Abstract：
OBJECTIVE: 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.
METHODS: A longitudinal multi-intervention, multi-method pilot study was conducted using pre- and post-workshop surveys and interviews.
RESULTS: 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.
CONCLUSIONS: 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.
METHODS: A longitudinal multi-intervention, multi-method pilot study was conducted using pre- and post-workshop surveys and interviews.
RESULTS: 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.
CONCLUSIONS: 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.
摘要：
目的：本研究旨在（a）描述参加研讨会后护士教育者对退伍军人的态度，(b)评估研讨会和定时数字干预(TDI)对护士教育者的有效性，将以退伍军人为中心的内容融入他们的课程和课程，（c）描述护士教育者将学习从研讨会转移到教学实践的经验。
方法：纵向多重干预，多方法试点研究是通过研讨会前和研讨会后的调查和访谈进行的。
结果：26名护士教师报告说，在研讨会前调查期间，他们对与退伍军人一起工作持中立态度。TDI让以退伍军人为中心的内容在教职员工心中保持新鲜，提供融入护理课程的证据。
结论：护理师资队伍的准备和发展对于有效地将特定的退伍军人护理内容整合到护理教育中，以确保合格且对文化敏感的劳动力至关重要。使用可广泛使用的技术集成TDI是一种具有成本效益的方式，可以增加与新信息的参与度，并弥合与传统专业发展活动相关的实施差距。
方法：纵向多重干预，多方法试点研究是通过研讨会前和研讨会后的调查和访谈进行的。
结果：26名护士教师报告说，在研讨会前调查期间，他们对与退伍军人一起工作持中立态度。TDI让以退伍军人为中心的内容在教职员工心中保持新鲜，提供融入护理课程的证据。
结论：护理师资队伍的准备和发展对于有效地将特定的退伍军人护理内容整合到护理教育中，以确保合格且对文化敏感的劳动力至关重要。使用可广泛使用的技术集成TDI是一种具有成本效益的方式，可以增加与新信息的参与度，并弥合与传统专业发展活动相关的实施差距。
