CHAPTER I

The Problem

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
 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.

3
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. The aspects looked

into the effects of TPG in terms of psychosocial, emotional and physical terms. This

study regarded the association between the challenges and effects of TPG challenges of

2nd year Nursing Students on Transition from theory to practice. This also involves

examining potential intervention programs that can be proposed to bridge the gap

between theory to practice.

Out of the total 316 regular 2nd year nursing students of College of Health

Sciences, Naga College Foundation, enrolled for school year 2023-2024, 177

respondents were determined using Slovin’s Formula. 22 students per section will be

randomly selected as the respondents of the study.

Other year level: 1st, 3rd, 4th year, irregular students, 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:

4
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 and conceptually.

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

and what they experience in clinical settings.

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.

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

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

5
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.

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.

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.

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.

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.

6
Theory to Practice. Connection between practice and theory that demonstrates the

ability to use evidence to inform and improve practice. Mezirow’s (1991)

7
 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). 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:

scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=Theory+Practice+Gaps+in+Nursing+Education

%3A+A+Qualitative

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:

files.eric.ed.gov/fulltext/EJ1224150.pdf?fbclid

8
 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

clinical practice can be defined as the difference between what the nursing students

acquire through theoretical classroom lectures and what they experience practically in

the clinical setting. Many studies have shown that the growing disparity between nursing

theory and practice creates 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 emerges when the classroom knowledge is not being transferred into practice at

the same time Mahmoud (2014), confirmed that when TPG is present it will serve as a

barrier to the nursing student’s clinical learning process.

9
 In the present study of Santa De (2023), found that the transition from student

to a registered nurse leads to a stressful period in their lives. Some of them experienced

transition shock due to the gap between theory and practice wherein they ended up

thinking that their education was useless because traditional practice was still being

followed in the clinical setting. One of the identified reasons for TPG was training related

factors wherein due to the increasing number of nursing students, practical

examinations conducted in clinical area, and focusing more on the completion of clinical

assignments some are unable to apply the procedure which resulted for them to have

enough theoretical knowledge but they lack mastery of the actual practice. Also,

instructor related factors contributed to the TPG such as lack of experience, failure to

supervise students, and poor communication between teacher and students. Further,

factors related to the clinical learning environment which includes unavailability of

equipment, unsupportive staff, poor teamwork, student’s unwillingness, and

mistreatment of the instructor lead to widen the gap.

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 instructors.

The researchers suggested that nurse educators work together to solve these issues and

increase the quality of clinical learning experiences.

According to 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

10
TPG was inadequate materials and equipment during classroom procedure. Using

improvised materials as an alternative are not appropriate which resulted in delayed care

and caused confusion to the nursing students since they were not able to experience

handling the ideal instrument. In connection with this, environmental factors affect TPG,

specifically unconducive classrooms due to overpopulation, foul smell, no

proper lighting, inappropriate ambience, and unstructured ward. Furthermore, student’s

behavior and attitude were identified as a predisposing factor which includes skipping

classes, browsing the internet during lectures, poor dedication, tardiness, and

unwillingness to assign duty imparting to poor theoretical and practical knowledge. On

the other hand, lecturers contribute to the gap due to unpreparedness, not adhering to

teaching time tables, rushing to finish the lesson, and not providing materials to the

students.

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.

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

11
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.

Gamblin (2019), stated that the effects of TPG in nursing can put the patient at

risk and creates a huge burden on training the future nurses especially in providing

advanced patient care. Also, Jones & Johnstoneb (2019), added that when the gap is

continuously occurring the expected and planned sequence of care will be obstructed.

Moreover, the reality shock brought about by the wide TPG is thought to be a primary

factor in low job satisfaction and high rates of job attrition among recently qualified

nurses. (Al-Awaisi et al., 2015; Monaghem, 2015).

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 the 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 a variety of nursing situations.

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.

12
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.

13
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.

14
 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.

Accordingly, recent nursing graduates viewed the transition into professional

practice as an intense experience (Gautam et al., 2023). An inductive thematic analysis

identified four interconnected themes that encompassed the transition experiences of

these new nursing professionals: 'confronting reality,' 'diminishing confidence,' 'sense of

isolation,' and 'developing resilience.' The theme 'confronting reality' consisted of three

sub-themes: 'bridging the gap between theory and practice,' 'lack of a protective shield,'

and 'a multitude of responsibilities,' illustrating how nurses initially encountered the

realities of their profession. The theme 'diminishing confidence' included three sub-

themes: 'fearfulness,' 'neglect,' and 'accusations,' depicting the gradual erosion of

nurses' confidence as they faced the genuine aspects of their work. The theme 'sense of

isolation' comprised two sub-themes: 'lack of guidance' and 'limited support from

experienced colleagues,' explaining how nurses perceived their work environment.

Lastly, the theme 'developing resilience' featured two sub-themes: 'reflection' and

15
'seeking assistance,' describing how nurses coped with the challenges associated with

the transition.

Accordingly, newly graduated nurses working in high-acuity settings may

encounter challenges in applying theoretical concepts in the clinical setting, a

phenomenon commonly referred to as the theory-practice gap (Brown, 2019). This gap

poses a potential risk to patient safety, with the possibility of adverse outcomes. Utilizing

simulated experiences provides an immersive teaching approach to strengthen and

assess proficiency in practical skills, critical thinking, and decision-making by applying

knowledge to bridge the gap between theory and practice. Actively engaging in

simulated exercises enables students to repetitively practice skills, offering a chance to

learn from mistakes without the potential for harm to individuals.

Matlhaba and Khunou. (2022), asserted that graduate nurses faced challenges

which negatively impacted their transition. Despite all the identified challenges, positive

outcomes were also identified in that graduate nurses felt a sense of pride in their

profession which in turn, boosted their confidence and gave them a sense of

responsibility. Furthermore, the review identified some organizational and individual

factors as well as a supportive learning environment which could further facilitate the

transition of graduate nurses from student to practice during the COVID-19 pandemic.

Transition from student to practice can be daunting, especially during a pandemic. It is

recommended that psychological interventions should be adequately available to those

novice nurses, in order to alleviate the transitional shock. Collaboration between the

nursing education institutions and health organizations can assist in bridging the theory

and practice gap especially when dealing with infection control, emergencies and health

16
disasters. Short learning courses on management of acute critically ill patients could

prove beneficial in equipping graduate nurses with skills.

Based from the study of Adam et al., (2021), students conveyed that their clinical

experience provided valuable learning opportunities essential for building clinical

competence. While they acknowledged positive aspects of learning in the clinical setting,

they also identified gaps in practice. Challenges in the clinical environment, such as

unfavorable staff attitudes, insufficient equipment, negative student attitudes, limited

learning opportunities, and a shortage of clinical supervisors, were perceived. To

enhance clinical teaching and learning, it is recommended to actively instruct, supervise,

and encourage students to develop independence in the clinical setting. This calls for a

collaborative effort between nursing educational institutions and various stakeholders to

address and eliminate the myriad challenges faced by students in the clinical

environment.

New nursing graduates enter the workforce with restricted clinical hours and

diminishing face-to-face education, resulting in a widening disparity between theoretical

knowledge and practical application. This situation raises the likelihood and duration of

experiencing transition shock. Extensive ward simulation with adequate resources serves

as a valuable strategy to enhance skill acquisition and narrow the theory-practice gap

evident in certain undergraduate programs. To mitigate the current experience of

transition shock, it is crucial for graduates to conclude their university degrees as

advanced beginners (Graf et al., 2020).

17
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. Theory on

Behaviorism John Watson, theory on Multiple Intelligences Howard Gardner, and skill

theory Robert Kate.

This study is supported by the theory on behaviorism of John Watson (1913). The

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

environment. There are two types of behaviorism.

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. Unconditioned stimulus is an element in

the experiment that elicits our automatic response. A conditioned stimulus is one that is

repeatedly paired with an unconditioned stimulus until it eventually causes the same

18
response. An unconditioned response is a response that naturally occurs. A conditional

response is a response that is thought through during the experiment.

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: positive reinforcement is when something pleasant or rewarding

is given after a specific behavior. Negative reinforcement is an attempt to increase a

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

Punishment is applying something aversive after a specific behavior to decrease the

frequency 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.

19
 The theoretical underpinning of this study is the Theory of Multiple Intelligences of

Howard Gardner (1983). 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 and multiple intelligences: verbal-linguistic intelligence,

being capable of learning new languages and understanding how to use language to

achieve goals. Logical-mathematical intelligence means being able to analyze problems

logically and solve abstract problems. Spatial-visual intelligence means being able to use

visual aids to arrive at a solution. Bodily-kinesthetic intelligence is the ability to use the

entire body and engage in movement to skillfully address a challenge. Musical

intelligence is being able to produce and analyze pitch, rhythm, and sound.

Interpersonal intelligence is the ability to detect and explore the intentions, moods, and

desires of others. Intrapersonal intelligence is being able to fully understand oneself and

to effectively regulate one's own life and emotions. Naturalist intelligence means being

able to recognize and classify the different plant and environmental species in one’s

surroundings. Essential intelligence means 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.

20
 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.

This study is anchored on skill theory of Robert Katz (1955) 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: technical skills refer

to the specialized knowledge and expertise needed to accomplish complex actions.

Interpersonal skills are often referred to as people skills, social skills, or social

intelligence. 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.

21
Figure 1 Theoretical Paradigm

22
 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.

Process includes the effects of theory-practice gap: challenges of 2 nd year nursing

student on transition from theory to practice.

Output includes the intervention program that can be proposed to bridge the gap

between theory and practice.

Demographic profile of
the respondents
a. Age Effects of Theory-
b. Gender Practice Gap:
c. Marital status Challenges of 2nd
d. Family status year Nursing
e. Monthly income student on transition Intervention
from theory to program that can
practice in terms of be proposed to
bridge the gap
A. Psychosocial between theory and
 nd
Challenges of 2 year effects practice
nursing student on B. Emotional effects
transition from theory to C. Physical effects
practice in terms of
a. Different procedure
b. RLE protocol
c. Interpersonal Skills

Figure 2: Conceptual Framework

23