Training Transfer Practices Among Interventional Specialist Nurses in China: A Qualitative Phenomenological Study

Background: Chinese interventional specialist nurses play an important role in advancing interventional nursing, supporting clinical interventional therapy services, and building specialized interventional wards. However, there is a phenomenon of emphasizing training while neglecting utilization, along with uneven development levels and work-related psychological stress. Objective: To investigate training transfer practice among interventional specialist nurses who received standardized specialist training in Chongqing, China, so as to provide references for promoting competency development and constructing systematic training transfer programs. Methods: A descriptive phenomenological qualitative study design was employed. Semi-structured interviews were conducted with 16 interventional specialist nurses and 10 nursing managers in Chongqing, China, from October to November 2024. Interview data were analysed using Colaizzi’s seven-step analytical procedure. The Consolidated Criteria for Reporting Qualitative Research (COREQ) was used in this study. Results: The findings identified five themes related to factors influencing interventional specialist nurses’ training transfer capability: the competencies required for practice, participants’ psychological and occupational experiences, factors perceived to influence the application of training, perceived pathways for strengthening competence and optimizing training, and broader organizational conditions supporting professional development. Conclusion: The training transfer capability of interventional specialist nurses is affected by various factors. Nurses proposed several multi-dimensional strategies based on their practical experience. Nursing managers may develop targeted certification frameworks, optimize post management, and strengthen policy support. These proposed approaches may facilitate the training transfer capability of nurses and promote high-quality development of interventional nursing.