Other Titles
Academic Drift in Nursing: Understanding the Balance Between Theory & Practice [Title Slide]
Other Titles
PechaKucha Presentation
Abstract
The nursing profession has evolved, reflecting shifts in healthcare practices, standards, and societal demands. Historically, nursing education was informal and linked to hospitals or religious institutions, but the 20th century brought reforms. A key development was the Netherlands' introduction of the hbo-v program in the 1970s, offering a four-year bachelor’s degree that combined academic learning with clinical training (Roux & Halstead, 2017; Schalkwijk et al., 2024). Nursing education today emphasizes evidence-based practice, interprofessional communication, and lifelong learning (Mlambo et al., 2021), which has improved patient outcomes (Lasater et al., 2021). However, concerns over academic drift, where programs prioritize theory over practical skills, are growing. Harwood (2010) warns this shift can undermine essential nursing competencies. New nurses may be theoretically strong but lack real-world clinical skills (Aldosari, Pryjmachuk, & Cooke, 2021), causing a gap between education and practice. The core of nursing—providing safe, compassionate care—relies on practical experience. Benner, Tanner, and Chesla (1992) emphasize that hands-on practice is critical to nursing competence. Yet, focusing too much on academics risks weakening professional identity. Laiho (2010) notes that in Nordic countries, academization has increased tensions between theory and practice. Benner (2012) also cautions that while academic rigor is necessary, it shouldn't overshadow the caregiving role that defines nursing. Kumar (2023) notes that as nursing programs worldwide focus more on research, practical competencies may suffer, a trend especially concerning in resource-limited healthcare systems. To address this, Horntvedt et al. (2018) suggest using simulation training and enhanced clinical placements to better integrate theory with practice. Balancing theoretical knowledge with hands-on skills is crucial to preserving nursing’s professional identity. By partnering academic institutions with healthcare providers, nursing education can ensure students get the clinical training they need alongside a solid academic foundation.
Notes
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References:
Aldosari, N., Pryjmachuk, S., & Cooke, H. (2021). New graduate nurses' transition to practice: A scoping review. Journal of Advanced Nursing, 77(4), 1704-1715. https://doi.org/10.1111/jan.14742
Benner, P. (2012). From novice to expert: Excellence and power in clinical nursing practice. Prentice Hall.
Benner, P., Tanner, C., & Chesla, C. (1992). Expertise in nursing practice: Caring, clinical judgment, and ethics. Journal of Nursing Scholarship, 24(3), 187-193. https://doi.org/10.1111/j.1547-5069.1992.tb00715.x
Harwood, I. (2010). Academic drift in vocational education: The case of nursing. International Journal of Nursing Education Scholarship, 7(1), 1-15. https://doi.org/10.2202/1548-923X.2046
Horntvedt, M. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A systematic review. Nurse Education Today, 64, 164-172. https://doi.org/10.1016/j.nedt.2018.02.001
Kumar, R. (2023). The evolving role of nursing education in the global context: Balancing theory and practice. Global Health Nursing Journal, 45(2), 100-115. https://doi.org/10.1016/j.ghnj.2023.02.004
Laiho, A. (2010). The academization of nursing education in the Nordic countries: Impact on nursing practice. Scandinavian Journal of Caring Sciences, 24(1), 93-101. https://doi.org/10.1111/j.1471-6712.2009.00690.x
Lasater, K., Johnson, E., & Ravert, P. (2021). Impact of bachelor-prepared nurses on patient outcomes. Nursing Outlook, 69(3), 300-308. https://doi.org/10.1016/j.outlook.2020.10.002
Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning in nursing: Addressing gaps between theory and practice. Nurse Education Today, 101, 104-112. https://doi.org/10.1016/j.nedt.2020.104861
Roux, G., & Halstead, J. (2017). Issues and trends in nursing: Essential knowledge for today and tomorrow. Jones & Bartlett Learning.
Schalkwijk, E., Smits, R., & de Groot, R. (2024). Nursing education reforms in the Netherlands: The evolution of the hbo-v program. Journal of Nursing Education, 63(1), 20-29. https://doi.org/10.3928/01484834-20231115-03
Sigma Membership
Rho Chi at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Faculty Development, Academic-clinical Partnership, Curriculum Development, Nursing Education, Nursing Competencies
Recommended Citation
Hummel, Harmen, "The Significance of Addressing Academic Drift in Nursing" (2025). Biennial Convention (CONV). 12.
https://www.sigmarepository.org/convention/2025/presentations_2025/12
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-17
The Significance of Addressing Academic Drift in Nursing
Indianapolis, Indiana, USA
The nursing profession has evolved, reflecting shifts in healthcare practices, standards, and societal demands. Historically, nursing education was informal and linked to hospitals or religious institutions, but the 20th century brought reforms. A key development was the Netherlands' introduction of the hbo-v program in the 1970s, offering a four-year bachelor’s degree that combined academic learning with clinical training (Roux & Halstead, 2017; Schalkwijk et al., 2024). Nursing education today emphasizes evidence-based practice, interprofessional communication, and lifelong learning (Mlambo et al., 2021), which has improved patient outcomes (Lasater et al., 2021). However, concerns over academic drift, where programs prioritize theory over practical skills, are growing. Harwood (2010) warns this shift can undermine essential nursing competencies. New nurses may be theoretically strong but lack real-world clinical skills (Aldosari, Pryjmachuk, & Cooke, 2021), causing a gap between education and practice. The core of nursing—providing safe, compassionate care—relies on practical experience. Benner, Tanner, and Chesla (1992) emphasize that hands-on practice is critical to nursing competence. Yet, focusing too much on academics risks weakening professional identity. Laiho (2010) notes that in Nordic countries, academization has increased tensions between theory and practice. Benner (2012) also cautions that while academic rigor is necessary, it shouldn't overshadow the caregiving role that defines nursing. Kumar (2023) notes that as nursing programs worldwide focus more on research, practical competencies may suffer, a trend especially concerning in resource-limited healthcare systems. To address this, Horntvedt et al. (2018) suggest using simulation training and enhanced clinical placements to better integrate theory with practice. Balancing theoretical knowledge with hands-on skills is crucial to preserving nursing’s professional identity. By partnering academic institutions with healthcare providers, nursing education can ensure students get the clinical training they need alongside a solid academic foundation.
Description
The nursing profession has evolved, with education shifting from informal training to comprehensive programs like the Netherlands' hbo-v, combining academic learning and clinical practice. Today, nursing education emphasizes evidence-based practice, but concerns over academic drift persist. Hands-on experience is crucial to nursing competence and professional identity. Balancing theoretical knowledge with clinical skills is essential for effective nursing education and practice.