Gap In Nursing Education And Practice Free Writing Sample

Nursing education is a field that prepares and equips students with apposite dexterities and theoretical models that can be applied in different clinical settings. This scenario explains why nursing is subdivided into two parts. These include practice and education (Mohsen, Safaan, & Okby, 2016). Experts indicate strongly that nurses and curriculum developers must focus on these two areas if quality services are to be delivered to the greatest number of patients. Effective teaching can equip nursing students with adequate competencies that can make them skilled caregivers. Unfortunately, evidence reveals that there is a major gap between nursing education and the manner in which evidence-based concepts are applied in practice. This paper uses recent studies and findings to explain why there is a gap between nursing education and practice.

Analyzing the Gap between Nursing Education and Nursing Practice

Saifan, Safieh, Milbes, and Shibly (2015) acknowledge that the realities experienced by many practitioners in healthcare settings reveal that there is a serious gap between education and practice. This situation has led to something known as “theory-practice gap” (Flood & Robinia, 2014, p. 330). Nurses in different units or settings have to deal with a wide range of obstacles that make it hard for them to offer high-quality care to their patients. They operate in rigid environments characterized by strict rules, rigid organizational structures, and inappropriate care delivery models. Such practitioners are forced to design their own philosophies in an attempt to maximize the health outcomes of their patients.

To begin with, many nurses are not guided to implement their theoretical understanding or knowledge into clinical practice. Many learning institutions do not have appropriate models that can ensure the acquired knowledge is applied efficiently in a wide range of healthcare units or settings. Practitioners tend to become frustrated after joining their working environments (Flood & Robinia, 2014). This challenge emerges because their expectations are not fulfilled in the healthcare setting.

Experts believe that most of the existing training processes fail to equip learners with adequate clinical skills that can be utilized in various practice settings (Hussein & Osuji, 2017). Nurses are not encouraged to complete extra hours in laboratory settings. This gap explains why they are usually unable to offer high-quality care and support to their patients (Hussein & Osuji, 2017). After completing school, they are usually keen not to commit specific mistakes. The occurrence of sentinel events makes it hard for them to deliver adequate care. Consequently, the quality of services available to more patients has remained below average.

Mackey and Bassendowski (2017) believe that the concept of evidence-based practice (EBP) is yet to be embraced by many nurses. This concept allows practitioners to combine expertise with clinical evidence in an attempt to advance their care delivery models. The educational practice does not offer adequate insights and theories that can be embraced by nurses to implement EBP practices in their institutions. This issue explains why the current gap has affected the health outcomes of more people.

Many educationists and researchers have appropriate qualifications and ideas in nursing theory. Despite the possession of superior dexterities, most of these professionals are unable to deliver the right content to their learners. Consequently, the nursing students find it hard to replicate the acquired knowledge and concepts in their healthcare units (Mohsen et al., 2016). This is a clear indication that most of the competencies possessed by educationists have not been linked with practice. Various developments in theory are yet to be applied in medical institutions to meet the needs of different patients.

Many theorists have also been observed to lack adequate skills that can support the educational needs of learners. This has been the case because learning processes have been transformed by the technological changes experienced in the world today (Hussein & Osuji, 2017). Additionally, different healthcare institutions have not managed to implement powerful transitions whereby nurses and caregivers can transform their care delivery models through the application of modern technologies. This issue has created a gap between education and practice.

In different nursing institutions, lecturers and instructors have managed to support the role of laboratory training sessions. However, experts have indicated clearly that such training processes lack clinical aspects that can be replicated by practitioners (Saifan et al., 2015). The processes also lack simulation and implementation procedures. This situation creates a unique gap whereby different learners are unable to practice optimally after completing their courses.

Hussein and Osuji (2017) go further to acknowledge that nurse practitioners are the ones to blame for this gap. It is agreeable that nursing education supports adequate measures to ensure research findings are identified and implemented to maximize patient care delivery. Unfortunately, many individuals stop engaging in life-long learning after school. This malpractice makes it hard for them to identify and acquire new concepts that can be transformed into effective care delivery. They also fail to work as teams in an attempt to improve their nursing philosophies. Such issues affect the manner in which medical care is delivered to underserved populations.

Suggestions to Bridge the Gap

The first recommendation that can be considered to deal with the current gap is creating a communication model between practicing nurses and instructors. This approach will maximize the level of communication and ensure teachers understand the issues affecting practice (Mackey & Bassendowski, 2017). Such concerns will inform new teaching processes and instructions that can bridge the gap.

Teaching processes can be expanded in such a way that clinical training is maximized. This approach will equip learners with adequate laboratory and nursing competencies that resonate with the diverse needs of more patients. The concept of practicum can be taken seriously to address the gaps faced by nurse practitioners (Mohsen et al., 2016). Institution will be guided to design better teaching procedures to cater for this need.

Students should also be empowered and supported throughout the learning process. This process will ensure every practical course is understood clearly. Instructors and learners should collaborate during these courses. The approach will equip the learners will adequate skills that can be applied successfully in nursing practice (Mackey & Bassendowski, 2017). The beneficiaries will be guided to minimize sentinel events that might have disastrous implications on the outcomes of more patients.

Instructors in nursing schools should acquire new concepts and notions that can be used to empower more learners. They should focus on emerging issues in nursing practice, embrace the role of technological developments, and develop powerful models. Nurses will find it easier to adopt such ideas and use them in their practice areas (Saifan et al., 2015). This approach will ensure scientific approaches are embraced to improve care delivery procedures.

There is need to encourage more students to embrace the power of evidence-based practice. This approach is embraced by practitioners who want to utilize new scientific evidence in their healthcare units (Flood & Robinia, 2014). The ACE star change model should be used to educate and empower students to implement EBP in their fields. When this approach is taken seriously, more practitioners will be prepared to engage in lifelong learning, focus on every emerging issue in healthcare, and embrace nursing education technology to deliver superior care to their patients (Mackey & Bassendowski, 2017). This strategy will minimize the current gap in nursing practice and education. Consequently, more researchers in the sector will be empowered to present better EBPs that can revolutionize the field of nursing.

Hussein and Osuji (2017) indicate that there should be no minimum differences between education and practice. These two parts of nursing should be implemented as a continuum. The strategy will guide practitioners to search for new ideas and knowledge in an attempt to improve their philosophies (Flood & Robinia, 2014). The approach can make it easier for them to monitor the emerging needs of more patients and address them using advanced practice procedures.

Conclusion

The theory-practice gap is one of the challenges affecting the nature and efficiency of services available to many populations. This gap is attributable to a wide range of issues such as ineffective transition, lack of appropriate structures to support the use of EBPs, and failure to promote the concept of lifelong learning. New changes in teaching processes and practice settings will empower more nurses to offer high-quality services to their patients. Stakeholders in nursing should undertake numerous studies to present sufficient ideas that can be used to bridge the gap and eventually improve the global healthcare sector.

Summary of the Paper

Introduction:

  • Nursing education is what informs practice
  • The two parts of nursing include practice and education (Hussein & Osuji, 2017).
  • Education-practice gap is a reality today
  • This scenario affects health care delivery
  • This summary describes the nature of this gap

Lack of empowerment:

  • Nurses are not guided to implement knowledge
  • Learning institutions do not support students
  • Training fails to deliver adequate clinical skills
  • Training processes lack appropriate clinical practices
  • Students are unmotivated and unable to perform

Evidence-based practice:

  • EBP is not embraced in many institutions
  • Nurses cannot focus on effective care
  • Education process lacks adequate models for EBP
  • Nurses cannot implement or acquire new ideas
  • This issue has created a unique gap

Qualifications of instructors and teachers:

  • Many instructors have superior dexterities in healthcare
  • However, such skills are not passed across
  • Nurses are unable to deliver quality care (Flood & Robinia, 2014)
  • Teachers’ competencies are never replicated in practice
  • Consequently, more patients receive inadequate care

Inferior teaching theories or models:

  • Many theorists lack adequate teaching skills
  • They have not focused on emerging technologies
  • Healthcare institutions have not improved their models (Mackey & Bassendowski, 2017).
  • This issue widens the practice-education gap
  • Effective transition is yet to be appreciated

Laboratory practices or courses:

  • Institutions embrace the use of laboratory instructions
  • Little time is allocated for such studies
  • This issue has affected students’ skills
  • Graduates are unable to implement new ideas
  • The problem has affected care delivery significantly

Ignorance of nurse practitioners:

  • Nurses have not embraced lifelong learning
  • They do not implement EBPs in practice
  • Nursing philosophies are not updated periodically
  • Learning ceases immediately after completing school
  • New concepts are usually ignored during practice

Bridging the current gap:

  • Several measures can deal with this gap
  • Coordination between instructions and nurses is relevant
  • Continuous improvements in the fields is needed
  • Stakeholders must be involved in the process
  • Evidence-based ideas will guide future practice

Expanding teaching processes:

  • Instructors and educators can expand clinical training
  • Nursing and laboratory skills will be acquired
  • Practicum will definitely support the process
  • Institutions should consider new procedures or processes
  • Changes in health technology should be monitored

Empowering learners:

  • Instructors should empower their nursing students
  • Practical courses should be increased and supported
  • Instructors should always liaise with learners
  • Learners should focus on emerging ideas
  • Nurses should be empowered to avoid mistakes

Empowering instructors:

  • Educators should be equipped with emerging concepts
  • Such conceptions should be shared with learners
  • Models should be developed for efficient practice
  • Technological advances can transform the situation
  • Scientific inquiries and findings will inform practice

Empowering or encouraging learners:

  • Students of nursing should be empowered continuously
  • Evidence-based practice should become a guiding principle
  • Students should utilize the ACE model
  • Nursing education technology should also be considered
  • Such measures will minimize these existing gaps

Continuum in education and practice:

  • Differences between learning and practice are inappropriate
  • The two parts can be pursued together
  • Nurses will use new information in practice
  • Emerging needs will be monitored frequently
  • Nurses will focus on better care models

Future prospects:

  • There is need to acknowledge this challenge
  • This move will result in problem resolution
  • Nurses will improve health outcomes much faster
  • Educators can identify new teaching models
  • Technology will support future advances in practice

Concluding Remarks:

  • The theory-practice gap affects health outcomes
  • Many nurses are unable to practice optimally
  • Ineffective transitions have catalyzed this problem
  • Educators and nurses can address the issue
  • Involvement of stakeholders can transform the situation

References

Flood, L. S., & Robinia, K. (2014). Bridging the gap: Strategies to integrate classroom and clinical learning. Nurse Education in Practice, 14(4), 329-332. Web.

Hussein, M. T., & Osuji, J. (2017). Bridging the theory-practice dichotomy in nursing: The role of nurse educators. Journal of Nursing Education and Practice, 7(3), 20-25. Web.

Mackey, A., & Bassendowski, S. (2017). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1), 51-55. Web.

Mohsen, M. M., Safaan, N. A., & Okby, O. M. (2016). Nurses’ perceptions and barriers for adoption of evidence based practice in primary care: Bridging the gap. American Journal of Nursing Research, 4(2), 25-33. Web.

Saifan, A. R., Safieh, H. A., Milbes, R., & Shibly, R. (2015). Suggestions to close the gap in nursing education: Nursing students’ perceptions. International Journal of Nursing Didactics, 5(10), 5-12. Web.

Richard Branson’s Leadership Style

Introduction

Sir Richard Branson is one of the world’s most fascinating, triumphant, and enduring entrepreneurial business leaders of twenty first century. In the wake of uncertainty, global turmoil, and institutional volatility, his business model remains unshaken and forward marching. Evidence shows that Branson is a leader who knows where to direct his resources. This essay provides an overview of Richard Branson’s organisational leadership style.

Findings and Discussion

Richard Branson was born in Stowe in the United Kingdom in 1950. At the age of 16, he dropped out of school and started his first business venture a student magazine paper. In the 1970s, Branson started a mail-order business before he shifted to record labelling (Kets De Vries 1998). Two years later, the business expanded to the Virgin Records. During the 1980s and 1990s, the Virgin Records grew extensively and Branson established the Virgin Atlantic Airways. At the same time, he started the Virgin Record Label in the US (Kets De Vries 1998). He also established the Virgin Galactic. Today, the Virgin brand boasts of more than 200 diverse businesses (Kets De Vries 1998).

Richard Branson’s Business Philosophy

Organisational Theory (Classical and Human Relations Schools)

Richard Branson’s business philosophy is based on the human relations framework that is described by the organisational theory (Chang 2014). The school focuses on issues that pertain to communication, leadership, motivation, and group behaviour. It posits that managers should possess appropriate skills to enable them diagnose the causes of human behaviour, interpersonal communication, motivation, and leadership at the workplace (Chang 2014). Branson recognises the power of ensuring employee freedom and respect. He regards sovereignty as the stepping-stone of his success. He also adopts a democratic form of management where there are no established hierarchies. This phenomenal organisation underpins employee flexibility (Chang 2014). The overall result of this mode of organisation is employee motivation, innovation, and sustainable production. Nonetheless, Branson acknowledges the adverse effects bureaucratic management systems.

Perspectives of Organisational Structure (Mechanistic, Organic, and Contingency Approach)

Contingency theorists view organisations as either mechanistic or organic. A mechanistic organisation is greatly structured and decisions are typically made from a central authority. The organisational structure is characterised by narrow spans of control, formal procedures and practices, and specialisation of functions. On the other hand, organic organisation is characterised by a flat organisational structure with a wide span of control and relatively less formalised practices and procedures. There are low levels of specialisation, and decision-making is highly decentralised (Cameron & Green 2008).

Richard Branson business philosophy adopts the organic structure rather than mechanistic where the CEOs and managers at different business groups exercise autonomy in making decisions based on how they perceive particular business situations at hand. With this approach, Branson believes that giving such freedom just as they themselves enjoy at the top boosts will enable them to take on projects that other brands cannot (Cameron & Green 2008).

The premise of contingency approach is that organisations consist of not only tasks to be performed, but also people to perform them, both in the same environment. The tasks need to be carried out while people try to grow and develop. Contingency Theory tries to get the best fit between task, people and environment with an emphasis on the strengths and weaknesses of the organisation. Richard Branson’s Virgin group applies this approach too when by giving employees the opportunity to grow and develop themselves at work.

Richard Branson Leadership

Trait Theory

The trait theory asserts that people are born with qualities that are stable across time and situations, and which differentiate leaders from non-leaders (Brown 1999). Trait theorists believed that leadership was contingent to certain physical features and personality characteristics. Trait theorists posit that certain demographic variables such as age, gender, height, weight, and ethnicity are the underlying factors that determine leadership capabilities of people. According to Scully (2008), the difference between those of us who emerge as outstanding leaders and those of us who are always destined to follow is an undying drive for achievement, honesty, and integrity, and an ability to share and to motivate people towards common goals.

Such people have confidence in their own abilities as well as intelligence, business savvy, creativity, and an ability to adapt to ever-changing environments. Richard Branson is a participative leader and practices openness to experience and believes in honesty and daring Inspiration (Scully 2008).

His personality traits include self-confidence, trustworthiness, and high level of humility, authenticity, enthusiasm, optimism, and warmth. The limitation of the trait theory is that it tends to miss the point. In reality, there is little evidence to support the notion that leaders are born with special traits that non-leaders lack. Many characteristics for good leaders stem from social norms and culture. Richard Branson strengths lie in his great passion for work and the people. He is courageous, flexible, and adaptive, self-management, self-awareness, and a high degree of social awareness (Branson 2008).

Behavioural Theory

The behavioural theory of leadership is concerned with observable behaviour. According to behavioural theorists, one either acts like a leader or does not. In contrast with traits theory, it implies that if we can observe how leaders act, we can codify and measure this behaviour, find out ways to teach it, and help to develop future leaders (Branson 2008).

Two underlying behavioural structures characterise leadership in the organisation. There is an orientation towards interacting and relating to other persons and task. A characteristic of Richard Branson is his relationship with employees at the Virgin group. Key practices include employee centeredness, relationship with people, concern for people and task orientation such as concern for production and task cantered approaches to business. The major weakness of the behaviourist theory is that it is concerned only with observable behaviour and ignores frequently unobserved intentions. People’s thoughts and intentions cannot be observed through social cues, and these can be covered behind observable behaviour (Goffee & Jones 2006).

Situational Theory

The argument of this theory is that situations can either make or break leadership. A leader who confronts a critical situation at one point can be unfit to handle a different case at later time. The situational leadership model holds that most appropriate leadership style depends on the amount of emotional support followers require in conjunction with the level of readiness to do their jobs. Richard Branson is an opportunist (Cameron & Green 2008). His virgin group studies market needs and defines a strategic plan on how to organise his employees to create and fill market gaps. Therefore, he chooses the right people who fit well in implementing projects regarding the new opportunities and business contexts. Nevertheless, transformational leadership is only effective in times of transition or change. Therefore, its strength is limited to situations involving changes (Cameron & Green 2008).

Comparison with other Leaders

Comparing leadership styles of Richard Branson and Ted Turner has a charismatic leadership style. He is a non-conformist leader who focuses on originality of ideologies and the future. Considered a rebel in the business world, Tuner regularly extends his business into areas that he has no expertise. His ventures range from cable companies, sports franchises, ranching, and restaurant business. This situation is evidently his visionary leadership quality as he transforms old mental paradigms by creating strategies that mismatch with conformist reflection.

On the hand, Richard Branson is a transformational leader. His style of leadership creates a vision to guide change through inspiration. He executes the change with the commitment of the members of the group (Scully 2008). This form of leadership is concerned with improving the performance of followers individually to their fullest potential. Branson augments the motivation, morale, and performance of followers through a variety of mechanisms including connecting the follower’s sense of identity and self to the project and the collective identity of the organisation (Dauphinais & Price 1998).

Conclusion

Richard Branson continues to maintain a warm relationship with the employees and executives. Besides building his Multi-Virgin business from the scratch, Branson has proved himself by setting goals and achieving the target. The world leader works with the employees as friends who reflect his transformational leadership characteristics. In the wake of globalisation, Richard Branson’s transformational leadership model is relevant in contemporary business practices.

References

Branson, R 2008, Business Stripped Naked: Adventures of a Global Entrepreneur, Virgin Books, London. Web.

Brown, A 1999, The Six Dimensions of Leadership, Random House, London. Web.

Cameron, E & Green, M 2008, Making Sense of Leadership: Exploring the Five Key Roles Used by Effective Leaders, Kogan Page, London. Web.

Chang, J 2014, Leadership: The Virgin Way, Rowman & Littlefield Publishing, Lake Dallas, TX. Web.

Dauphinais, W & Price, C 1998, Straight from the CEO: The Worldªs Top Business Leaders Reveal Ideas That Every Manager Can Use, Simon & Schuster, New York, NY. Web.

Goffee, R & Jones, G 2006, Why Should Anyone Be Led by You?: What It Takes To Be An Authentic Leader, Harvard Business Press, Havard. Web.

Kets De Vries, M 1998, Charisma in Action: The Transformational Abilities Of Virgin’s Richard Branson And Abb’d Percy Barnevik. Web.

Scully, S 2008, Transformational Leadership during Transformational Change: A Model for Change Leadership. Web.

Technological Methods And Medical Approaches: Telehealth

Telehealth refers to technological methods and medical approaches that are used to improve health care, health education delivery, public health, and health care support (Eren & Webster, 2015). It includes a variety of technologies and techniques that provide virtual medical, health, and education services to individuals and communities in different locations. Telehealth facilitates long-distance interactions between physicians and patients for enhanced education, monitoring, intervention, and provision of quality medical care (Lundy & Janes, 2009).

The four main domains of telepath applications include live video, store-and-forward, mobile health, and remote patient monitoring (RPM) (Maeder, Mars, & Scott, 2014). My organization is a hospital with all the important medical, services such as pediatric, trauma, stroke, and burning centers, and advance cardiovascular programs. The hospital’s Telehealth program is highly useful in providing quality health care to patients. Its benefits include enhancement of access to healthcare, improvement of health outcomes, reduction of healthcare and related costs, mitigation of healthcare providers shortage, and enhancement of clinical education programs (Eren & Webster, 2015).

Patients who live far from the hospital can obtain specialty services easily by avoiding traveling long distances. Examples of services that the hospital provides include stroke, trauma, and intensive care services. The program also allows healthcare providers to expand their practice and provide better medical care because it facilitates early diagnosis, reduced complications, and reduced hospital stays. Specialists work together with local healthcare providers and, as a result, reduce the costs of healthcare (Rouse & Serban, 2014).

The program enhances disease management, reduces complications, and lowers rates of hospitalization. In addition, it reduces expenses related to transport and emergency department visits. Patients who have been hospitalized and monitored via Telehealth applications can stay at home and enjoy the care of friends and family (Smith, Armfield, & Eikelboom, 2012). Studies have shown that patients who recover at home surrounded by family and friends experience faster recovery than patients who stay in hospitals and receive spasmodic visits from family members (Jordan-Marsh, 2010). Providers also benefit from the program because they see distant patients and serve more people. In that regard, they ease the problem of healthcare providers.

Currently, the hospital uses Telehealth to provide medical services to patients in the pediatric, trauma, neurology, and advance cardiovascular programs. There are several opportunities for the implementation of a telehealth program in the organization. Divisions that could improve through such a program include emergency services and preventative medicine centers. In addition, divisions dealing with chronic conditions such as diabetes, hypertension, and depression can benefit greatly from the program’s implementation.

The organization can also implement the program to address various aspects of primary care that include disease prevention, counseling, patient education, health promotion, diagnosis, treatment of acute and chronic diseases, maternal health care services, family planning, and vaccinations (Jordan-Marsh, 2010). These are some of the areas that the organization has not explored using telehealth. The use of telehealth to provide medical in the aforementioned areas would result in several benefits that include reduction of treatment costs, better handling of chronic illnesses, improved practices regarding preventative medicine, better health outcomes, and increased access to care (Rouse & Serban, 2014).

The primary goal of telehealth is to promote education among people and encourage the provision of self-management care. Telehealth monitoring would promote self-care an improve health outcomes because patients would become actively involved in managing diseases and improving their health (Lundy & Janes, 2009). In addition, it would save money and time, and help healthcare providers detect and treat health problems before they progress to serious stages.

References

Eren, H., & Webster, J. G. (2015). The E-Medicine, E-Health, M-Health, Telemedicine, and Telehealth Handbook. New York, NY: Taylor & Francis.

Jordan-Marsh, M. (2010). Health Technology Literacy: A Transdisciplinary Framework for Consumer-Oriented Practice. New York, NY: Jones & Bartlett Publishers.

Lundy, K. S., & Janes, S. (2009). Community Health Nursing. New York, NY: Jones & Bartlett Publishers.

Maeder, A. J., Mars, M., & Scott, R. E. (2014). Global Telehealth 2014. New York, NY: IOS Press.

Rouse, W. B., & Serban, N. (2014). Understanding and Managing the Complexity of Healthcare. New York, NY: MIT Press.

Smith, A. C., Armfield, N. R., & Eikelboom, R. H. (2012). Global Telehealth 2012: Delivering Quality Healthcare Anywhere Through Telehealth. New York, NY: IOS Press.

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