Presenters: Vince Mussehl, Kim Ernstmeyer

In 2018, Chippewa Valley Technical College (CVTC) was awarded a $2.5 million grant from the Department of Education to create 5 nursing OER textbooks and 25 related VR scenarios. This session will provide a high-level overview of Open RN grant project and share the development and review processes used to create the five Nursing OER textbooks. Information on accessing the Nursing Pharmacology OER textbook and the associated H5P learning activities will also be provided.

Learning Outcomes:
After completing the session, participants will be able to:
– Provide a high-level overview of Open RN grant project
– Discuss advocacy and education strategies
– Describe the development and review processes used to create the OER textbooks
– Explain how to access the Nursing Pharmacology textbook and associated H5P activities
– Outline virtual simulation scenarios being created by the Open RN project

Open RN Update Presentation – pdf presentation contains hyperlinks to many resources.

Nursing Pharmacology OER Textbook

Dept of Ed Open Textbook Pilot Program

Comparative Analysis of an Open Educational Resource Textbook and Commercial Textbook on Student Outcomes in an Online Nursing Course

Presenters: Jamie Murphy and Nancy Winters

The researchers will present a comparative analysis conducted between courses that utilized a teacher-developed OER and a commercial textbook for a 300-level online undergraduate nursing course.

The OER is a 138-page text containing six chapters with a CC-BY Creative Commons license. OER content covers all course topics and learning activities. The OER contains substantially more depth and breadth of course topics compared to the commercial textbook. The OER was peer reviewed by the School of Nursing Curriculum Committee prior to use in this study.

The sample for this study included 160 nursing students enrolled in an online RN to BSN course during the spring (6 sections), summer (2 sections), and fall (5 sections) semesters in 2019. Seven-week sections are offered twice per semester with multiple sections running simultaneously. Students used the commercial textbook in the Spring semester and the OER in Summer and Fall semesters. To control for teacher effect, the same three instructors taught all sections of the courses throughout the study period. These instructors have taught the course for several years and were proficient in the content. Each instructor taught similar numbers of students in the CT and OER groups. The researchers were unable to control for students (GPA, financial aid recipient, etc.) due to the lack of student participation in the study.

The results found there was no statistically significant difference in assignment, discussion forum, or final grades. Similar learning gains were found between OER and the commercial textbook cohorts.

This study shares timely knowledge about the use of OER in undergraduate online nursing education, a discipline with minimal OER outcomes data. At a time when competition for nursing program enrollment is high, nursing faculty have an essential tool, adoption and creation of OER, to attract students to their institution. This study addressed the current gaps in knowledge related to outcomes when using an OER in online nursing education.

Learning Outcomes:
Attendees will understand the impact of a teacher-developed OER and how it can offer students similar learning gains compared to a traditional commercial textbook.

Virtual Clinic 101: An Open Educational Resource

Presenters: Raquel Bertiz, Jasline Moreno

This session presents the need for open educational resources for simulation educators as the need for more innovative ways of educating future nurses arise. The high cost of training for educators to become competent in the use of simulations in nursing education can be a barrier to the use of such technology in nursing education. There needs to be an initiative and continued advocacy to provide more accessible and affordable education on using simulation for all nurse educators, which, will eventually improve nursing education and quality of patient care. The current pandemic also highlights the reliance of higher education on traditional models of nursing education, specifically clinical education. Alongside the need to keep up with society’s demands for better ways to educate nurses, there is also an urgent need to convert to the use of simulations as the way to provide clinical education due to restrictions imposed by COVID 19. Nurse educators need urgent education on how to teach through simulations, but education may not be readily available, accessible, nor affordable. Furthermore, nurse educators, also need to learn how to facilitate, not just traditional simulations, but virtual simulations as well.

As a response to such urgent need, the authors designed a Virtual Simulations 101 through a simulation consortium. This is an asynchronous on-line course made up of four modules on the basics of simulation with focus on virtual simulations and standards of best practice. The course was pilot tested by clinical educators, and further revised after receiving feedback from learners. Principles and strategies of remote learning and teaching were implemented in designing the course.

This open resource was disseminated to all nursing programs in the state of Maryland. One nursing program required all its faculty to complete the course prior to starting clinical. Four release ESH was provided for their faculty. Over the span of one month, over 60 nursing faculty have enrolled in this course, 30 have successfully completed it.

The course has received positive feedback both from novice and expert simulation educators. Sample feedback includes:

“As we transition into total remote instruction for Fall 2020, the information not only provides necessary tools for facilitating that transition, these modules have encouraged me to be mindful of employing systematic methods that have already been vetted (rather than me just “winging” it!).”

Learning Outcomes:

• Discuss relevance of open educational resources for simulation education
• Explore designs for open educational resources for simulation educators
• Describe the key elements of virtual course design of Virtual Simulations 101

Creating a Health Assessment for a Nursing Program and Beyond (Sway Presentation)

Authors: Alison Yu, Raquel Bertiz, Ching-Chuen Feng, Michelle Agostini

The use of electronic open educational resource that is linked directly to the students’ learning management system offer ease of use and easy access for students. The high cost associated with the use of textbooks in nursing education is ameliorated by the use of open educational resources. Health assessment is a basic skill by all health professionals, including nurses. This body of knowledge is readily available from many open resources. There was an effort to use and modify available resources in health assessment that will fit the objectives of a health assessment course in most nursing programs. Furthermore, this open resources is continually developed by nurse educators and nurses as they continue to use this resource in their practice.

This session will include a poster presentation and illustration of open content, design and samples from a learning management system.

Learning Outcomes: Participants will:

• explore issues around adopting open educational resources as references in nursing programs
• discuss strategies to advocate for students’ use of open educational resources in nursing programs
• analyze course design and teaching strategies around an open textbook in health assessment

Use of Digital Reusable Assignments to Supplement and Support OER Adoption and Increase Student Engagement in a Human Physiology Course

Adoption of OER materials presents unique challenges for courses that rely heavily on images and videos for the conveyance of complex concepts, as these materials may be lacking in these areas. A challenge that is not unique to this course is increasing student engagement. In order to tackle these challenges simultaneously, we sought to implement the use of two types of digital reusable assignments in the Principles of Human Physiology course.

The initial assignments were designed, in part, to have the students identify videos and images under a Creative Commons (CC) license that illustrate major course themes. Specifically, core topics that students typically struggle with and are difficult to convey without visual aids. In the second digital reusable assignment, students worked in groups to generate their own media resource on a specific topic. Students were allowed to choose the format of their resource. Media modalities included, songs, comics, graphics, posters, podcasts, videos, etc.. For both assignments, these media could be pooled and used to augment the teaching resources provided with the OER textbook. We hoped that this would improve the available teaching resources and give students a feeling of investment in the course and permanence to their work.

To educate students about copyright and their rights as authors, the librarian assigned to the course visited the class at the beginning of the semester to share an online guide explaining how to find and identify open access resources, including videos. Later on, the librarian offered a required workshop where students rights as authors were discussed and where they were offered the opportunity to sign a release form for their final exercise assigning a CC license to their work. Students’ decisions were kept in sealed envelopes until grading was finished, and only then shared with the professor. Links to the course guide and release form will be shared during the presentation, as well as examples of student work with assigned CC licenses.

Learning Outcomes:

• Create an assignment that allows students to identify open access images and videos that facilitate understanding of complex topics.
• Create an assignment that allows students to create open educational resources that could be incorporated into future iterations of the course.
• Plan how to address authors rights and FERPA permissions with students. Access examples of students work and an example FERPA permission form.

APA Style Citation Tutorial by Sarah Adams and Debbie Feisst (Pressbooks)

The APA Style Citation Tutorial is created by staff at the University of Alberta Library to support students and faculty. The tutorial covers why it is important to use citations, elements of common source types, and how to create reference and in-text citations based on the 7th edition APA guidelines. This tutorial can also be used a reference resource. It is under a Creative Commons Attribution NonCommercial ShareAlike license so it can be cloned for editing, remixing, and reuse for your courses.

Driving Change in Sexual and Reproductive Health and Rights with Open Education

Presenters: Eglė Janušonytė, Ieva Berankytė, Laura Lalucat, and Fatima Rodriguez
The International Federation of Medical Students Associations (IFMSA)

Peer-assisted learning through open research education: a medical student’s perspective

Presenters: Veronica Anayansi Moreno Mares, Matthieu Pierre, and Martina Miklavčič

Recently collected data from the Research Committee of the International Federation of Medical Students’ Associations (IFMSA) has shown that although 98% of medical students worldwide think that research is important in medical education, less than 20% believe that it is sufficiently addressed in their medical curricula. These numbers have motivated us to create research education resources that are open, free and accessible to anyone who is interested in learning about medical research. We have created Educational Activities, ready-made outcome-based training workshops. Through these workshops, we intend to provide medical students around the globe with an opportunity to learn and explore the field of medical research and overcome challenges faced in research education, such as lack of interest, time and specialized curricula.

In this session we will present our research training workshops and their structure, explain how we created them and how they are being evaluated. Special significance will be given to highlighting their open education aspect, how they are shared among medical students and how our methods could be transferred to other fields.

Our Educational Activities are designed to be facilitated by students for students. They can be used by any student with little research experience as each manual contains theoretical information and resources for the facilitator to teach specific research skills to their peers.

Learning Outcomes: Our attendees will:
Get acquainted with 3 ready-made outcome-based interactive training workshops about medical research developed by International Federation of Medical Students’ Associations.
Get insight on the structure and distribution process of our Open Educational Activities.
Critically reflect on the role of peer-assisted education as a part of Open Ed.
Analyze how openly accessible peer education can increase the learning experience of medical students within research education.