Presenter Information

Marlena D'AgostinFollow

Start Date

17-8-2018 10:00 AM

End Date

17-8-2018 11:30 AM

Description

Abstract

Background: Mental health is all encompassing and is widely prevalent in the U.S. population, demonstrating a need for effective care for patients in the mental health setting. There is a gap, however, in providing the highest quality of care within this setting named the theory-practice gap. The theory-practice gap creates a barrier in translating knowledge that is being taught in the classroom to what is used in clinical practice.

Objectives: The purpose of this integrative literature review was to investigate the theory-practice gap in mental health nursing through the implementation of evidence-based practice (EBP) in the clinical practice setting following formal nursing education.

Method: An integrative literature review was conducted in which a detailed search to identify the theory-practice gap in mental health nursing and ways in which it has been addressed in order to improve the use of EBP in clinical practice. A total of three databases were used to acquire relevant sources including PubMed, CINAHL, and PsycINFO.

Results: In reviewing the results, researchers suggest that protocols such as simulated practice, clinical supervision, and postgraduate training during nursing school and for new graduate nurses were all found to assist in narrowing the theory-practice gap in mental health nursing. By narrowing the theory-practice gap and improving the utilization of EBP in the clinical setting, safety, confidence, and satisfaction among mental health patients, nurses, and nursing students was improved.

Conclusions: This review found that protocols such as simulated practice, clinical supervision, and postgraduate training all played a role in improving the use of EBP through narrowing the theory-practice gap. It is proposed, however, that following these protocols in succession while throughout nursing education and extending to working as a new nurse graduate would continually allow for the narrowing of the theory-practice gap and improved use of EBP n the clinical setting. However, there is a need to further develop and solidify this proposal along with finding additional protocols for addressing the problem.

Keywords: mental health, nursing, and theory-practice gap

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Aug 17th, 10:00 AM Aug 17th, 11:30 AM

Recommended Interventions to Address the Education-Practice Gap in Mental Health Nursing: An Integrated Literature Review

Abstract

Background: Mental health is all encompassing and is widely prevalent in the U.S. population, demonstrating a need for effective care for patients in the mental health setting. There is a gap, however, in providing the highest quality of care within this setting named the theory-practice gap. The theory-practice gap creates a barrier in translating knowledge that is being taught in the classroom to what is used in clinical practice.

Objectives: The purpose of this integrative literature review was to investigate the theory-practice gap in mental health nursing through the implementation of evidence-based practice (EBP) in the clinical practice setting following formal nursing education.

Method: An integrative literature review was conducted in which a detailed search to identify the theory-practice gap in mental health nursing and ways in which it has been addressed in order to improve the use of EBP in clinical practice. A total of three databases were used to acquire relevant sources including PubMed, CINAHL, and PsycINFO.

Results: In reviewing the results, researchers suggest that protocols such as simulated practice, clinical supervision, and postgraduate training during nursing school and for new graduate nurses were all found to assist in narrowing the theory-practice gap in mental health nursing. By narrowing the theory-practice gap and improving the utilization of EBP in the clinical setting, safety, confidence, and satisfaction among mental health patients, nurses, and nursing students was improved.

Conclusions: This review found that protocols such as simulated practice, clinical supervision, and postgraduate training all played a role in improving the use of EBP through narrowing the theory-practice gap. It is proposed, however, that following these protocols in succession while throughout nursing education and extending to working as a new nurse graduate would continually allow for the narrowing of the theory-practice gap and improved use of EBP n the clinical setting. However, there is a need to further develop and solidify this proposal along with finding additional protocols for addressing the problem.

Keywords: mental health, nursing, and theory-practice gap