The relationship between theory and practice is often divided in the nursing profession and requires a continuous level of growth and development in order to effectively manage the needs of the client base and improve the practice environment. The ability to bridge this gap is an important step in the discovery of new insights and approaches to improve learning and education simultaneously through efforts that will impact patient care quality and efficiency at all levels, such as reflective practice and learning of a transformative nature (Levin, 2010). It is imperative to develop a strategic approach that will provide a positive and lasting impact for patients and to recognize the value of reflecting on practice methods and decision-making in an effort to improve nursing-related outcomes (Levin, 2010). It is imperative that nurses are able to utilize these tools effectively in an effort to produce successful outcomes and to optimize resources in a manner that will promote greater consistency and learning that applies theoretical principles in the practice environment.

In a student capacity, future nurses must recognize their ability to combine practice methods with existing theories in an effort to improve the quality and standards of care that are expected within the profession (Levin, 2010). In this context, it is necessary for educators to evaluate the conditions under which nurses are able to contribute to the conversation and to execute their roles effectively by integrating the depth of theoretical principles into the practice setting (Rolfe, 1993). Nurses must recognize the impact of theories on the practice setting and achieve nursing praxis when theory and practice achieve congruency at the clinical level to improve quality of care (Rolfe, 1993). In this capacity, nurses must be able to facilitate a successful set of approaches to their work that will positively influence their ability to make a difference and to evaluate problems under a different lens (Rolfe, 1993).

Many students may learn and absorb textbook-based theories in the classroom, but may find it very difficult to apply these theories effectively to clinical situations, thereby creating disconnect between book-based and practical knowledge that is learned through the course of real-life clinical situations. As a result, it is often difficult to assess the value of theoretical knowledge and how it applies to the practice setting (Sellman, 2010). Theories must be applied in practical situations in different ways because they set the tone for the development of a framework that will positively impact the nursing profession in different ways (Sellman, 2010).

For a nurse, it may be difficult at times to recognize the value and application of theory to the practice setting for a variety of reasons; however, it is necessary to reflect upon each clinical situation and to recognize where theory is likely to make a difference in decision-making and in supporting a framework where patient care quality is preserved at the highest possible level (Hatlevik, 2012). There must be a significant focus at the educational level on balancing skill development and theoretical knowledge in order to successfully apply these principles to real-life patient care experiences and provide patients with the best possible conditions under which they are able to make a difference (Scully, 2011).

From an educational perspective, nurse educators must recognize that theories do not always successfully translate to the practice setting; therefore, these issues must be addressed closely in order to manage the needs of the practice setting at a high level (Scully, 2011). Nursing students must be receptive to these ideas and aim to apply theory in a positive manner to improve patient care quality and each experience on an individual basis. This will encourage the development of patient care that optimizes skill and resources for patients at the highest possible level. It also requires nurses to be effective in meeting the needs of their patients and in determining what steps are required to facilitate care that will have a lasting impact on outcomes, while also utilizing resources at an optimal level.

Bridging the theory-practice gap is a complex process, one which requires educators to emphasize that nursing-based knowledge must be applied in a manner that is consistent with the objectives of the nursing experience and in supporting an environment where change and progress will be observed through nurse-led decision-making. The application of theoretical knowledge is a challenging process that is ongoing; therefore, it must be treated with the utmost professionalism and provide an opportunity for nurses to make a difference in the lives of their patients through their actions and decisions on a routine basis. From an educational perspective, nurses must continue to learn daily in the practice setting and be able to apply theories to situations that may be unconventional or uncommon, thereby creating an opportunity to examine different ideas and approaches that will have a positive and lasting impact on patient outcomes at a high level.

Nurse-led patient care is a critical component of the practice environment and requires a high level of skill and detail in order to effectively impact patient outcomes. However, this process also requires nurses to be proactive in working towards a set of solutions to solve problems that also apply theoretical knowledge and principles in order to make a difference in the quality of care that is administered to patients. Bridging this gap is of critical importance to nurses and must reflect a means of understanding the knowledge and resources that will be useful in bedside care. This process also reflects a need to improve the understanding of theory-led principles as they are applied to the practice setting so that the existing gap is minimized and supported by action.