Knowledge transfer: Theoretical framework to systematically spread best practice

Abstract

In the service sector, there is widespread understanding of how knowledge transfer contributes to increased productivity. However, there is no evidence of the extent to which school nursing services benefit from transfer of externally sourced and internally generated knowledge. This study aims to explore and describe the perception and practice of knowledge transfer in school nursing, and to establish whether school nurses were aware of knowledge repositories and what tools were available for access. The study also aims to generate a knowledge transfer framework and describes the reasons why perceived productivity was low or high within a school nursing service. The study used grounded theory strategy, and with a purposive sampling of 20 participants, data were collected using open questions in semi-structured interviews. The constant comparative analysis techniques were employed to code the data into themes to form conclusions. The coding was supported with the use of QSR NVivo 10 qualitative analysis software. The findings suggest that knowledge exists in the form of best practice, cumulative competence, and expertise in school nursing. However, the absence of a framework to link this knowledge to enhance productivity was highlighted. The study findings have highlighted that there was exasperation with the interface between resource and practice and that structural issues in school nursing services made the transfer of knowledge challenging. In conclusion, school nursing knowledge repositories were variable and lacked frameworks to link to enhanced productivity. School nursing teams and caseload allocation must be reviewed, and performance measured in a systematic manner.