Training design enhancement through training evaluation: Effects on training transfer

Abstract

This research investigates the linkage between training evaluation, learning design and training transfer. A new training evaluation model, (i.e., learning‐transfer evaluation model [LTEM]), was used to examine its ability to provide evaluative evidence through robust assessments in pre‐, post‐ and delayed assessments. The model was used to improve the training design of a nursing training programme and to nudge the stakeholders to change their training practices. A mixed‐methods research approach, called convergent parallel, was employed to study the influence of the LTEM model in training design improvement by assessing the perceptions of nurse trainees, trainers and a nurse educator towards the instructional design of the training programme. A quantitative approach was used to examine the extent to which the improved programme using an iterative design cycle would result in improved performance among four groups (i.e., one baseline and three treatment groups). The integrated data showed that the LTEM model influenced the stakeholders to focus more on skills practice. With this shift of mindset, the training design was enhanced based on the principles of learning design, cognitive science and multimedia principles. Results of the pre‐, post‐ and delayed posttests showed higher mean scores in the three treatment groups compared to the baseline group. For the measure of transfer, while the treatment groups scored higher, there was no statistically significant difference among all four groups. This could be attributed to nurses’ varied levels of experience, negative transfer and the use of different evaluation matrices in the study and by the hospital.

Developing a Model for Graduate Employability Transfer of Training

“…Technology provides an opportunity to enhance the educational experience, no matter in paths of facilitating the engagement, preservation, or realworld skill building if being applied judiciously alongside in-person teaching. Tomlinson et al (2020) and Arabi et al (2023) found that good planning improves job results for graduates. The studies show clear links between program design, knowledge application, and job market shifts.…”

Predictors and outcomes of nursing students' engagement trajectories at the beginning of their program

“…Moreover, nursing students often face stressful situations from the first moments of their professional education (Gürdil Yilmaz et al, 2022), including the intense level of stress typically associated with their first clinical experiences (Li et al, 2020) and resulting from their lack of professional knowledge and skills, perceptions of time pressure, and various coping difficulties (Uysal & Çalışkan, 2022). Furthermore, given the many challenges nurses face when carrying out their professional tasks, the smooth running of healthcare organizations is partly linked to the ability of nursing students to learn and quickly transfer the knowledge acquired during their training (Arabi & Garza, 2023). Unfortunately, although healthcare organizations consider training to be essential to the professional development of nurses and invest a great deal of money in this area, the problems associated with training transfer are real.…”

Assessment of validity and reliability of the Feedback Quality Instrument

“…A valid and reliable Feedback Quality Instrument(FQI) can provide educators and researchers with con dence that the feedback being assessed truly re ects the quality of the feedback given, which is essential for improving learning outcomes (5). For instance, feedback that is speci c, timely, and linked to learning objectives can signi cantly enhance student performance and self-regulation (10). Moreover, a supportive feedback environment can positively correlate with job satisfaction, leader-member exchange, and reduce psychological distress (9).…”