— Clinical placement requires Nursing Student (NS) to continually seek knowledge from Clinical Instructor (CI) in responding to patient care and performing daily nursing routine. As learning at clinical site evolves when knowledge is transferred from CI to NS, the reliance on effective CI-NS knowledge transfer for successful clinical placement is well-founded. The study examines knowledge transfer (KT) of specific pair of individuals that significant to clinical placement; Clinical Instructor and Nursing Students. Specifically, the study highlights KT from NS viewpoint, in relation to knowledge acquisition of NS. The study propose a model considering factors affecting knowledge acquired by NS from CI and suggesting that knowledge acquired by NS is predicted to influence NS clinical competence. Drawing from Knowledge Management, knowledge transfer, nursing, psychology and learning literatures, the study adapts prior research primarily done in non-nursing to nursing context and incorporate new clinical placement-related constructs to make certain that the model are relevant to the clinical placement perspective. The study hypothesizes that knowledge acquired by NS from CI is influenced by knowledge-related, people-related and transfer context-related factors.
— Clinical placement, Knowledge transfer, Nursing, Clinical competence.
The authors are with Universiti Teknologi MARA, Malaysia (e-mail: email@example.com).
Cite: Rabiah Abdul Wahab, Nurol’ Ain Mustapha, and Nor Azairiah Fatimah Othman, " Knowledge Management in Clinical Placement: A Conceptual Model of Knowledge Transfer," International Journal of Innovation, Management and Technology vol. 4, no. 2, pp. 281-285, 2013.