To assess the extent of the theory–practice gap among Saudi nursing students and interns and to identify perceived contributing factors. Design: A descriptive, cross‐sectional quantitative study. Methods: A convenience sample of 408 nursing students and interns from 13 regions of Saudi Arabia participated between December 2022 and January 2023. Data were collected using a validated, self‐administered questionnaire assessing learning, training, theory, and the gap between theory and practice. Descriptive statistics were computed using SPSS 29. Results: Among 392 complete responses, most participants recognized the existence of a theory–practice gap. While two‐thirds agreed that simulation labs enhanced learning, fewer than half found them reflective of real clinical settings. About one‐third reported weak coordination between academic and clinical instructors. Most students (83%) believed that the gap reduced confidence, and 88% emphasized the need for more qualified clinical instructors. Over 80% supported strengthening English preparation in the first year of study. Conclusion: A clear theory–practice gap exists among Saudi nursing students and interns, influenced by limited alignment between classroom and clinical instruction, inadequate simulation realism, and language barriers. Impact: Bridging this gap requires collaborative reforms including realistic simulation design, stronger faculty coordination, increased clinical supervision, and enhanced language support to improve student preparedness and strengthen the nursing workforce. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: The theory–practice gap—the disconnect between classroom knowledge and clinical application—remains a major concern in nursing education and can affect students' confidence, competence, and readiness for practice. Aim: To assess the extent of the theory–practice gap among Saudi nursing students and interns and to identify perceived contributing factors. Design: A descriptive, cross‐sectional quantitative study. Methods: A convenience sample of 408 nursing students and interns from 13 regions of Saudi Arabia participated between December 2022 and January 2023. Data were collected using a validated, self‐administered questionnaire assessing learning, training, theory, and the gap between theory and practice. Descriptive statistics were computed using SPSS 29. Results: Among 392 complete responses, most participants recognized the existence of a theory–practice gap. While two‐thirds agreed that simulation labs enhanced learning, fewer than half found them reflective of real clinical settings. About one‐third reported weak coordination between academic and clinical instructors. Most students (83%) believed that the gap reduced confidence, and 88% emphasized the need for more qualified clinical instructors. Over 80% supported strengthening English preparation in the first year of study. Conclusion: A clear theory–practice gap exists among Saudi nursing students and interns, influenced by limited alignment between classroom and clinical instruction, inadequate simulation realism, and language barriers. Impact: Bridging this gap requires collaborative reforms including realistic simulation design, stronger faculty coordination, increased clinical supervision, and enhanced language support to improve student preparedness and strengthen the nursing workforce. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00315990 |
| DOI: | 10.1155/ppc/2999678 |
