Nursing open · 2026
Bridging the Theory-Practice Divide in ECG Education: A Multistakeholder Qualitative Inquiry.
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Moon Sun-Hee, Kim Boyoung
Аннотация
AIM: To explore the perspectives of nursing students, clinical nurses, and nurse educators on electrocardiography (ECG) education and identify strategies to bridge the theory-practice divide and prepare nurses for future-oriented learning environments.
DESIGN: A qualitative descriptive study employing the consensual qualitative research (CQR) method.
METHODS: Group interviews were conducted with 27 participants divided into student, nurse, and nursing educator groups. Data were analysed using the CQR method.
RESULTS: Four major themes and corresponding subthemes were identified: (1) clinical significance of ECG and expanding nursing roles, (2) educational barriers and disconnects between theory and practice, (3) motivation and growth through experiential learning, and (4) strategies for educational innovation, including integrated curricula, simulation-based learning, and digital approaches such as AI-assisted learning and gamification perceived as effective for sustaining engagement, repeated practice, and ongoing development of ECG competency.
CONCLUSION: Bridging the gap in ECG education requires context-integrated training with organisational support. Enhancing educator expertise and promoting learner engagement are critical for ensuring the successful clinical application of ECG interpretation skills.
IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: Inadequate ECG education may delay patient assessments, increase nurse stress, and create communication breakdowns in clinical teams. These findings highlight the need for nursing curricula and continuing professional education to incorporate structured, simulation-enhanced, and AI-supported training that supports repeated practice and progressive ECG competency development. Such educational strategies can improve clinical decision-making, strengthen interdisciplinary teamwork, and ultimately enhance patient safety, particularly in high-acuity or resource-constrained healthcare settings.
DESIGN: A qualitative descriptive study employing the consensual qualitative research (CQR) method.
METHODS: Group interviews were conducted with 27 participants divided into student, nurse, and nursing educator groups. Data were analysed using the CQR method.
RESULTS: Four major themes and corresponding subthemes were identified: (1) clinical significance of ECG and expanding nursing roles, (2) educational barriers and disconnects between theory and practice, (3) motivation and growth through experiential learning, and (4) strategies for educational innovation, including integrated curricula, simulation-based learning, and digital approaches such as AI-assisted learning and gamification perceived as effective for sustaining engagement, repeated practice, and ongoing development of ECG competency.
CONCLUSION: Bridging the gap in ECG education requires context-integrated training with organisational support. Enhancing educator expertise and promoting learner engagement are critical for ensuring the successful clinical application of ECG interpretation skills.
IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: Inadequate ECG education may delay patient assessments, increase nurse stress, and create communication breakdowns in clinical teams. These findings highlight the need for nursing curricula and continuing professional education to incorporate structured, simulation-enhanced, and AI-supported training that supports repeated practice and progressive ECG competency development. Such educational strategies can improve clinical decision-making, strengthen interdisciplinary teamwork, and ultimately enhance patient safety, particularly in high-acuity or resource-constrained healthcare settings.