Using Open Educational Practices: Implications for Nursing Education

Beth Perry; Cindy Ives; Pam Walsh

doi:10.1097/NNE.0000000000001628

Using Open Educational Practices: Implications for Nursing Education

Nurse Educ. 2024 Apr 12. doi: 10.1097/NNE.0000000000001628. Online ahead of print.

Authors

Beth Perry¹, Cindy Ives, Pam Walsh

Affiliation

¹ Author Affiliations: Professor, Faculty of Health Disciplines (Dr Perry), Professor Emerita, Distance Education, Faculty of Humanities and Social Sciences (Dr Ives), and Associate Professor, Faculty of Humanities and Social Sciences (Dr Walsh), Athabasca University, Athabasca, Alberta, Canada.

PMID: 38608282
DOI: 10.1097/NNE.0000000000001628

Abstract

Background: This paper reports on our use of open educational practices (OEPs) with online students in nursing.

Purpose: Our aim was to provide nurse educators with knowledge about (and examples of) OEPs they could use to enhance student learning and their career satisfaction.

Method: Using collaborative autoethnography, we probed our open teaching strategies. With Swanson's middle-range theory of caring as a theoretical framework and thematic analysis of our data set (which included literature annotations, dialogic conversation transcripts, individual reflections, and course evaluations), we uncovered 5 themes relevant to nursing education.

Results: The themes are student achievement of affective domain learning outcomes, our values as a blueprint for action, alignment of our OEPs and relational pedagogy, mutuality of the experience, and the ongoing process of learning to be an open educational practitioner.

Conclusion: Using OEPs can help develop skilled and caring nurses.