ArticleBMJ open2019
From strategy to action: a qualitative study on salient factors influencing knowledge transfer in project-based experiential learning in healthcare organisations in Kenya.
Article in BMJ open, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- The sustainability of health interventions implemented in Africa: an updated systematic review on evidence and future research perspectives.Implementation science communications · 2025Review
- A scoping review of knowledge translation in strengthening health policy and practice: sources, platforms, tools, opportunities, and challenges.Archives of public health = Archives belges de sante publique · 2025Article
- Workplace-based learning in district health leadership and management strengthening: a framework synthesis.Health policy and planning · 2025Review
- Trauma Informed Interventions to Reduce Seclusion, Restraint and Restrictive Practices Amongst Staff Caring for Children and Adolescents with Challenging Behaviours: A Systematic Review.Journal of child & adolescent trauma · 2023Article
- Facilitating and Inhibiting Factors of Clinical Knowledge Sharing among Medical Specialists in University Hospitals.International journal of preventive medicine · 2023Article
- Article
- An Assessment of Impact of Leadership Training on Health System Performance in Selected Counties in Kenya.Frontiers in public health · 2020Article
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4 authors.
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Abstract
objectivesKnowledge transfer is recognised as a key determinant of organisational competitiveness. Existing literature on the transfer of knowledge and skills imply diminutive return on investment in training and development due to the low application of learnt knowledge. Following devolution of health services provision to new counties in Kenya in 2013, Strathmore Business School designed an experiential facility improvement project-based leadership training programme for healthcare managers in the new counties. Selected healthcare management teams participated in the leadership training to improve health systems performance in the devolved counties in Kenya. Despite similar training, the projects implementation contexts were different, leading to different implementation completion rates. The aim of this study was to investigate the reasons for this disparity and then recommend solutions.
designA qualitative study using semi-structured interviews. A thematic framework approach was used in data analysis. SETTING AND
participantsThirty-nine projects teams constituting; 33 successful and 6 unsuccessful project teams, were purposively selected based on their project implementation success rates at the end of the leadership training. The managers had undertaken a team-based institutional improvement project. The prioritised projects were housed within; 23 public, 10 faith-based and 6 private health facilities in 19 counties in Kenya.
resultsOur findings indicate projects completion rates were influenced by (training design, work environment climate, trainee characteristics, team-based coaching and leveraging on occurring opportunities). Transfer barriers were (inadequate management support, inadequate team and staff support, high staff turnover, misalignment of board's verses manager's priorities, missing technical expertise, endemic strikes, negative politics and poor communication). Recommendations were (need-driven curriculum, effective allocation and efficient utilisation of resources, proper prioritisation, effective communication, longitudinal coaching and work-teams recruitment).
conclusionThe findings reveal that unless training interventions are informed by a need-driven curriculum customised to real-world work teams, the potential knowledge and skill transfer can be thwarted.
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