International Journal of Nursing Education, January-March 2021, Vol. 13, No. 1 85 Balancing Academia with Clinical Profciency in the Training of Nurses at the University Level: The Case of Ghana Lily Yarney 1 , Belinda Adzimah-Yeboah 2 , Kwame Ameyaw Domfeh 3 , Anthony Q.Q. Aboagye 4 1 Senior Lecturer, Department of Public Administration and Health Services Management, University of Ghana Business School, Legon, Accra, 2 Assistant Lecturer, School of Nursing and Midwifery, University of Health and Allied Health Sciences, PMB 31, Ho, 3 Professor, Department of Public Administration and Health Services Management, University of Ghana Business School, Legon, Accra, 4 Professor, Department of Finance, University of Ghana Business School, Legon, Accra Abstract Background: At the University level, the preparation of student nurses involves acquisition of theoretical knowledge and clinical practice, when this is done well, it can serve as a double-edged sword for blending theory and practice. We explored the ability, role, and experiences of nurse academics in balancing theory and practice in training nurses. Method: Using exploratory research with methodical triangulation design, data were collected from nursing lecturers and student nurses using interviews, questionnaires, and focus group discussions. Conclusion: Findings indicate that clinical practice is recognized by lecturers and students as an important measure for enhancing theoretical preparation of nursing students. University academic calendar does not favor inclusion of clinical practice, thus, balancing theory with clinical practice is difcult. University nurse educators in Ghana are obligated to blend theory and practice. However, challenges are encountered in doing so. Curricula for nursing education should be designed to be autonomous to place priority on clinical practice. The Nursing and Midwifery Council of Ghana should also put monitoring mechanisms in place to ensure clinical practice competencies of nursing lecturers. Keywords: Nursing Training, Academia, Clinical Profciency, Ghana. Introduction Countries all over the world including Ghana are encouraging the transition of nursing education from hospital-based training Registered Nurse (RN) to a University based Degree Nurse. At this level, the preparation of student nurses involves acquisition of knowledge that should satisfy all the required university Corresponding Author: Lily Yarney Senior Lecturer, Department of Public Administration and Health Services Management, University of Ghana Business School, Legon, Accra e-mail: lyarney@ug.edu.gh Tel: +233208137326 program courses as well as the nursing professional theoretical courses and clinical practice requirements to imbibe practical skills in the neophyte student. This dual academic and professional profciency requires the nurse educator to impact both academic knowledge and clinical skills to the student. In high- income-countries, the Professor of Nursing is a double- edged sword- delivering efectively, the theoretically required components as well as the clinical component. Thus, ensuring that, the clinical credibility of a nurse educator is as important as the academic laureates of a dignifed Professor. The nurse educator in the university should therefore be one who must be able to apply theory to practice, and impact theoretical knowledge as well as adequately prepare students to be clinically profcient.