NR 715 Week 1 The Theory- Practice Gap and Nursing Research

Understanding the Theory–Practice Gap in Nursing

Nursing students often experience heightened anxiety, even during routine academic and clinical activities. Clinical learning situations may evoke emotions such as fear, stress, and helplessness, which can negatively affect their confidence and performance. These experiences highlight the theory–practice gap—a persistent challenge in nursing education where theoretical concepts learned in classrooms do not always translate seamlessly into clinical practice.

Jean Watson’s Theory of Human Caring serves as a valuable framework to address this gap. It emphasizes the importance of transpersonal relationships and caring interactions, focusing not only on technical skills but also on compassion, dignity, and holistic well-being. Through this lens, caring becomes central to both nursing education and practice, encouraging students to approach clinical experiences with empathy and mindfulness.

Watson’s Theory of Human Caring and Clinical Education

Watson’s theory has profoundly influenced modern nursing by embedding the principles of kindness, empathy, and holistic care into educational and clinical settings. A study by Durgun Ozan et al. (2020) revealed that incorporating Watson’s framework into clinical education significantly reduced students’ anxiety while enhancing their coping mechanisms. Supportive and caring relationships between instructors and students were shown to be crucial, aligning with Watson’s metaparadigm concepts of person, health, environment, and nursing.

Watson’s Metaparadigm Concepts Applied to Nursing Students

The following table presents the relationship between Watson’s metaparadigm and its application to nursing students’ clinical learning experiences:

Purpose of the Study

The study by Durgun Ozan et al. (2020) aimed to explore how integrating Watson’s Theory of Human Caring into clinical education affected nursing students’ anxiety and coping skills. Students frequently encounter stress due to fear of errors, supervision pressure, and high expectations. Embedding Watson’s humanistic principles into the curriculum offered them resilience-building strategies and promoted a more supportive and compassionate learning environment.

Detailed Analysis of the Metaparadigm

Person

Question: Are the nursing students congruent with their real self?

In Watson’s framework, the person represents the unity of mind, body, and spirit (Watson, 1988). Nursing students grow personally when they achieve this harmony, gaining confidence and becoming more engaged academically. When their true selves align with their values, they experience less internal conflict and greater emotional resilience.

Health

Health extends beyond physical well-being to include mental, emotional, and social balance. Faculty can support students’ health by promoting self-care practices, teaching stress management, and encouraging balance between personal life and academic responsibilities (Durgun Ozan et al., 2020). This comprehensive approach helps students maintain stability and enhances their capacity to manage clinical challenges effectively.

Environment

The clinical environment is central to students’ learning and professional development. A nurturing and respectful setting fosters confidence and encourages students to learn without fear of judgment or failure. Applying Watson’s Carative Factors—such as instilling hope, cultivating sensitivity, and allowing emotional expression—creates an environment that nurtures both learning and healing (Riegel et al., 2018).

Nursing

According to Watson, nursing is both an art and a human science. It transcends the performance of technical tasks, emphasizing empathy, ethical responsibility, and authentic human connection. For students, this means understanding nursing as a caring profession that values compassion as much as competence (Fitzpatrick & Whall, 2005). This perspective redefines their identity in healthcare, encouraging them to approach care holistically.

Conclusion

Watson’s Theory of Human Caring provides a comprehensive and compassionate foundation for bridging the theory–practice gap in nursing education. Incorporating this framework into curricula and clinical practice allows nursing educators to nurture students’ emotional and professional growth. By reducing anxiety, improving coping mechanisms, and strengthening compassion, this model reinforces caring as the essence of nursing. Ultimately, Watson’s approach ensures that future nurses are both technically skilled and emotionally resilient, promoting human-centered, holistic, and transformative care.

References

Durgun Ozan, D., Duman, M., Çiçek, Ö., & Baksi, A. (2020). The effects of clinical education program based on Watson’s theory of human caring on coping and anxiety levels of nursing students: A randomized control trial. Perspectives in Psychiatric Care, 56(3), 621–628. https://doi.org/10.1111/ppc.12477

Fitzpatrick, J. J., & Whall, A. L. (2005). Conceptual models of nursing: Analysis and application. Pearson Prentice Hall. https://dl.uswr.ac.ir/bitstream/Hannan/141162/1/9781496351203.pdf

Riegel, F., Crossetti, M. D. G. O., & Siqueira, D. S. (2018). Contributions of Jean Watson’s theory to holistic critical thinking of nurses. Revista Brasileira de Enfermagem, 71(4), 2072–2076. https://doi.org/10.1590/0034-7167-2017-0065

Watson, J. (1988). Nursing: Human science and human care. A theory of nursing. National League for Nursing.

NR 715 Week 1 The Theory–Practice Gap and Nursing Research