Abstract| Volume 14, ISSUE 4, SUPPLEMENT , S36, April 2013

Pain research team training using significant learning experiences

      This presentation focuses on addressing the IOM recommendation for improving pain care through training future pain researchers. During the implementation of an NIH funded R-15 grant, an important focus was on training future pain researchers. The training course was designed using course design principles which create significant learning experiences. We’ll review the steps for building the initial phase of the training course, and discuss Fink’s Taxonomy of Significant Learning1 as we applied them to our course for training researchers. We set up class content using an online course management system (Blackboard) to deliver foundational knowledge. Future pain researchers were able to participate in NIH Training, complete HRSA Cultural Competency Modules, and participate in the Nurse Oncology Education Program continuing education modules on pain management. They were also able to review information about the basics of the medical translation process, and engage in asynchronous and synchronous discussions with students from another university who were translating the intervention. Weekly reflection logs posted in the course emphasize the importance of working in teams both from a training and patient-care perspective. Onsite training with the developer of the intervention gave future researchers a chance to see the intervention being role-played, as well as understand the historical background of the theory underlying the intervention. We provided an educational foundation for our research team using course design principles for creating significant learning experiences. Assessment using reflective postings and evaluation of competencies during the intervention show the effectiveness of the training. (1. Fink, LD. Creating significant learning experiences. An integrated approach to designing college courses. Wiley, John, and Sons Publishers, 2003.) This project is supported by award #R15NR012190 from the National Institute of Nursing Research. The content is solely the responsibility of the authors and does not necessarily represent the official view of the NINR or NIH.