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Opportunities and barriers to successful learning transfer: an evaluation of the impact of critical care training

Opportunities and barriers to successful learning transfer: an evaluation of the impact of critical care training
Opportunities and barriers to successful learning transfer: an evaluation of the impact of critical care training
This paper is a report of a study assessing the impact on nursing practice of critical care skills training for ward-based nurses.

Background:
Following a government review of adult critical care provision, new ways of working were advocated to ensure that critical care services depended on the needs of the patient, not their location in the hospital. A re-conceptualisation beyond service provision in high dependency units and intensive care units was required in order to deliver an integrated service. This has ramifications for training requirements.

Methods:
Semi-structured interviews were used to explore perceived learning and learning transfer from a range of courses. The data were collected from course attendees (n=47) and line-managers (n=19) across two sites between 2005 and 2006.

Findings:
Learning was closely associated with the clinical application of new skills and knowledge. Commonly, course attendees and line-managers quoted increased knowledge and confidence, better assessment skills, and improved interprofessional working. Time with competency assessors, availability of expanding roles, and supernumerary time were key factors for successful learning transfer. Barriers were financial pressures on hospitals, lack of perceived relevance of the course to staff or nursing practice, and lack of time to practice skills or work with clinical skills facilitators.

Conclusion:
Course design should be a collaborative activity between education providers and commissioners to ensure the impact of training on practice. Relevance of material, time to practise skills and new learning, and organisational, rather than merely individual, support are essential for successful training interventions.
learning transfer, critical care, skills development, nursing, evaluation, interviews, empirical research report
0309-2402
308-316
Meyer, Edgar
f2e4fe13-ba46-43e7-99e1-979cf3983c64
Lees, Amanda
280a1876-2e23-477f-a770-70d46ff70040
Humphris, Debra
7248f9f4-53fc-4519-8211-72ab16d345c9
Connell, N.A.D.
20c3599b-f2e6-49fb-9b95-870b421fc27e
Meyer, Edgar
f2e4fe13-ba46-43e7-99e1-979cf3983c64
Lees, Amanda
280a1876-2e23-477f-a770-70d46ff70040
Humphris, Debra
7248f9f4-53fc-4519-8211-72ab16d345c9
Connell, N.A.D.
20c3599b-f2e6-49fb-9b95-870b421fc27e

Meyer, Edgar, Lees, Amanda, Humphris, Debra and Connell, N.A.D. (2007) Opportunities and barriers to successful learning transfer: an evaluation of the impact of critical care training. Journal of Advanced Nursing, 60 (3), 308-316. (doi:10.1111/j.1365-2648.2007.04422.x). (PMID:17908126)

Record type: Article

Abstract

This paper is a report of a study assessing the impact on nursing practice of critical care skills training for ward-based nurses.

Background:
Following a government review of adult critical care provision, new ways of working were advocated to ensure that critical care services depended on the needs of the patient, not their location in the hospital. A re-conceptualisation beyond service provision in high dependency units and intensive care units was required in order to deliver an integrated service. This has ramifications for training requirements.

Methods:
Semi-structured interviews were used to explore perceived learning and learning transfer from a range of courses. The data were collected from course attendees (n=47) and line-managers (n=19) across two sites between 2005 and 2006.

Findings:
Learning was closely associated with the clinical application of new skills and knowledge. Commonly, course attendees and line-managers quoted increased knowledge and confidence, better assessment skills, and improved interprofessional working. Time with competency assessors, availability of expanding roles, and supernumerary time were key factors for successful learning transfer. Barriers were financial pressures on hospitals, lack of perceived relevance of the course to staff or nursing practice, and lack of time to practice skills or work with clinical skills facilitators.

Conclusion:
Course design should be a collaborative activity between education providers and commissioners to ensure the impact of training on practice. Relevance of material, time to practise skills and new learning, and organisational, rather than merely individual, support are essential for successful training interventions.

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More information

Published date: November 2007
Keywords: learning transfer, critical care, skills development, nursing, evaluation, interviews, empirical research report

Identifiers

Local EPrints ID: 46663
URI: http://eprints.soton.ac.uk/id/eprint/46663
ISSN: 0309-2402
PURE UUID: 02d1dbd8-0085-40bb-b62b-5020e0dd596c

Catalogue record

Date deposited: 11 Jul 2007
Last modified: 15 Mar 2024 09:25

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Contributors

Author: Edgar Meyer
Author: Amanda Lees
Author: Debra Humphris
Author: N.A.D. Connell

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