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Abstract：
BACKGROUND: The ultimate value of learning lies in the transfer of knowledge to real-life settings. The gap between knowledge and practice can be described as the disconnection between acquired knowledge, the skills learned in nursing school, and those skills needed to practice safely and independently. This is a concerning issue that needs to be investigated deeply to address all the circumstances and factors contributing to the gap.
OBJECTIVE: To reveal the full range of factors leading to the knowledge-practice gap in nursing by means of a thorough survey of the most recent evidence and updates.
METHODS: An integrative review design was selected. Three data bases (MEDLINE, CINAHL Plus and ERIC) were searched electronically for research articles from 2009 up to June 2020 on the gap between knowledge and practice. The 406 articles that appeared were appraised for inclusion or exclusion using the JBI Critical Appraisal Checklist for qualitative research.
RESULTS: Eight qualitative studies were included in the review, which identified three major themes and subthemes. The first theme is personal factors, with the following subthemes: internal motivation, learning style and attitude. The second theme is educational structure, with the following subthemes: clinical instructor role, preceptor effect and curriculum. The third theme is organisational characteristics, with the following subthemes: resources, clinical setting features and staffing.
CONCLUSIONS: The review revealed that the knowledge-practice gap has deep roots in multiple factors. Considering all dimensions of these factors is the key to bridging the knowledge-practice gap.
OBJECTIVE: To reveal the full range of factors leading to the knowledge-practice gap in nursing by means of a thorough survey of the most recent evidence and updates.
METHODS: An integrative review design was selected. Three data bases (MEDLINE, CINAHL Plus and ERIC) were searched electronically for research articles from 2009 up to June 2020 on the gap between knowledge and practice. The 406 articles that appeared were appraised for inclusion or exclusion using the JBI Critical Appraisal Checklist for qualitative research.
RESULTS: Eight qualitative studies were included in the review, which identified three major themes and subthemes. The first theme is personal factors, with the following subthemes: internal motivation, learning style and attitude. The second theme is educational structure, with the following subthemes: clinical instructor role, preceptor effect and curriculum. The third theme is organisational characteristics, with the following subthemes: resources, clinical setting features and staffing.
CONCLUSIONS: The review revealed that the knowledge-practice gap has deep roots in multiple factors. Considering all dimensions of these factors is the key to bridging the knowledge-practice gap.
摘要：
背景：学习的最终价值在于将知识转移到现实生活中的环境中。知识与实践之间的差距可以描述为获得的知识之间的脱节，在护理学校学到的技能，以及安全和独立练习所需的技能。这是一个令人担忧的问题，需要深入研究，以解决造成差距的所有情况和因素。
目的：通过对最新证据和更新的全面调查，揭示导致护理知识与实践差距的全方位因素。
方法：选择综合审查设计。三个数据库(MEDLINE，CINAHLPlus和ERIC）以电子方式搜索了2009年至2020年6月关于知识与实践之间差距的研究文章。使用JBI关键评估清单对出现的406篇文章进行了评估，以进行定性研究。
结果：本综述包括8项定性研究，确定了三个主要主题和次主题。第一个主题是个人因素，具有以下子主题：内部动机，学习方式和态度。第二个主题是教育结构，具有以下子主题：临床指导员角色，受体效应和课程。第三个主题是组织特征，具有以下子主题：资源，临床设置特点和人员配备。
结论：该综述揭示了知识与实践的差距是由多种因素造成的。考虑这些因素的所有方面是弥合知识与实践差距的关键。
目的：通过对最新证据和更新的全面调查，揭示导致护理知识与实践差距的全方位因素。
方法：选择综合审查设计。三个数据库(MEDLINE，CINAHLPlus和ERIC）以电子方式搜索了2009年至2020年6月关于知识与实践之间差距的研究文章。使用JBI关键评估清单对出现的406篇文章进行了评估，以进行定性研究。
结果：本综述包括8项定性研究，确定了三个主要主题和次主题。第一个主题是个人因素，具有以下子主题：内部动机，学习方式和态度。第二个主题是教育结构，具有以下子主题：临床指导员角色，受体效应和课程。第三个主题是组织特征，具有以下子主题：资源，临床设置特点和人员配备。
结论：该综述揭示了知识与实践的差距是由多种因素造成的。考虑这些因素的所有方面是弥合知识与实践差距的关键。
