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A concept analysis on the transfer climate in health sciences education
Lizemari Hugo-Van Dyk1, Yvonne Botma1, Mercy Ndhlovu1
1School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa.
A positive transfer climate, crucial for learning in health sciences education, is defined by strong relationships and support systems. Enhancing this climate improves student performance and healthcare workforce quality.
Area of Science:
- Health Sciences Education
- Workplace Learning
- Organizational Psychology
Background:
- Transfer of learning is complex and influenced by the learning environment.
- Existing research on transfer climate is primarily from human resource development, with limited application to health sciences.
- There is a lack of standardized definitions and measurement tools for transfer climate.
Purpose of the Study:
- To define and describe the concept of transfer climate within health sciences education.
- To identify the antecedents, attributes, and consequences of a positive transfer climate.
- To propose a conceptual definition for transfer climate in this context.
Main Methods:
- Rodgers' evolutionary concept analysis approach was employed.
- A comprehensive literature search was conducted across 15 databases using a Boolean search string.
- Data from 156 selected articles were charted and thematically analyzed.
Main Results:
- Key antecedents include interpersonal relationships and theory-practice correlation.
- Attributes of a positive transfer climate include student support, training, student/facilitator characteristics, and resources.
- Transfer climate positively influences student, educational, and organizational performance.
Conclusions:
- A conceptual definition of transfer climate was established.
- Synergy between health services and educational institutions is vital for developing competent healthcare professionals.
- Modifiable elements of transfer climate can enhance clinical training and support students in placements.
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