Deconstructing the intersect between nursing theory and practice: A grounded theory study
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Bibliographic record
Abstract
The difficulty experienced by some practicing nurses in articulating their practice to nursing theories has fueled the debate among nurse scholars on the theory-practice gap and the need to close it. The theory-practice gap is problematic in nursing because it creates an environment where practicing nurses need help integrating knowledge learned in the classroom with real-world clinical practice. This study explored nurse educators' understanding of the intersectionality between nursing theory and practice and how this relationship is enacted. We utilized the constructivist grounded theory approach to explore the relationship between nursing theory and practice. Data were collected from 18 clinical nurse educators through semi-structured face-to-face interviews. Our finding suggests a grounded theory of "situational reciprocity" that theorizes a "reciprocal active theory/practice process". Active theory practice engagement suggests that nursing theory and practice are in a mutual, non-deterministic relationship. The argument that purports a gap between nursing theory and practice may be counterfactual because the relationship between these constructs is not causal; instead, both are inseparable, as in praxis. Although nursing practice should be reflected in nursing theories, theory should not be expected to inform and determine practice in a hierarchical, unidirectional manner due to the inherent complexity of practice. Theory informs and is modified by reflective practice reciprocally. Nursing theories may not be able to predict all nursing practice outcomes due to practice complexities, but they can help to understand care outcomes within the context of the complexities that characterize the human response to care and the nurse-client relationship. Nurse educators and practitioners, administrators, and researchers need to weave together a coherent theory-practice connection so that nurses will continue to advocate for and provide knowledge-based, evidence-informed, safe, and cost-effective care to promote the well-being of patients and facilitate positive health outcomes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.225 | 0.294 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it