Chen & Hagerman

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Chen & Hagerman

  1. 1. Open Education in Health Professional Programs: conceptualization and applications from an Undergraduate Nursing Program Ruth Chen RN, PhD McMaster University School of Nursing Lisa-Anne Hagerman RN, Ed.D Conestoga College Institute of Technology and Advanced Learning
  2. 2. Education “is the kindling of a flame, not the filling of a vessel” (Socrates).
  3. 3. 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
  4. 4. Driving Forces • WHY is open education in HPE important? • WHAT would it look like in HPE? • HOW to do it?
  5. 5. DRIVING FORCES FOR OPEN EDUCATION WITHIN HEALTH PROFESSIONAL EDUCATION (HPE) PROGRAMS Open Access (Online) Face–to– Face (F2F)
  6. 6. WHY ? • Ministry of Training, Colleges & Universities • Higher Education Quality Council of Ontario • Canadian Association of Schools of Nursing (CASN) • College of Nurses of Ontario (CNO)
  7. 7. MODELS THAT HELP TO FACILITATE OPEN EDUCATION WITHIN HPE PROGRAMS
  8. 8. 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
  9. 9. ONE UNDERGRADUATE PROGRAM EXAMPLE
  10. 10. An Evolution … • Synchronous < Asynchronous • Synchronous = Asynchronous • Synchronous > Asychronous
  11. 11. 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
  12. 12. Discussion • Examples from participants’ departments • Implementation strategies, challenges • New developments in distributed learning (e.g. Web 3.0)

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