Using Digital Interventions to Support Faculty Development and Enhance Learning Transfer

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.

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.

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.

Future considerations include application to other areas of nursing education practice. [.