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 in previous literature. This paper explores issues relating to this concept from Habermas' 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?.