Abstract:

Introduction: The theory-practice gap has long been debated in nursing, especially in developing countries where nursing education is transitioning from hospital-based training to universities. Some scholars believe in the necessity of a theoretical framework, while others question the need for theories. The study aimed to explore how nurse educators help students bridge this gap and provide a theoretical explanation of the process.

Methodology: A qualitative research design using classical grounded theory was employed. The study involved interviews with Clinical Nurse Educators (CNEs) from Nursing Science Departments at universities in South Eastern Nigeria. The data were analyzed to generate a theory explaining the process of bridging the gap.

Results: The core finding was the concept of "relational transformation," where CNEs facilitate a transformative learning experience. This process involves building relationships with students, mentoring, role modeling, and encouraging reflection to help students connect theoretical knowledge with clinical practice.

Conclusion: The study concludes that relational transformation is a key process through which CNEs help nursing students bridge the theory-practice gap, fostering their growth into competent professionals.