Bridging The Theory–Practice Gap in Nursing Education in India: Challenges and Innovative Strategies

Abstract

Background: The theory–practice gap in nursing education is a persistent challenge that hinders nursing students from applying theoretical knowledge effectively in clinical practice. This gap often results in insufficient clinical competencies, weak critical thinking, and suboptimal decision-making when students transition from classroom learning to patient care settings. Objectives: To explore the effectiveness of simulation-based learning (SBL), artificial intelligence (AI)-driven education, and competency-based education (CBE) in enhancing clinical competency, critical thinking, and decision-making among nursing students while addressing the theory–practice gap in India. Materials and Methods: A mixed-methods research approach was adopted. Quantitative data were collected through surveys among nursing students and faculty members regarding their experiences with simulation, AI tools, and competency-based assessments. Qualitative data were obtained through interviews with nursing educators and clinical instructors to identify barriers and benefits associated with these educational innovations. Results: Simulation-based learning significantly improved students’ technical skills, confidence, and clinical readiness. AI-driven educational tools enhanced personalized learning and clinical decision-making abilities. Competency-based education improved clinical proficiency and self-confidence among students. Major barriers identified included inadequate faculty training, insufficient infrastructure, and limited simulation facilities. Conclusion: Simulation-based learning, AI-driven education, and competency-based education significantly enhance nursing students’ clinical competency and help bridge the theory–practice gap. However, successful implementation requires curriculum reforms, faculty development programs, and institutional support.