Open Education in Health Professional Programs: conceptualization and applications from an

Undergraduate Nursing Program

Ruth Chen RN, PhDMcMaster University School of Nursing

Lisa-Anne Hagerman RN, Ed.DConestoga College Institute of Technology and

Advanced Learning

Education “is the kindling of a flame,

not the filling of a vessel” (Socrates).

OVERVIEW

• Driving forces for “Open” Education within Health Professional Education (HPE) Programs

• Models that help to facilitate Open Education within HPE Programs

• Undergraduate Program research

• Discussion

Driving Forces

• WHY is open education in HPE important?

• WHAT would it look like in HPE?

• HOW to do it?

DRIVING FORCES FOR OPEN

EDUCATION WITHIN HEALTH

PROFESSIONAL EDUCATION

(HPE) PROGRAMS

Open Access (Online)

Face–to– Face

(F2F)

HPE Programs

WH

Y ? • Ministry of Training, Colleges &

Universities

• Higher Education Quality Council of Ontario

• Canadian Association of Schools of Nursing (CASN)

• College of Nurses of Ontario (CNO)

MODELS THAT HELP TO

FACILITATE OPEN

EDUCATION WITHIN HPE

PROGRAMS

Model to Support Online Learning

Constructivist Theory & Vygostsky’s

Sociocultural Theory

1. Active & Collaborative Learning

2. Problem-Based learning

3. Social and motivational learning

4. Social dialogue

5. Reflection

6. Promoting Professional Competence

ONE UNDERGRADUATE

PROGRAM EXAMPLE

An Evolution …

• Synchronous < Asynchronous

• Synchronous = Asynchronous

• Synchronous > Asychronous

Online PBL

Final Year, Advanced Nursing Concepts

Courses (2 semesters)

• Mixed Methods, Descriptive design

• Quantitative• Collaborative learning, Group/Individual goals,

Tutor effectiveness (6.6 – 6.9 / 7)

• Qualitative Accessibility, Efficiency, NI-ETP competencies

Relationship development, visual cues

Discussion

• Examples from participants’ departments

• Implementation strategies, challenges

• New developments in distributed learning (e.g. Web 3.0)