Barriers to training transfer among Chinese nursing students: a qualitative study

Area of Science:

• Nursing Education
• Clinical Skills Training
• Healthcare Professions Education

Background:

• Clinical placements are essential for nursing students to bridge theory and practice.
• Barriers in applying knowledge can decrease confidence, increase turnover, and pose clinical risks.
• Previous quantitative studies have not fully explored these complex barriers.

Purpose of the Study:

• To explore barriers to applying theoretical knowledge and clinical skills among nursing trainees.
• To investigate barriers across trainee characteristics, training design, and the work environment.
• To extend training transfer theory in Chinese nursing education.

Main Methods:

• A descriptive qualitative study was conducted.
• The critical factors model of training transfer guided the research.
• Data were analyzed to identify key themes influencing training effectiveness.

Main Results:

• Barriers were categorized into trainee characteristics (e.g., low motivation, self-efficacy), training design (e.g., theory-practice disconnect, inadequate feedback), and workplace factors (e.g., poor supervision, hierarchical culture).
• These factors significantly impede the transfer of learning in student nurses.
• Specific issues include low motivation, self-efficacy, transfer capacity, theory-practice gaps, insufficient feedback, poor supervision, and task-focused environments.

Conclusions:

• The study offers empirical insights into training transfer in Chinese nursing education.
• Motivation, self-efficacy, and clinical culture are key influences on the effectiveness of training.
• Multi-level interventions are recommended to enhance nursing education outcomes.