Abstract
Background:
Open pedagogy increases access to equitable nursing education with its commitment to the scholarship of “teaching and learning” and critically framed, student-centered, relational, and open knowledge principles.
Purpose:
This study examined the operation of and factors that nurture and challenge the practice of open pedagogy in an undergraduate digital distance nursing education program.
Methods:
An exploratory qualitative methodology was used to examine linkages between open pedagogy and a nursing education program in an open digital distance Canadian university. A critical realist research paradigm provided the framework for the study.
Results:
Our findings shed light on how open pedagogy is practiced in relation to its 5 principles and delve into the major themes of nurse educator agency, course design, and institutional structure.
Conclusions:
The study addresses a dearth in the literature by exploring the potential of open pedagogy to increase access to meaningful and critically framed nursing education.
Publisher
Ovid Technologies (Wolters Kluwer Health)