Supporting nursing faculty to teach veteran's care: a mixed method, multi-intervention study.
faculty
nursing
professional development
timed digital intervention
transfer of learning
veteran competencies
Journal
International journal of nursing education scholarship
ISSN: 1548-923X
Titre abrégé: Int J Nurs Educ Scholarsh
Pays: Germany
ID NLM: 101214977
Informations de publication
Date de publication:
01 Jan 2024
01 Jan 2024
Historique:
received:
07
01
2024
accepted:
01
07
2024
medline:
15
7
2024
pubmed:
15
7
2024
entrez:
15
7
2024
Statut:
epublish
Résumé
This study aimed to (a) describe nurse educators' attitudes towards veterans after workshop participation, (b) evaluate the effectiveness of the workshop and timed digital interventions (TDI) on nurse educators' integration of veteran-centered content into their courses and curricula, and (c) describe nurse educators' experiences with transferring learning from the workshop to teaching practice. A longitudinal multi-intervention, multi-method pilot study was conducted using pre- and post-workshop surveys and interviews. Twenty-six nurse faculty reported a neutral attitude toward working with veterans during the pre-workshop survey period. TDIs kept veteran-centered content fresh on faculty minds, yielding evidence of integration into nursing courses. Nursing faculty preparation and development is crucial to effectively integrate specific veteran care content into nursing education to ensure a competent and culturally sensitive workforce. Integrating TDIs using widely accessible technologies is a cost-effective way of increasing engagement with new information and bridge implementation gaps associated with traditional professional development activities.
Identifiants
pubmed: 39007403
pii: ijnes-2024-0003
doi: 10.1515/ijnes-2024-0003
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
© 2024 Walter de Gruyter GmbH, Berlin/Boston.
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