Perspectives on transfer of learning by nursing students in primary healthcare facilities

Yvonne Botma, Margret Julie MacKenzie


Supportive work environments promote professional socialisation and integration of theory in practice. Qualitative data generated through four nominal groups were deductively analysed using the components of the systemic model of training transfer. This article reports on the perspectives of nurse clinicians, clinical facilitators, and students from the training institution regarding aspects of student characteristics, educational design, transfer climate and work environment that influence nursing students’ transfer of learning in primary healthcare (PHC) facilities. A perception exists that students lack the desire to use knowledge and skills mastered in the training programme in clinical practice. Although the educational design strives to promote transfer of classroom learning, students may not be motivated to transfer classroom learning. The learning climate hampers transfer of learning because the students’ perceptions are that they are unwelcome, not taken into consideration and not respected. The lack of essential equipment demotivates students. This study confirms the interrelatedness of the systemic transfer of training model and emphasises the importance of considering all elements that influence learning transfer when planning clinical placements of students.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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