Development of a blended emergent research training program for clinical nurses (part 1)

Abstract Background Nursing research training is important for improving the nursing research competencies of clinical nurses. Rigorous development of such training programs is crucial for ensuring the effectiveness of these research training programs. Therefore, the objectives of this study are: (1) to rigorously develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; and (2) to describe and discuss the uses and advantages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the instructional design and potential benefits of the blended emergent teaching method. Methods This intervention development study was conducted in 2017, using a mixed-methods design. A theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the training program development. Nominal group technique was used to identify learners’ common needs and priorities. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. Results Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. Conclusions This study indicates that nominal group technique is an effective way to identify learners’ common needs and priorities, and that the ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving trainees’ learning initiative and educational outcomes. More empirical studies are needed to further evaluate blended emergent teaching to promote the development of related theories and practice in nursing education.

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The development of a blended emergent research training program for clinical nurses (Part 1)

10.21203/rs.3.rs-777915/v1 ◽

2021 ◽

Author(s):

Qirong Chen ◽

Zeen Li ◽

Siyuan Tang ◽

Chuyi Zhou ◽

Aimee R. Castro ◽

...

Keyword(s):

Training Program ◽

Process Model ◽

Research Training ◽

Theoretical Framework ◽

Nominal Group ◽

Nursing Research ◽

Research Competence ◽

Clinical Nurses ◽

Research Training Program ◽

Addie Model

Abstract Background Nursing research training is important for the improvement of nursing research competence of clinical nurses. High-quality development is crucial for a good nursing research training program. Therefore, the objectives of this study are: (1) To develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; (2) To describe and discuss the uses and advantages of the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) in the instructional design and potential benefits of the blended emergent teaching method. Methods This intervention development study adopted mixed-methods design. The ADDIE model (Analyze, Design, Develop, Implement, Evaluate) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. Results In this study, a theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the development of training program. Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. Conclusions The nominal group technique could effectively identify learners’ common needs and priorities. The ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving the learner’s learning initiative and educational outcomes. More empirical studies are needed to further evaluate the blended emergent teaching to promote the development of related theories and practice in nursing education.

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Minority international research training program: Global collaboration in nursing research

Journal of Professional Nursing ◽

10.1053/jpnu.2003.10 ◽

2003 ◽

Vol 19 (1) ◽

pp. 22-31 ◽

Cited By ~ 16

Author(s):

Beverly J. McElmurry ◽

Susan J. Misner ◽

Aaron G. Buseh

Keyword(s):

Training Program ◽

International Research ◽

Research Training ◽

Nursing Research ◽

Global Collaboration ◽

Research Training Program

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70. Supporting IMG integration into residency trainings

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2831 ◽

2007 ◽

Vol 30 (4) ◽

pp. 67

Author(s):

S. Glover Takahashi ◽

M. Alameddine ◽

D. Martin ◽

S. Verma ◽

S. Edwards

Keyword(s):

Training Program ◽

Residency Training ◽

Training Programs ◽

Comprehensive Evaluation ◽

International Medical ◽

Full Time ◽

Design Development ◽

Course Content ◽

Medical Trainees ◽

Personal Wellness

This paper is describes the design, development, implementation and evaluation of a preparatory training program for international medical trainees. The program was offered for one week full time shortly before they begin their residency training programs. First the paper reports on the survey and focus groups that guided the learning objectives and the course content. Next the paper describes the curriculum development phase and reports on the topical themes, session goals and objectives and learning materials. Three main themes emerged when developing the program: understanding the educational, health and practice systems in Canada; development of communication skills; and supporting personal success in residency training including self assessment, reflection and personal wellness. Sample lesson plans and handouts from each of the theme areas are illustrated. The comprehensive evaluation of the sessions and the overall program is then also described. The paper then summarizes the identified key issues and challenges in the design and implementation of a preparatory training program for international medical trainees before they begin their residency training programs. Allan GM, Manca D, Szafran O, Korownyk C. Workforce issues in general surgery. Am Surg. 2007 Feb; 73(2):100-8. Dauphinee, WD. The circle game: understanding physician migration patterns within Canada. Acad Med. 2006 (Dec); 81(12 Suppl):S49-54. Spike NA. International medical graduates: the Australian perspective. Academic Medicine. 2006 (Sept); 81(9):842-6.

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