Conceptual framework of training transfer in neurosurgical specialty nurse education¶

Theory · All theories
Evidence · 7 claims (7 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 7 claims rest on one study

Description¶

A framework, presented as Figure 1, depicting training transfer as an adaptive reconstruction process shaped by individual readiness, educational design, organizational support, and specialty-specific clinical context. It extends the Baldwin–Ford model by incorporating "the availability of clinical scenarios, subspecialty resources, multidisciplinary collaboration, and evolving specialty nurse roles" as contextual conditions. Facilitating factors include individual motivation, contextualized teaching, and organizational empowerment; constraining factors include resource and sustainability limitations. The framework was derived from framework analysis of interviews with trainees, instructors, and training managers.

Design Implications¶

Context¶

Requirements¶

• Understanding transfer requires considering trainee, instructor, and manager perspectives together, as the framework was built from multi-perspective interview data

Constraints¶

• Developed in the specific context of neurosurgical specialty nursing in Chinese institutions; the article states transfer shows specialty-specific contextual characteristics

Target Learners¶

• neurosurgical specialty nurses in continuing education
• nursing educators and training managers

Target Learning Objectives¶

• transfer of specialty nursing competencies from training programs to clinical practice

Claims¶

• Training Transfer As Adaptive Reconstruction [+M]
• Contextualized Teaching Facilitates Transfer [+M]
• Organizational Empowerment Enables Transfer [+M]
• Resource Mismatch And Support Discontinuity Constrain Transfer [+M]
• Transfer of advanced competencies is limited by institutional case exposure, technical platforms, and multidisciplinary maturity rather than training deficiencies [+W]
• Basic perioperative care competencies transfer most smoothly to clinical practice after neurosurgical specialty nurse training [+W]
• Training outcomes extend from individual clinical care to teaching, quality improvement, and specialty development roles [+W]

Related Theories¶

• Strategic Human Resource Management as a Framework for Instructional Improvement

Examples¶

• Four-stage post-training support pathway for sustaining training transfer
• Transfer of Learning
• Enhance retention and transfer

Key Sources¶

• Liang, Zhang, Jiang, Li, Shang, Ji and Chen. (2026). Exploring training transfer in neurosurgical specialty nurse education: a qualitative descriptive study. Frontiers in Neurology. https://doi.org/10.3389/fneur.2026.1915268