• Correlation Between Theoretical Classroom Instruction and Related Learning Experiences: Evidence From a Philippine Nursing University

    Author(s):
    Mary Kristine Amboy, Rosana Grace Belo-Delariarte, Ryan Michael Oducado (see profile) , Ayesha Penuela
    Date:
    2019
    Subject(s):
    Education
    Item Type:
    Article
    Tag(s):
    theory and practice gap, clinical performance, Related Learning Experiences, Academic performance, nursing education
    Permanent URL:
    http://dx.doi.org/10.17613/pc2w-wb43
    Abstract:
    In nursing education, it is expected that theory underlies practice. However, studies have indicated nursing students still experience theory and practice gap. This study attempted to determine the relationship between theoretical classroom instruction and Related Learning Experienc es (RLE) of nursing students. Using existing data set of nursing graduates in a Philippine Nursing University for a five-year cohort (N=653), this study employed a descriptive correlational research design. Pearson’s correlation and simple linear regression were used to analyze the data. Results indicated that a significant relationship existed between theoretical classroom instruction and RLE performance of nursing students. Theoretical classroom instruction explained 64% of the variance in RLE. This study highlights the importance of good theoretical instruction in predicting the performance of nursing students in the practicum or RLE component of nursing education and training. Success in the didactic portion significantly contributes to the success of the practical part of the nursing curriculum. Nursing academic institutions must continually strive to promote the transfer of learning from classroom to actual care setting to help bridge the gap between theory and practice.
    Metadata:
    xml
    Published as:
    Journal article     Show details
    Pub. Date:
    2019
    Journal:
    International Journal of Scientific & Technology Research
    Volume:
    8
    Issue:
    12
    Page Range:
    3666 - 3670
    ISSN:
    2277-8616
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    All Rights Reserved

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