Application of Case Review Based on Training Transfer Theory in the Training of New Nurses：a randomized controlled trial

Background and Purpose New nurses often encounter demanding work environments that hinder their professional growth and transition into proficient practitioners. Current training programs for novice nurses typically fall short in content, methodology, and outcomes, with insufficient focus on the transfer of knowledge and skills. This study aims to assess the effectiveness of case reviews, grounded in training transfer theory, in facilitating the transfer and application of knowledge and skills among new nurses. Methods A randomized controlled trial was conducted to evaluate the impact of an intervention incorporating case reviews based on training transfer theory. Sixty new nurses from Longgang District Maternal and Child Health Hospital in Shenzhen were enrolled through convenience sampling and randomly assigned into two groups via block randomization. The control group underwent standard general training, while the observation group received the same curriculum, augmented with case reviews grounded in training transfer theory. Both groups participated in a 12-month training program. One month post-training, comparisons were made between the groups across multiple outcomes, including training satisfaction, self-directed learning ability, nursing case report quality, OSCE assessment scores, new nurses' core competencies, patient satisfaction, and transition shock. Results Post-training, the observation group exhibited significantly higher scores in training satisfaction, self-directed learning ability, core competencies, nursing case report quality, OSCE results, and patient satisfaction compared to the control group (P < 0.05). Moreover, the observation group demonstrated significantly lower transition shock scores than the control group (P < 0.05). Conclusion Case review-based training, underpinned by training transfer theory, effectively enhances new nurses' core competencies and self-directed learning abilities, fosters motivation for knowledge transfer, and supports a smoother transition to competent professional practice. Trial registration This study was registered at the Chinese Clinical Trial Registry (ChiCTR) on April 3, 2025.identifier (The clinical trial registration process is ongoing).