Learning Materials Created by Nursing Education Students: Can we Collaborate to set a Trend for the Next 25 Years of Learning?

Concurrent Session 5

Session Materials

Brief Abstract

Revised accreditation standards allowed reduced credits and costs for nursing education students. Using case studies in an active learning environment, students work in groups to create learning materials that can contribute to nursing’s body of knowledge and help others learn. Let’s talk about the next 25 years of nursing education.


Norine Masella, MS, RN, CNE is an Assistant Professor in the School of Nursing and Allied Health at SUNY Empire State College. She teaches online courses in graduate nursing and in the BS in Allied Health program. Norine has been teaching students in health professions for over 25 years in both traditional and online programs. She holds a Master of Science degree with specialization as a Parent-Child Clinical Nurse Specialist. She is a certified nurse educator (CNE) through the NLN Academic Nurse Educator Certification Program and is pursuing doctoral studies at the University at Buffalo in the PhD in Nursing program. With expertise in pediatric critical care, pediatric discharge planning, maternal-child public health, and pediatric home care, Norine has significant clinical experience to bring to education. She is experienced with the use of simulation in health care education. She has provided many educational sessions, including Physical Assessment of the Adolescent for the New York State Office of Children and Family Services for RNs around the state, and pediatric content lectures as a visiting faculty. She is an approved provider for the New York State Curriculum in the recognition and reporting of child abuse and neglect. Norine has also worked in competency-based nursing education. She has experience in the accreditation process, chairing the committees responsible for systematic program evaluation and self-study process in two AD nursing programs. Norine is currently the counselor from Empire State College for the Tau Kappa at-Large chapter of Sigma Theta Tau International Honor Society of Nursing and was the recipient of their Excellence in Education Award in 2019.

Additional Authors

Jen Nettleton is the Coordinator of Curriculum and Instructional Design for the School of Nursing at State University of New York (SUNY) at Empire State College. In her role here, she collaborates with nursing faculty and staff to design courses for the RN to BS in Nursing Program and assists with other instructional design aspects of the program. She serves on several college committees. Prior to SUNY Empire State College, Jen worked for Excelsior College as an Online Programs Coordinator for the Associate Degree in nursing program. In addition, she taught a faculty development course for new instructors at Excelsior College. She received her Bachelor of Science degree from the State University of New York College at Oneonta in Mass Communications. A master’s of science from The University at Albany, State University of New York in Curriculum Development and Instructional Technology and is currently pursuing her doctorate at The University at Albany, State University of New York in Curriculum and Instruction. Her professional and academic interests are online and higher education, instructional design, and adult learners.

Extended Abstract

The amended 2018 Standards for Accreditation of Baccalaureate and Graduate Nursing Programs published by the Commission on Collegiate Nursing Education (CCNE) provided clarification regarding content related to advanced pathophysiology, advanced physical and health assessment, and advanced pharmacology. The standards note that nurse educator programs should incorporate graduate level content for these topics but does not require three distinct courses. Based on this clarification, the graduate nursing programs at SUNY Empire State College were revised yielding a reduction in credits from 42 to 36, less expense to students, and quicker completion time. In a time of shortage of nurse educators, the benefits were impressive. In order to move from three separate courses to one course, the faculty developed an integrated three “P” course using an interdisciplinary case study approach. Case-based learning is prevalent in the nursing literature and evidence supports that this learning method effectively promotes critical thinking and clinical reasoning.  Students learn the three “P” content by analyzing complex case studies developed by the faculty and made available as open educational resources (OER).  Additionally, students work collaboratively to design their own case studies.  These are evaluated by faculty, and students may be given an opportunity to publish their work as OER. 

This discovery session will review the course development process used at SUNY Empire State College’s School of Nursing Allied Health program, which is dependent on a highly collaborative relationship between faculty and the instructional designer. A sampling of the collaborative learning assignments which allow students to work in communities of inquiry as they consider learning styles and create materials to address the three “P” content will be provided, as well as an overview of the reasons for, and evidence supporting the choices made in creating these activities.  Finally, a discussion about the use and benefits of OER, issues around student consent and collaboration with the senior library strategist in the process of course development will allow exchange of ideas.  We look forward to participants’ perspectives about choosing student work for potential OER publication.