Volume 45(1) Winter/hiver 2019 - Building Teaching–Learning Capacities of Online Nurse Educators - Using TPACK to Frame Pedagogical Processes and Identify Required Supports

Oct 15, 2026

Quality teaching includes reflective practice, dialogue, and curiosity, shaped by personal, institutional, and community assets and constraints, as well as by individuals’ views of education’s societal role. Using an environmental scan and action research with instructors in an online distance Bachelor of Science, Nursing program for registered nurses, participants developed five “big ideas” that address community, instructors, class, interpersonal relationships, and supports to build capacity through TPACK.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Context of distance education

Program context at St. Francis Xavier University

Research aim and methods

Literature Review

Volume 45(1) Winter/hiver 2019 Building Teaching–Learning Capacities of Online Nurse Educators: Using TPACK to Frame Pedagogical Processes and Identify Required Supports Renforcer les capacités d’enseignement et d’apprentissage des éducateurs en ligne en soins infirmiers : utiliser le modèle TPACK pour encadrer les processus pédagogiques et repérer les soutiens requis Wendy Kraglund-Gauthier, St. Francis Xavier University Jane Moseley, St. Francis Xavier University Abstract Quality teaching includes reflective practice, dialogue, and curiosity and depends on personal, institutional, and community assets and constraints, as well as on the individual’s definitions ofthe roles of education in society. Based on an environmental scan and action research with instructors in an online distance Bachelor of Science, Nursing program for registered nurses, participants identified five “big ideas” involving community, instructors, class, interpersonal relationships, and supports to build capacity around the three elements of technological pedagogical content knowledge, or TPACK (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013) . Résumé Un enseignement de qualité inclut une pratique réflexive, un dialogue et de la curiosité . Il dépend d’atouts et de contraintes personnelles, institutionnelles et communautaires, ainsi que dela façon dont chaque personne définit les rôles de l’éducation dans la société . En s’appuyant sur une analyse environnementale et une recherche-action auprès des instructeurs d’un programme de soins infirmiers pour infirmiers autorisés dans un baccalauréat en sciences en ligne et à distance, les participants ont repéré cinq « grandes idées » relatives à la collectivité, aux instructeurs, aux relations interpersonnelles et aux soutiens pour renforcer les capacitésconcernant les trois éléments du contenu technologique pédagogique, ou TPACK (Koehler, Mishra, Akcaoglu, et Rosenberg, 2013) . Introduction Distance education has been witness to a significant evolution over the past 40 years; it is no longer a print-based medium of correspondence course materials distributed from post- secondary institutions to community members with little to no interaction between instructor and student. Previous models of industrialized, depersonalized connections between the student and course content that emerged in the 1970s (Garrison & Cleveland-Innes, 2010) have been disrupted by technological advances (King & Alperstein, 2015). Emerging technologies rooted in the Internet’s vast array of connections enabled a more learner-centred focus on education (Swan, 2010) . In current distance education contexts—now more frequently termed as online ore-learning—pedagogical benefits include the ability to cultivate a strong sense of community, effective small group possibilities, responsive partners working on projects together, and collaborative constructivist learning. But “these actions and expectations around new teaching models alienated some staff, particularly those who saw themselves as guardians ofthe old ways”(Higgins & Northover, 2011, p. 131) . At St. Francis Xavier University (StFX), the post-registered nurse (RN) Bachelor of Science, Nursing (BScN) program is a degree program for nurses who have a nursing diploma and want a baccalaureate degree in nursing. Across Canada, post-RN programs offer a combination of full-time and part-time course delivery modalities including teleconference, correspondence, classes held at off-campus sites, and online (Canadian Nurses Association, 2019) . Such flexibility benefits the working RN, who must balance work and academic studies. One challenge is to design effective and relevant teaching–learning processes for adult learners who are registered nurses, in ways that build on their experience and support the application of new learning to nursing practice. Yet as Johns (2013) argued,“the prescriptive nature of a professional curriculum tends to determine the route and pace of the

FAQs

What does the study identify as essential elements of quality teaching?

It links quality teaching to reflective practice, dialogue, and curiosity, and explains that it depends on personal, institutional, and community assets and constraints.

How was the research conducted with online nursing instructors?

It used an environmental scan and participatory action research methods with four nurse educators interested in building capacity in pedagogy and teaching–learning processes.

Which framework and learning-support focus are used to build educator capacity?

The findings emphasize five “big ideas” to build capacity around technological pedagogical content knowledge (TPACK), including community, instructors, class, interpersonal relationships, and required supports.

Oct 15, 2026

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