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Background <p>In nonclinical healthcare management education, the transfer of knowledge and skills from classroom to practice remains underexplored. Blended learning programs provide multimodal instruction and opportunities for peer collaboration. Nevertheless, the absence of practicums raises concerns about how effectively students translate theoretical learning into workplace‑proximate application.</p> Aim <p>To examine how an undergraduate Bachelor of Arts [BA] (Hons) Blended Learning Healthcare Management program without a practicum supports knowledge and skills transfer and identify mechanisms that enable or hinder this process.</p> Methods <p>A qualitative case study conducted between 2021 and 2023 at a United Kingdom (UK) Higher Education Institution (HEI) included two student/graduate focus groups, twelve faculty interviews, and three employer interviews (N = 28). Data analysis followed a reflexive thematic approach, supported by triangulation and NVivo 12 coding to strengthen analytic rigor.</p> Findings <p>Two overarching outcomes emerged: Positive transfer and transfer uncertainty. Positive transfer refers to clear instances of knowledge and skills transfer enabled by a spiral curriculum, active communities of practice (CoPs), and aligned assessments supported by practitioner‑guided teaching that make application visible. Transfer uncertainty reflects difficulties evidencing transfer due to the absence of practicums, variation in prior experience, and limited opportunities for direct observation of workplace performance.</p> Conclusion <p>Even without practicums, blended learning healthcare management programs can foster transfer when curriculum coherence, CoPs, assessment alignment, and practitioner‑guided teaching work in concert. However, observability remains limited, contributing to uncertainty about practice readiness. Targeted measures, including micro‑placements, employer‑mentored live briefs, simulation‑based assignments, and longitudinal graduate follow‑up, can make transfer visible and enhance sector alignment.</p>

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Integrating knowledge and skills transfer to support practice readiness in blended learning healthcare management education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月11日

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  • Saikou Sanyang,
  • Gordon Weller

摘要

Background

In nonclinical healthcare management education, the transfer of knowledge and skills from classroom to practice remains underexplored. Blended learning programs provide multimodal instruction and opportunities for peer collaboration. Nevertheless, the absence of practicums raises concerns about how effectively students translate theoretical learning into workplace‑proximate application.

Aim

To examine how an undergraduate Bachelor of Arts [BA] (Hons) Blended Learning Healthcare Management program without a practicum supports knowledge and skills transfer and identify mechanisms that enable or hinder this process.

Methods

A qualitative case study conducted between 2021 and 2023 at a United Kingdom (UK) Higher Education Institution (HEI) included two student/graduate focus groups, twelve faculty interviews, and three employer interviews (N = 28). Data analysis followed a reflexive thematic approach, supported by triangulation and NVivo 12 coding to strengthen analytic rigor.

Findings

Two overarching outcomes emerged: Positive transfer and transfer uncertainty. Positive transfer refers to clear instances of knowledge and skills transfer enabled by a spiral curriculum, active communities of practice (CoPs), and aligned assessments supported by practitioner‑guided teaching that make application visible. Transfer uncertainty reflects difficulties evidencing transfer due to the absence of practicums, variation in prior experience, and limited opportunities for direct observation of workplace performance.

Conclusion

Even without practicums, blended learning healthcare management programs can foster transfer when curriculum coherence, CoPs, assessment alignment, and practitioner‑guided teaching work in concert. However, observability remains limited, contributing to uncertainty about practice readiness. Targeted measures, including micro‑placements, employer‑mentored live briefs, simulation‑based assignments, and longitudinal graduate follow‑up, can make transfer visible and enhance sector alignment.