INTRODUCTION Nursing is considered to be the noblest profession. Nursing care includes care of the individual, society and community. Comprehensive nursing care provides quality care to people. Nurses play an important role in improving standardized care. Teachers in educational institutions need to prepare students well to meet the growing demands of the public. There is always a gap between theory and practice in nursing. To balance theory and practice, nurse educators must prepare students with current knowledge. This knowledge will prepare students to bridge or bridge the gap between theory and practice. Many research studies have stated that the Block system is a better solution to bridge the gap between theory and practice in nursing education contexts. “Block scheduling” has been defined as a type of academic scheduling in which each student has fewer classes per day. Each lesson is scheduled for a longer period of time than normal, such as 90 minutes. In a form of block scheduling, a single class will meet every day for a certain number of weeks, after which another class will take its place. In another form, daily lessons rotate through a changing daily cycle (Trostil Robert, 2001). Likewise, the reasons for implementing “Faculty Allocation Approach” in Oman Nursing Institute to bridge the gap between theory and practice. This approach will restructure and reorganize the teaching responsibilities of faculty members to improve the quality of nursing education. The faculty assignment approach is to form an exclusive faculty team for theory, laboratory sessions, and clinical teaching and supervision. Furthermore, theory and clinical will be assigned following a block system...... half of the article...... hip. 53(3), 11-15. Robinson CP (2009). Teaching and clinical educator expertise: uniting two worlds. International Journal of Nursing Education Scholarship. 6(1), 20-23. Sarmiento T. P et al., (2004). Nurse educator workplace empowerment, burnout, and job satisfaction: Testing Kanter's theory. Journal of Advanced Nursing. 46(2),34-143. Staunton, J. (1997). A study of teachers' beliefs about the effectiveness of Bloch planning. ProQuest Central.81 (593),73.Trostil Robert. (2001). Main lesson of teaching in the Waldorf school. Research bulletin of the Research Institute for Waldorf Education.Wu,.Youfenget. al., (2013). Stressors of dual-qualified nursing teachers in China's ChengDu-Qing economic zone: a qualitative study. Nurse educator today. V 33, 1496-1500.Wilkes. Z. (2006). The student – ​​mentoring: a literature review, Nursing Standard. 20(37),42-47.