The Theory-Practice Gap and the Impact of Reflection on Nursing Students’ Learning in the Practice Setting: A Scoping Review
- 1Department of Nursing, School of Health Sciences, University of Ioannina, Ioannina, GRC
- 2Research Laboratory Psychology of Patients, Families, and Health Professionals, School of Health Sciences, University of Ioannina, Ioannina, GRC
Abstract
The theory-practice gap remains a persistent challenge in nursing education, as nursing students often experience difficulties applying theoretical knowledge in real clinical settings. Reflective practice has been proposed as an educational strategy to facilitate the integration of theory and practice and enhance clinical learning. This review aimed to identify factors contributing to the theory-practice gap in nursing education and to examine the role of reflective practice in addressing this challenge. A systematic search was conducted in PubMed, Embase, and CINAHL (Cumulative Index to Nursing and Allied Health Literature) for studies published between 2013 and 2024. Quantitative, qualitative, and mixed-methods studies involving undergraduate nursing students during clinical placements were eligible for inclusion. A total of 38 studies met the inclusion criteria. The findings revealed a persistent discrepancy between theoretical instruction and clinical practice, with inadequate supervision, limited clinical support, insufficient preparation, and inconsistencies between educational and clinical environments identified as major contributing factors. Evidence derived predominantly from qualitative studies suggested that reflective practice, reflective journals, group discussions, mentorship, and structured clinical supervision may enhance critical thinking, self-confidence, professional identity formation, and the integration of theoretical knowledge into clinical practice, and contribute to narrowing the theory-practice gap and improving nursing students’ learning experiences. However, the implementation of reflective strategies remains inconsistent across nursing education programs. Further research is needed to evaluate the effectiveness of specific reflective interventions and educational models across different clinical settings.
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BibTeX
@article{kakaidi2026theorypractice,
title = {{The Theory-Practice Gap and the Impact of Reflection on Nursing Students’ Learning in the Practice Setting: A Scoping Review}},
author = {Varvara Kakaidi and Konstantina Dimou and Maria Kitsiou and Agni Nakou and Maria Efstathiou and Elena Dragioti and Stefanos Mantzoukas},
journal = {Cureus},
year = {2026},
month = oct,
doi = {10.7759/cureus.117531},
url = {https://doi.org/10.7759/cureus.117531},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - The Theory-Practice Gap and the Impact of Reflection on Nursing Students’ Learning in the Practice Setting: A Scoping Review
AU - Varvara Kakaidi
AU - Konstantina Dimou
AU - Maria Kitsiou
AU - Agni Nakou
AU - Maria Efstathiou
AU - Elena Dragioti
AU - Stefanos Mantzoukas
PY - 2026
DA - 2026/10/06
JO - Cureus
DO - 10.7759/cureus.117531
UR - https://doi.org/10.7759/cureus.117531
AB - The theory-practice gap remains a persistent challenge in nursing education, as nursing students often experience difficulties applying theoretical knowledge in real clinical settings. Reflective practice has been proposed as an educational strategy to facilitate the integration of theory and practice and enhance clinical learning. This review aimed to identify factors contributing to the theory-practice gap in nursing education and to examine the role of reflective practice in addressing this challenge. A systematic search was conducted in PubMed, Embase, and CINAHL (Cumulative Index to Nursing and Allied Health Literature) for studies published between 2013 and 2024. Quantitative, qualitative, and mixed-methods studies involving undergraduate nursing students during clinical placements were eligible for inclusion. A total of 38 studies met the inclusion criteria. The findings revealed a persistent discrepancy between theoretical instruction and clinical practice, with inadequate supervision, limited clinical support, insufficient preparation, and inconsistencies between educational and clinical environments identified as major contributing factors. Evidence derived predominantly from qualitative studies suggested that reflective practice, reflective journals, group discussions, mentorship, and structured clinical supervision may enhance critical thinking, self-confidence, professional identity formation, and the integration of theoretical knowledge into clinical practice, and contribute to narrowing the theory-practice gap and improving nursing students’ learning experiences. However, the implementation of reflective strategies remains inconsistent across nursing education programs. Further research is needed to evaluate the effectiveness of specific reflective interventions and educational models across different clinical settings.
SN - 2168-8184
ER -