Iranian Journal of Medical Education

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Introduction: Transfer of training has been defined as the application of new knowledge, skills, and attitudes learned from continuing education programs to the job. Learning transfer can be influenced by many factors that can facilitate or hinder it. A supportive work climate is crucial for successful transfer of learning to job. The aim of this study was to evaluate the nurses' attitude toward supportive work climate affecting transfer of learning to job in two social security hospitals (Alborz of Karaj and Shahriar ) in 2009. Methods: This is a descriptive study conducted on 132 nurses from two social security hospitals ( Alborz of Karaj and Shahriar), selected through census sampling. The tools used included the sample selection form, demographic data form and Transfer Climate Scale. This scale indicates how nurses perceive their working environment to apply their knowledge and skills learned during the continuing education programs. It consists of 4 sub- scales of peers’ support, supervisors’ support, encouragements and situational constraints. Data were analyzed by SPSS software using descriptive statistics, T-test and ANOVA. Results: This study showed that mean scores of nurses’ attitude toward supportive work climate was 92.15±16.61. Most of the nurses (60.6%) had average attitude toward supportive work climate .The highest mean score was for peer support (40.54±8.42) and the lowest was for situational constraints(11.54±3.35). Conclusion: The findings of this study showed that supportive work climate affects nurses’ ability to apply their knowledge and new skills to their job. Planning to improve supportive work climate seems essential for development of nurses’ quality of care and productivity.

Keywords: Continuing education, transfer climate, supportive climate, nursing

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