Kamaruddeen Mannethodi

Background . The phenomenon of theory‐practice gap has endured within the field of nursing from the era of Florence Nightingale until today, persistently manifesting negative consequences within the profession by accentuating the dichotomy between theoretical understanding and the practical dimensions of nursing. This prevalent issue necessitates comprehensive examination to unveil all the circumstances and variables that fuel the gap, along with exploring viable resolutions to bridge these divides. Objective . To identify, summarize, and synthesize literature on the causes leading to theory‐practice gaps and solutions in nursing profession. Methods . MEDLINE, PubMed, Scopus, CINAHL, EMCARE, ERIC, and Ovid were searched from 2012 to December 2022. Eligible reviews addressed causes of the theory to practice gap in nursing. Extracted data from included reviews were synthesized using guidelines for meta‐synthesis along with the JBI Critical Appraisal Checklist for qualitative research. Result . The analysis of studies yielded 22 significant findings, subsequently categorized into six thematic areas based on their contextual similarity. Following this, a meta‐aggregation process combined these categories, generating two synthesized findings: (1) barriers for the gap and (2) facilitators for the gap. Barriers for the gap had three subcategories: “clinical life challenges,” “misconception of clinical nursing,” and “lack of collaboration between universities and clinical settings.” The second synthesis was “Facilitators for the gap” which had two subcategories: “create clinically culture‐based content” and “develop clinically based curriculum.” Conclusion . This review provides a comprehensive summary of the current understanding of barriers and facilitators influencing the theory‐practice gap in the field of nursing. To effectively reduce this gap in nursing care, stakeholders such as regulatory bodies, healthcare professionals, and academic institutions must take into account various contextual factors while recognizing the ever‐evolving nature of the healthcare environment.

AIM: This study aimed to identify self-esteem, self-compassion and psychological resilience among staff nurses during the COVID-19 pandemic in Qatar. DESIGN: Descriptive cross-sectional survey design. METHODS: The study was conducted on January 2022 (during the third wave in Qatar). Anonymous data were collected through an online survey using Microsoft forms from 300 nurses in 14 health facilities in Qatar. Socio-demographic information, Connor-Davidson Resilience Scale, Rosenberg Self-Esteem Scale and Self-Compassion Scale-Short Form were used to collect the data. Correlation, t-test and ANOVA analyses were conducted. RESULTS: Participants expressed a high level of resilience, self-esteem and self-compassion. Resilience scores were positively and significantly correlated with self-esteem and self-compassion. The education level of nurses was a statistically significant contributing factor to self-esteem and resilience.

BACKGROUND: Much focus has been given to find ways to overcome the barriers that exist among adolescents in the utilization of sexual and reproductive health (SRH) services. This study attempts to explore the felt needs of adolescents regarding SRH education at schools and their expectations regarding SRH care from a health system. METHODOLOGY: -year arts and science college students in Puducherry, India. Data collection and analysis were done from January 2015 to February 2015. Data were captured using a self-administered pretested questionnaire. RESULTS: Seventy percent participants felt that it is necessary to have educational contents on SRH at schools and 33.5% felt that the current SRH education is inadequate. About 28.9% felt uncomfortable to discuss their doubts on SRH with teachers. Almost 90% preferred schools as the source of SRH education in the community. Nearly 42% of adolescents thought that they would consult a doctor in the instance of a sexual illness. Thirty-nine percent preferred specialized SRH clinics. More than half expected privacy and confidentiality and the presence of a same sex doctor as the most important feature of an SRH-care facility. The least preferred SRH-care facility was government clinics (18%), and the major reasons for not preferring government facilities were lack of quality (43%) and overcrowding (43%). CONCLUSION: It is important to conceive schools as the foundation for providing SRH education among the adolescents supported by a friendly and responsive health system.

Background: Successful implementation of evidence-based research into clinical practice was determined by four core elements, self-belief, the nature and level of evidence, the conductive context into which the study is to be implemented, and organizational factors facilitating the process. Aim: The current study aimed to examine barriers influencing evidence-based practice among critical care nurses in QATAR. Methods: A cross-sectional survey was utilized for the study resulting in data collected from 278 nurses during the period of Feb-2021 to March 2021 using the Barriers to Research Utilization Scale (BTRUS). The BTRUS consisted of data on various information sources utilized by nurses for support in practice, potential barriers for evidence-based practice, and perceived skills on applying research-based evidence. Result: The most significant organizational barriers were lack of time, lack of empowerment to change practice, lack of support from colleagues in implementing research evidence, and lack of access to research articles. Self-perceived barriers were irrelevance of research evidence to current practice, studies having methodological flaws, skepticism about research findings, a large amount of research evidence, and inability to understand statistics. The Nurse’s age, years of nursing practice, academic attainment, and organizational position influenced self-reported barriers and utilization of sources of Evidence. Conclusion: Organizational support, improved self-belief, and evidence-based practice expertise may reduce barriers to implementing research evidence in clinical Practice.

BACKGROUND: The main barrier to engaging nurses in research is the lack of research knowledge and skills. AIM: To explore the influence of research workshops on the research orientation of nurses in a large referral hospital in Qatar. DISCUSSION: This article describes a cross-sectional study involving 564 nurses working in 14 health facilities who attended research workshops in Qatar. The authors collected data using the Edmonton Research Orientation Survey (EROS) as well as questions considering support and barriers to research. Descriptive statistics were used to summarise and determine the sample characteristics and distribution of participants. The participants who attended the workshop were found to have a higher orientation towards the EROS sub-scales of evidence-based practice, valuing of research, involvement in research, being at the leading edge of the profession and support for research, compared to those who did not attend the workshop. There was no statistical difference between the groups in the research barrier sub-scale. CONCLUSION: Despite significant improvements in their responses to the EROS research orientation sub-scales after attending the workshop, the nurses still reported many barriers to being actively engaged in research. IMPLICATIONS FOR PRACTICE: Healthcare organisations should assist with integrating evidence-based practice into healthcare. There is a need for research education for clinical nurses to bring evidence into clinical practice to improve the quality of patient outcomes. Increasing the research capacity of nurses will lead to their emancipation in addressing the flaws in clinical practice and motivate them to use evidence in patient care.