Using Digital Interventions to Support Faculty Development and Enhance Learning Transfer.

Area of Science:

• Nursing Education
• Faculty Development
• Educational Technology

Background:

• Traditional faculty development methods require innovation.
• A longitudinal, multimodal approach was explored to improve learning transfer.
• Enhancing the transition from workshop content to practical teaching skills is crucial.

Purpose of the Study:

• To assess the efficacy of timed digital interventions in faculty development.
• To enhance the transfer of learning from a workshop to teaching practice.
• To evaluate the use of technology in supporting faculty learning.

Main Methods:

• A 5-hour workshop was followed by ten timed digital interventions over 10 months.
• Interventions were delivered every 3 to 4 weeks to nurse educators.
• The Kirkpatrick model was employed for intervention evaluation.

Main Results:

• Postintervention results indicate success for timed digital interventions.
• Technology was leveraged to facilitate the transfer of veteran-centered care content.
• The approach enhanced the translation of workshop learning into teaching practice.

Conclusions:

• Timed digital interventions represent an innovative strategy for faculty development.
• This method effectively utilizes existing technology for educational enhancement.
• Future applications may extend to other nursing education domains.