Keywords
Staff Nurse
Nursing Students
Theory–Practice Gap
Clinical Training
How to Cite
Abstract
Background: A persistent gap is often observed between theoretical knowledge taught in nursing institutions and its practical application in healthcare facilities. In Lahore, nursing students from the Faculty of Nursing are placed for clinical postings and field training in hospitals. Understanding the perceptions of nurse educators, Staff Nurses, and students regarding this gap is essential for improving nursing education and practice. Materials and Methods: A qualitative study was conducted in the teaching hospital of Lahore where nursing students were posted for field training and clinical practice. The study sample comprised eighteen participants, including six nurse educators, six Staff Nurses, and six nursing students selected randomly from the Lahore General Hospital, Lahore. Data was collected through in-depth personal interviews with all three groups. Thematic analysis was employed to identify key patterns and insights. Findings: The findings revealed variations in the perception of theory–practice integration among the three groups. Nurse educators highlighted curriculum limitations and inadequate alignment with clinical practice. Staff Nurses emphasized workload and limited supervisory support as barriers to guiding students. Students reported challenges in applying theoretical knowledge in real clinical settings due to time constraints and inconsistent mentorship. Conclusion: The study concludes that a gap exists between nursing theory and practice in nursing institutes, influenced by curriculum design, clinical supervision, and organizational factors in healthcare facility. The results provide useful evidence for reviewing and revising the Faculty of Nursing curriculum, as well as restructuring clinical postings, including the duration and nature of field exposure, to strengthen theory–practice integration.