Viewing an old issue through a new lens: a critical theory insight into the education-practice gap

The education-practice gap is not new to lecturers or practitioners and has been widely discussed inprevious literature. This paper explores issues relating to this concept from Habermasʹ critical theory viewpoint. The historical and philosophical underpinnings of critical theory, as well as its central elements, are described. A recent incident involving one of the authors stimulated reflection on the issue of clinical assessment and the communication gap between teachers and practitioners. Viewing the incident through a critical theory lens allowed two main themes to be explored: the balance of knowledge and power in the education-practice arena and the personal issues involved in failing a student. Several questions emerged during this reflective period. Are nurses prepared to search for answers to these questions?