Barriers to training transfer among Chinese nursing students: a qualitative study

AIM: Exploring barriers to applying theoretical knowledge and clinical skills among nursing trainees. BACKGROUND: Clinical 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. DESIGN: A descriptive qualitative study. METHOD: Employing a descriptive qualitative approach based on the critical factors model of training transfer. RESULTS: Barriers 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). CONCLUSION: This 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.