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Войти в исследования International journal of nursing education scholarship · 2025
Transfer of learning in baccalaureate nursing education: a systematic scoping review.
СтатьяScoping ReviewНазвание и аннотация: Перевод в очереди
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Evans Cathleen A, Patterson Barbara, Elliott Brenda, Chargualaf Katie A, Baumberger-Henry Mary L
Аннотация
OBJECTIVES: Examine how transfer of learning (ToL) has been applied in baccalaureate nursing education.
METHODS: A systematic scoping review was conducted with the search terms transfer, transfer of learning, transfer of knowledge, and learning transfer, of peer-reviewed literature in CINAHL, Medline, and Google Scholar. Inductive content analysis with open coding was employed.
RESULTS: Thirty-three sources were included in the final review: 26 research and seven non-research. Researchers identified three ToL categories: process, measure, and context. A mixture of terminology, definitions, and theoretical underpinnings contributed to conceptual confusion.
IMPLICATIONS FOR INTERNATIONAL AUDIENCE: Understanding how ToL was applied in baccalaureate nursing education could inform educators how to develop competency-based curricula. Variable use of ToL in the literature limits meaningful applicability.
CONCLUSIONS: Identification of inconsistent terminology, measure, and varying applications of ToL in the literature was evident.
METHODS: A systematic scoping review was conducted with the search terms transfer, transfer of learning, transfer of knowledge, and learning transfer, of peer-reviewed literature in CINAHL, Medline, and Google Scholar. Inductive content analysis with open coding was employed.
RESULTS: Thirty-three sources were included in the final review: 26 research and seven non-research. Researchers identified three ToL categories: process, measure, and context. A mixture of terminology, definitions, and theoretical underpinnings contributed to conceptual confusion.
IMPLICATIONS FOR INTERNATIONAL AUDIENCE: Understanding how ToL was applied in baccalaureate nursing education could inform educators how to develop competency-based curricula. Variable use of ToL in the literature limits meaningful applicability.
CONCLUSIONS: Identification of inconsistent terminology, measure, and varying applications of ToL in the literature was evident.