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.]