Brenda Elliott, Katie A Chargualaf, Barbara Patterson
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Using Digital Interventions to Support Faculty Development and Enhance Learning Transfer.
Background: New approaches to faculty development are needed. A longitudinal multimodal approach to faculty development was undertaken to enhance content learning transfer from a workshop to teaching practice.
Method: Ten timed digital interventions were delivered to nurse educators every 3 to 4 weeks over 10 months following a 5-hour workshop. The Kirkpatrick model was used to evaluate the intervention.
Results: Postintervention results support timed digital interventions as an innovative way to leverage technology used by faculty every day to facilitate transfer of learning of veteran-centered care content covered during a workshop to their teaching practice.
Conclusion: Future considerations include application to other areas of nursing education practice. [J Nurs Educ. 2024;63(X):XXX-XXX.].
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