Massive open online courses for nurses' and healthcare professionals' continuous education: a scoping review.
Continuing education
Distance Education
Health
Health Occupations
Health Professions
Nursing
Online Education
Online Learning
Professional Practice
Review
Journal
International nursing review
ISSN: 1466-7657
Titre abrégé: Int Nurs Rev
Pays: England
ID NLM: 7808754
Informations de publication
Date de publication:
Mar 2021
Mar 2021
Historique:
revised:
14
11
2020
received:
17
04
2020
accepted:
22
11
2020
pubmed:
16
4
2021
medline:
26
11
2021
entrez:
15
4
2021
Statut:
ppublish
Résumé
To map the main characteristics of massive open online courses, and their effectiveness, facilitators and barriers in continuing education among nurses and other healthcare professionals. Online continuous education attracted new attention among educators and managers with regard to how to best design, implement it and evaluate its effectiveness. No studies to date have mapped the state of research on massive open online courses and the facilitators promoting their effectiveness in continuing education. A scoping review performed in 2020 by following the Preferred Reporting Items for Systematic reviews and Meta-analysis extension-Scoping Reviews. Electronic databases were searched for primary and secondary studies, written in English. Identified barriers/facilitators were categorized using a content analysis. Of the 1149 studies, 31 were included, and the majority had an explorative research design. Massive open online courses documented to date are characterized by their (a) developers' countries and providers, mainly the United Stated and universities, respectively; (b) variety of teaching methods and contents, including infectious diseases; (c) using both qualitative and quantitative assessment methods; and (d) multidisciplinary target audience ranging from 40 to 83 000 participants, including nurses. Facilitators of and barriers to effectiveness depend on their pedagogical background, appropriate course design, delivery and implementation as well as on the learners' profile. Studies available to date are mainly based on experiential projects. A variety of strategies promoting massive online courses' effectiveness have emerged. Some public health issues may benefit from massive education, as a unique system promoting a quick and effective continuous education. Clinical nurses, nurse managers and educators should consider available evidence on massive online courses' when making decisions on which strategy to use to maintain competencies. Moreover, as a public health tool, massive online courses should be derived from a strong cooperation between political, scientific and professional bodies.
Sections du résumé
AIM
OBJECTIVE
To map the main characteristics of massive open online courses, and their effectiveness, facilitators and barriers in continuing education among nurses and other healthcare professionals.
BACKGROUND
BACKGROUND
Online continuous education attracted new attention among educators and managers with regard to how to best design, implement it and evaluate its effectiveness.
INTRODUCTION
BACKGROUND
No studies to date have mapped the state of research on massive open online courses and the facilitators promoting their effectiveness in continuing education.
METHODS
METHODS
A scoping review performed in 2020 by following the Preferred Reporting Items for Systematic reviews and Meta-analysis extension-Scoping Reviews. Electronic databases were searched for primary and secondary studies, written in English. Identified barriers/facilitators were categorized using a content analysis.
RESULTS
RESULTS
Of the 1149 studies, 31 were included, and the majority had an explorative research design. Massive open online courses documented to date are characterized by their (a) developers' countries and providers, mainly the United Stated and universities, respectively; (b) variety of teaching methods and contents, including infectious diseases; (c) using both qualitative and quantitative assessment methods; and (d) multidisciplinary target audience ranging from 40 to 83 000 participants, including nurses. Facilitators of and barriers to effectiveness depend on their pedagogical background, appropriate course design, delivery and implementation as well as on the learners' profile.
DISCUSSION
CONCLUSIONS
Studies available to date are mainly based on experiential projects. A variety of strategies promoting massive online courses' effectiveness have emerged.
CONCLUSION
CONCLUSIONS
Some public health issues may benefit from massive education, as a unique system promoting a quick and effective continuous education.
IMPLICATIONS FOR NURSING/HEALTH/SOCIAL POLICY
UNASSIGNED
Clinical nurses, nurse managers and educators should consider available evidence on massive online courses' when making decisions on which strategy to use to maintain competencies. Moreover, as a public health tool, massive online courses should be derived from a strong cooperation between political, scientific and professional bodies.
Types de publication
Journal Article
Review
Systematic Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
108-121Informations de copyright
© 2020 International Council of Nurses.
Références
Arksey, H. & O'Malley, L. (2005) Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8 (1), 19-32.
Badyal, D.K. & Singh, T. (2017) Learning theories: the basics to learn in medical education. International Journal of Applied & Basic Medical Research, 7 (Suppl 1), S1-S3.
Beer, N. (2019) Designing a rubric to measure elements of transformative learning in online learning: A case study of a future learn MOOC. Journal of Interactive Media in Education, 1, 7.
Bendezu-Quispe, G., Torres-Roman, J.S., Salinas-Ochoa, B. & Hernandez-Vasquez, A. (2017) Utility of massive open online courses (MOOCs) concerning outbreaks of emerging and re-emerging diseases. F1000Research, 6, 1699.
Berland, A., et al. (2020) Open education resources to support the WHO nurse educator core competencies. International Nursing Review, 67 (2), 282-287.
BMJ Best Practice. (2020). Medical education during the COVID-19 outbreak. News 20 March. Available at: https://bestpractice.bmj.com/info/covid-19/# (accessed 24 May 2020).
Bokhari, N.M. & Zafar, M. (2019) Learning styles and approaches among medical education participants. Journal of Education and Health Promotion, 8, 181.
Canavese, D., et al. (2020) Health and sexual rights: design, development, and assessment of the massive open online course on lesbian, gay, bisexual, transgender, and intersex health promotion in Brazil. Telemedicine Journal and E-Health, https://doi.org/10.1089/tmj.2019.0232.
Catton, H. (2020) Global challenges in health and health care for nurses and midwives everywhere. International Nursing Review, 67 (1), 4-6.
Chan, T.M., Thoma, B. & Lin, M. (2015) Creating, curating, and sharing online faculty development resources: The medical education in cases series experience. Academic Medicine, 90 (6), 785-789.
Charani, E., et al. (2019) Implementation of antibiotic stewardship in different settings - Results of an international survey. Antimicrobial Resistance and Infection Control, 8 (1), 34.
Dickerson, P.S. (2019) The evolution of interprofessional continuing education. Journal of Continuing Education in Nursing, 50 (8), 339-340.
Downes, S. (2015). International Handbook of E-Learning edited by Badrul H. Khan, Mohamed Ally, Volume 1, Theoretical Perspective, Chapter 4, The Quality of Massive Open Online Courses. Routledge, New york, USA
Draper, J., Clark, L. & Rogers, J. (2016) Managers’ role in maximising investment in continuing professional education. Nursing Management, 22 (9), 30-36.
Evans, D.P., Luffy, S.M., Parisi, S. & del Rio, C. (2017) The development of a massive open online course during the 2014-15 Ebola virus disease epidemic. Annals of Epidemiology, 27 (9), 611-615.
Fricton, J., et al. (2015) Preventing Chronic Pain: A Human Systems Approach-Results from a Massive Open Online Course. Global Advances in Health and Medicine, 4 (5), 23-32.
Gitlin, L.N. & Hodgson, N. (2016) Online training-can it prepare an eldercare workforce? Generations, 40 (1), 71-81.
Goldberg, L.R. & Crocombe, L.A. (2017) Advances in medical education and practice: role of massive open online courses. Advances in Medical Education and Practice, 8, 603-609.
Harvey, L.A., Glinsky, J.V., Lowe, R. & Lowe, T. (2014) A massive open online course for teaching physiotherapy students and physiotherapists about spinal cord injuries. Spinal Cord, 52 (12), 911-918.
Harvey, L.A., Glinsky, J.V., Muldoon, S. & Chhabra, H.S. (2017) Massive open online courses for educating physiotherapists about spinal cord injuries: a descriptive study. Spinal Cord Series and Cases, 3, 17005.
Hoedebecke, K., et al. (2018) Collaborative global health E-learning: A Massive Open Online Course experience of young family doctors. Journal of Family Medicine and Primary Care, 7 (5), 884-887.
International Council of Nurses (2012) The ICN Code of Ethics. Available at: https://www.icn.ch/sites/default/files/inline-files/2012_ICN_Codeofethicsfornurses accessed 11 November 2020 .
International Council of Nurses (2020) ICN Strategic Priorities. Available at: https://www.icn.ch/nursing-policy/icn-strategic-priorities accessed 11 November 2020 .
Jia, M., et al. (2019) Who can benefit more from massive open online courses? A prospective cohort study. Nurse Education Today, 76, 96-102.
King, C., et al. (2014) Designing for quality: The understanding dementia MOOC. Electronic Journal of E-Learning, 12 (2), 161-171.
Levac, D., Colquhoun, H. & O’Brien, K.K. (2010) Scoping studies: advancing the methodology. Implementation Science, 5, 69.
Liyanagunawardena, T.R. & Williams, S.A. (2014) Massive open online courses on health and medicine: Review. Journal of Medical Internet Research, 16 (8), e191.
Magana-Valladares, L., et al. (2018a) A MOOC as an immediate strategy to train health personnel in the cholera outbreak in Mexico. BMC Medical Education, 18(1), 111.
Magana-Valladares, L., et al. (2018b) Training primary health professionals in breast cancer prevention: evidence and experience from Mexico. Journal of Cancer Education: The Official Journal of the American Association for Cancer Education, 33 (1), 160-166.
Mahajan, R., Gupta, P. & Singh, T. (2019) Massive open online courses: concept and implications. Indian Paediatrics, 56 (6), 489-495.
Martinengo, L., et al. (2019) Digital education for the management of chronic wounds in health care professionals: Protocol for a systematic review by the digital health education collaboration. Journal of Medical Internet Research, 21 (3), e12488.
Maxwell, W.D., et al. (2018) Massive open online courses in U.S. healthcare education: Practical considerations and lessons learned from implementation. Currents in Pharmacy Teaching and Learning, 10 (6), 736-743.
Medina-Presentado, J.C., et al. (2017) Online continuing interprofessional education on hospital-acquired infections for Latin America. Brazilian Journal of Infectious Diseases, 21 (2), 140-147.
Milligan, C. & Littlejohn, A. (2016) How health professionals regulate their learning in massive open online courses. Internet and Higher Education, 31, 113-121.
Munn, Z., et al. (2018) Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18 (1), 143.
National Library of Medicine (2020) Medical Subject Headings. Available at: https://www.ncbi.nlm.nih.gov/mesh/68006282 accessed 11 November 2020 .
Odden, M. (2017) Rubrics and Methodology. Available at: https://sites.sju.edu/institutionaleffectiveness/files/2016/11/SJU-Rubrics-Methodology.pdf accessed 20 October 2020 .
Pérez-Moreno, M.A., et al. (2018) Evaluation of the impact of a nationwide massive online open course on the appropriate use of antimicrobials. Journal of Antimicrobial Chemotherapy, 73 (8), 2231-2235.
Pickering, J.D. & Swinnerton, B.J. (2017) An anatomy massive open online course as a continuing professional development tool for healthcare professionals. Medical Science Educator, 27 (2), 243-252.
Scott, K.W., et al. (2019) Leveraging massive open online courses to expand quality of healthcare education to health practitioners in Rwanda. BMJ Open Quality, 8 (4), e000532.
Setia, S., Tay, J.C., Chia, Y.C. & Subramaniam, K. (2019) Massive open online courses (MOOCs) for continuing medical education - why and how? Advances in Medical Education and Practice, 10, 805-812.
Sitzman, K.L., Jensen, A. & Chan, S. (2016) Creating a global community of learners in nursing and beyond: Caring science, mindful practice MOOC. Nursing Education Perspectives, 37 (5), 269-274.
Skiba, D.J. (2017) What has happened to massively open online courses? Nursing Education Perspectives, 38 (5), 291-292.
Smith-Lickess, S.K., Woodhead, T., Burhouse, A. & Vasilakis, C. (2019) Study design and protocol for a comprehensive evaluation of a UK massive open online course (MOOC) on quality improvement in healthcare. British Medical Journal Open, 9 (12), e031973.
Sneddon, J., et al. (2018) Development and impact of a massive open online course (MOOC) for antimicrobial stewardship. Journal of Antimicrobial Chemotherapy, 73 (4), 1091-1097.
Stark, C.M. & Pope, J. (2014) Massive open online courses: How registered dietitians use MOOCs for nutrition education. Journal of the Academy of Nutrition and Dietetics, 114 (8), 1147-1151.
Subhi, Y., et al. (2014) Massive open online courses are relevant for postgraduate medical training. Danish Medical Journal, 61 (10), A4923.
Tricco, A.C., et al. (2018) PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of Internal Medicine, 169 (7), 467-473.
Vaismoradi, M., Turunen, H. & Bondas, T. (2013) Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nurse & Health Sciences, 15 (3), 398-405.
Wang, W., Guo, L., He, L. & Wu, Y.J. (2019) Effects of social-interactive engagement on the dropout ratio in online learning: insights from MOOC. Behaviour & Information Technology, 38 (6), 621-636.
Warugaba, C., et al. (2016) Experience with a massive open online course in rural Rwanda. International Review of Research in Open and Distance Learning, 17 (2), 222-231.
Wewer Albrechtsen, N.J., et al. (2017) Health care professionals from developing countries report educational benefits after an online diabetes course. BMC Medical Education, 17 (1), 97
World Health Organization (2020) WHO Coronavirus Disease (COVID-19) Dashboard. Available at: covid19.who.int/ accessed 19 September 2020 .
Zubala, A., et al. (2019) Large-scale online education programmes and their potential to effect change in behaviour and practice of health and social care professionals: a rapid systematic review. Interactive Learning Environments, 27 (5-6), 797-812.