Exploring training transfer in neurosurgical specialty nurse education: a qualitative descriptive study

To explore the characteristics and influencing factors of training transfer among neurosurgical specialty nurses, and to provide empirical evidence for nursing educators, clinical managers, and training designers to develop optimization strategies.

Purposive sampling recruited 32 participants (15 specialty nurses, 11 instructors, and 6 training managers) from 16 Chinese institutions. Semi-structured interviews were conducted, and data were analyzed using framework analysis. This study followed the Consolidated Criteria for Reporting Qualitative Research.

Two overarching themes and eight subthemes were identified. Theme 1 described the practical manifestations of training transfer among neurosurgical specialty nurses, including effective transfer of basic perioperative care competencies, adaptive application of advanced competencies, and extension of training outcomes from individual care to specialty development. Theme 2 identified facilitators and barriers influencing training transfer, including individual motivation and professional identity, contextualized teaching, organizational empowerment, resource mismatch, and sustainability challenges after training.

Training transfer among neurosurgical specialty nurses represents an adaptive reconstruction process shaped by individual readiness, educational design, organizational support, and specialty-specific clinical contexts. Effective transfer requires not only high-quality training but also appropriate role positioning, resource alignment, and sustained post-training support.