ArticleBMC nursing2026
Barriers to training transfer among Chinese nursing students: a qualitative study.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
aimExploring barriers to applying theoretical knowledge and clinical skills among nursing trainees.
backgroundClinical placements are vital for connecting nursing theory with practice. However, barriers often hinder trainees from effectively applying their knowledge, undermining confidence, increasing turnover, and raising clinical risks. Existing quantitative studies have not fully captured the complexity of these barriers. This qualitative study uses the critical factors model to explore barriers across three dimensions: trainee traits, training design, and the work environment.
designA descriptive qualitative study.
methodEmploying a descriptive qualitative approach based on the critical factors model of training transfer.
resultsBarriers to training transfer in student nurses fell into three themes: trainee characteristics (low motivation, self-efficacy, and transfer capacity), training design (theory-practice disconnect, insufficient feedback), and the workplace (poor supervision, hierarchical culture, task-focused environment).
conclusionThis study provides empirical insight into and extends training transfer theory in Chinese nursing education, highlighting key influences on effectiveness, such as motivation, self-efficacy, and clinical culture. It recommends multi-level interventions to improve outcomes.
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