JOURNAL REVIEW

1. Title: “Quality of Nursing Education in the Philippines: The Impact of Nursing

Programme Profile”
Authors: Stella Appiah
Journal: Research Square
Publication Date: September 2021

Summary:
Appiah (2021) conducted a cross-sectional survey study to investigate the
impact of the profile of nursing education programs in the Philippines on their quality.
The study, conducted from January 1 to June 30, 2017, involved 185 faculty members
from 15 higher education institutions. The key elements analyzed include the years of
establishment, accreditation agency, and level of accreditation. Data was collected
using close-ended structured questionnaires, and the results indicate that nursing
education programs in the Philippines are generally of good quality and that the years
of establishment significantly influenced various aspects of program quality, including
curriculum and instruction, physical structure and equipment, student services, and
admission of nursing students.
Additionally, the level of accreditation poses significant impact on the quality of
administration, faculty development programs, physical structure and equipment,
student services, admission of students, and the quality assurance system of nursing
education programs. However, the accreditation agency only had a significant impact
on the quality of admission of students.

Review:
The study provided valuable insights into the factors influencing the quality of
nursing education programs in the Philippines. The research may shed light on the
diverse aspects that contribute to program quality through further examination of the
years of establishment, accreditation agency, and level of accreditation. The use of a
cross-sectional survey design and the inclusion of 185 faculty members from 15
institutions enhanced the study's credibility.
The findings suggested that the years of establishment and level of accreditation
significantly impact various criteria related to program quality offer important
considerations for policymakers, educators, and institutions. These insights can inform
strategies to enhance the quality of nursing education in the country.
 However, the study could benefit from a more extensive exploration of the
accreditation agency's impact on program quality. Considering the dynamic nature of
education and healthcare, a longitudinal study may provide a more comprehensive
understanding of the trends and changes in nursing education quality over time.
The research will make a valuable information to the ongoing dialogue and
issues on nursing education in the Philippines, emphasizing the importance of
considering the profile of education programs for continuous improvement.

2. Title: “A Comparative Analysis of The Philippine Nursing Curriculum from Other

Countries”
Authors: James Ryan Reblando
Journal: International Journal of Advanced Research ·
Publication Date: 2018
Summary:
Reblando (2018) studied the significance of nursing practice in the healthcare
industry and comparative analysis of nursing curriculums from different countries,
namely the Philippines, United States, Australia, United Kingdom, and the Middle East.
The introduction provided an overview of the nursing profession and introduces key
concepts addressed in the paper. The body of the paper comprehensively explored the
length of each curriculum and an in-depth analysis of core competencies, examining
their impact on the nursing profession. The paper delved into the essential components
of Bachelor of Science in Nursing (BSN) programs and their influence on the
professional success of nurses through government and scholarly resources. The
conclusion provides a summary of the key findings.
Review:
This paper provided a comprehensive examination of nursing curriculums across
various countries, providing valuable insights into the diverse approaches and core
competencies that contribute to the nursing profession. Comparative analysis is the best
choice with this kind of study, because it allows readers to understand the similarities
and differences in BSN programs worldwide in a simple and comprehensive manner.
The introduction effectively established the importance of nursing practice and
outlining the key areas of focus. The inclusion of government and scholarly resources
enhances the credibility of the analysis, ensuring a strong foundation for the
examination of BSN programs.
The detailed exploration of core competencies and their impact on the
professional lives of nurses was also highlighted in the paper. This analysis not only
broadens the understanding of the subject matter but also contributes to the ongoing
discourse on nursing education and practice.
 However, the paper could benefit from a more explicit discussion of the
limitations and challenges associated with the analyzed curriculums. Furthermore,
providing examples or case studies illustrating the practical application of core
competencies in each country's nursing practice may enhance the paper's applicability
and real-world relevance.
The paper successfully and comprehensively analyzed and compared nursing
curriculums, making a valuable contribution to the understanding of global nursing
education. It may also be used as a resource for educators, policymakers, and
professionals in the field seeking a nuanced perspective on the core competencies
shaping nursing practice internationally.

3. Title: “Learning theories application in nursing education”

Authors: Fatemeh Aliakbari, Neda Parvin, Mohammad Heidari, Fariba Haghani
Journal: Journal of Education and Health Promotion
Publication Date: 2015

Summary:
Aliakbari, et.al. (2015), delved into the role of learning theories as crucial guides
for educational planning in nursing, both in classroom and clinical training settings.
The research utilized various databases such as Eric, Medline, Cochrane, Magiran, Iran
doc, Iran medex, and Sid to gather articles in both English and Persian literature.
Keywords such as social cognitive learning, learning theory, behavioral theory,
cognitive theory, constructive theory, and nursing education were employed during the
search, covering the period from 1990 to 2012.
The study also involved the examination of relevant books on each learning
theory, exploring their original vision, founders, practical applications in training,
particularly in nursing, and their strengths and weaknesses. The study outlines
behaviorist, cognitive, and humanist perspectives, focusing on key theorists and their
applications in nursing education. It concludes that the judicious use of these theories,
depending on the context, is beneficial and desirable.

Review:
This study offers a comprehensive exploration of various learning theories and
their applications in the field of nursing education. The use of diverse databases and
inclusion of both English and Persian literature enhances the breadth of the study,
making it relevant to a wider audience. The chronological scope from 1990 to 2012
provides a contemporary perspective on the topic.
The study effectively introduces and categorizes learning theories, including
behaviorist, cognitive, and humanist perspectives. The study provided a valuable
resource for educators, researchers, and practitioners in the field, through analyzation of
key theorists within each category and their applications in nursing education. The
acknowledgment of strengths and weaknesses adds depth to the analysis, allowing for a
more nuanced understanding of each theory.
The inclusion of Carl Rogers and Novels from the humanist perspective, and
Wertheimer, Brunner, Ausubel, and the Ganyeh information processing model from the
cognitive perspective, adds specificity and relevance to the discussion. The conclusion
is well-grounded, emphasizing the context-dependent utility of different learning
theories.
However, the study could benefit from a more detailed discussion of specific
examples or case studies illustrating the practical application of these theories in
nursing education. It is also recommended to conduct another study to also have an
analysis on updated research beyond 2012 to further enrich the studies on this matter
and ensure continuity on its relevance to current educational practices.
Furthermore, the study may serve as a reference for further studies to explore
the application of learning theories in nursing education, offering various perspectives,
and emphasizing the context-specific usefulness of each theory.

4. Title: “Solutions to bridge the theory-practice gap in nursing education in the UAE:
a qualitative study”
Authors: Ahmad Saifan, Briliya Devadas, Fares Daradkeh, Hadya Abdel-Fattah,
Mohannad Aljabery and Lintu Maria Michael
Journal: BMC Medical Education
Publication Date: 2021
Summary:
Saifan, et.al. (2012) conducted a qualitative study to address the theory-practice
gap in nursing education, which is a pervasive challenge in the field. Focusing on the
context of the United Arab Emirates (UAE), they conducted an interview with 25
Emirati nursing students. The two main themes identified are Clinical Culture Creation
and Curriculum Content Reformation. The students have suggested to include reducing
stress on clinical educators, aligning classroom teachings with clinical training,
potentially having clinical training in health institutions affiliated with their college,
considering a shift from the integration system to the block system, having the same
staff teach both theory and clinical aspects, and minimizing paperwork during clinical
training. The study aimed to provide solutions to bridge the theory-practice gap, with
implications for nursing education and practice in the UAE.
Review:
This study tackled a critical issue in nursing education—the theory-practice gap
—within the specific context of the UAE. The qualitative descriptive approach and
interviews with nursing students contribute to a rich understanding of the challenges
and potential solutions.
The identified themes of 'Clinical Culture Creation' and 'Curriculum Content
Reformation' capture the multifaceted nature of the issue, offering insights into both the
clinical environment and the educational content. The students' suggestions reflect a
thoughtful consideration of various aspects contributing to the theory-practice gap, such
as stress on clinical educators, alignment of theoretical and clinical teachings, and
potential changes in the education system.
The study's emphasis on local perspectives, especially from Emirati nursing
students, adds cultural relevance to the findings. The suggestions provided by the
students, such as having clinical training in health institutions affiliated with their
college and minimizing paperwork, are practical and contextually grounded.

While the study effectively identifies and explores potential solutions, it would
benefit from a more in-depth discussion of the practical implications and challenges
associated with implementing these suggestions. Moreover, considering the dynamic
nature of healthcare and education, an exploration of the long-term effectiveness of the
proposed solutions could enhance the study's impact.
The study may further explore and create an academic discourse on the theory-
practice gap in nursing education, offering context-specific insights and practical
suggestions. The findings are relevant not only to nursing education in the UAE but
also to the broader field, emphasizing the importance of integrating both theoretical
knowledge and clinical practice application.

5. Title: “Theory-Practice Gap: Challenges Experienced by Nursing Students at the

Satellite Campus of a Higher Education Institution in Namibia”
Authors: Hatupopi Saara Kerthu & Vistolina Nuuyoma
Journal: International Journal of Higher Education
Publication Date: 2019

Summary:
Hatupopi and Nuuyoma (2019) conducted a comprehensive study to address the
theory-practice gap in nursing education, specifically on the challenges faced by
Bachelor of Nursing (clinical) honors students when integrating theory into practice in
clinical settings. The research utilized an exploratory phenomenology methodology,
involving ten nursing students from a satellite campus. Ethical clearances were
obtained from two institutions, and data were gathered through focus group interviews,
transcribed verbatim, and analyzed using content analysis. The challenges identified by
the students fall into four themes: theory versus practice, limited resources in clinical
settings, discriminatory attitudes, and communication barriers. The authors suggested
that the students' exposure to clinical cases may limit the effectiveness of this support
despite acknowledging the positive impact of accompaniment and supervision by nurse
educators. The findings highlighted the need for long-term strategies to enhance the
integration of theory with practice.
Review:
This study provides insights into the challenges faced by nursing students in bridging
the theory-practice gap during clinical education. The use of exploratory
phenomenology methodology is appropriate to systematically capture the students'
lived experiences and perceptions. The ethical clearances, focus group interviews, and
rigorous data analysis contribute to the study's methodological strengths.
The identified themes of theory versus practice, limited resources,
discriminatory attitudes, and communication barriers resonated with common issues
reported in nursing education. The study's acknowledgment of the positive impact of
accompaniment and supervision by nurse educators adds a practical dimension to the
findings, emphasizing the role of mentorship in addressing challenges.
The recommendation for long-term strategies to improve the integration of
theory and practice indicates a forward-looking approach. However, the study could
benefit from a more detailed exploration of specific strategies or interventions that
could be implemented to address the identified challenges and consider the evolving
nature of healthcare, exploring the integration of technology or innovative teaching
methods.
The study significantly contributed to the understanding of the theory-practice
gap in nursing education. The findings are relevant to educators, policymakers, and
practitioners seeking to enhance the clinical learning experience for nursing students
and improve the alignment between theoretical knowledge and practical application.
REFERENCES
Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in

nursing education. PubMed, 4, 2. https://doi.org/10.4103/2277-9531.151867

Appiah, S. (2021). Quality of Nursing education in the Philippines: The impact of Nursing

Programme profile. Research Square (Research Square).

https://doi.org/10.21203/rs.3.rs-847625/v1

Hatupopi, S. K., & Nuuyoma, V. (2019). Theory – practice gap: Challenges experienced by

nursing students at the satellite campus of a higher education institution in Namibia.

International Journal of Higher Education, 8(5), 21.

https://doi.org/10.5430/ijhe.v8n5p21

Reblando, J. (2018). A COMPARATIVE ANALYSIS OF THE PHILIPPINE NURSING

CURRICULUM FROM OTHER COUNTRIES. International Journal of Advanced

Research, 6(7), 526–532. https://doi.org/10.21474/ijar01/7393

Saifan, A. R., Devadas, B., Daradkeh, F., Fattah, H. a. A., Aljabery, M. A., & Michael, L. M.

(2021). Solutions to bridge the theory-practice gap in nursing education in the UAE: a

qualitative study. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-

021-02919-x