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Original Article • Rev. Latino-Am. Enfermagem 28 • 2020 • https://doi.org/10.1590/1518-8345.3803.3297   copy

Massive Open Online Courses for continuing education for nursing professionals in Peru* * This article refers to the call “Educational technologies and innovative teaching methods in the training of human resources in health”.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Objective:

to determine the global offer of Massive Open Online Courses (MOOCs) in health and nursing, and to know the characteristics of its content, for continuing education in nursing professionals in Peru.

Method:

exploratory study was carried out on the websites: Coursera, edX, FutureLearn, XuetangX and Udacity, Class Central and MOOC List. The courses were classified according to the five nursing areas recognized by the Peruvian College of Nurses (Colegio de Enfermeros del Perú, CEP). From each course, data was collected on institution and country of origin, hours per week and total duration in weeks, audio and subtitle language.

Results:

a total of 654 courses in this modality are offered in health were found, covering the five areas contemplated by the Peruvian College of Nurses. Fourteen courses were specifically developed for nursing with an average duration of five weeks (3.2 hours per week of activities). Eleven came from Anglo-Saxon institutions, with content in English. Only two courses were offered in Spanish and one in Turkish.

Conclusion:

Massive Open Online Courses would be a useful tool for the continuing education of the Peruvian nurse given the wide offer, including some specifically for nurses, in the different areas of nursing. The content of the course is mostly in English. Expanding the range of languages or subtitles would facilitate the participation of a larger audience.

Descriptors:
Education, Nursing; Nurses Instruction; Education, Nursing,Continuing; Specialties, Nursing; Education, Nursing, Graduate; Nurse Specialists

Objetivo:

determinar a oferta global de Massive Open Online Courses (MOOCs) em saúde e enfermagem e conhecer as características de seu conteúdo para a educação continuada em profissionais de enfermagem.

Método:

estudo exploratório realizado nos sites Coursera, edX, FutureLearn, XuetangX e Udacity, Class Central e MOOC List. Os cursos foram classificados de acordo com as cinco áreas de enfermagem reconhecidas pelo Colégio Peruano de Enfermeiros (Colegio de Enfermeros del Perú, CEP). Para cada curso foram coletadas as variáveis instituição e país de origem, horas semanais e duração total em semanas, idioma do áudio e das legendas.

Resultados:

foram encontrados 654 cursos nessa modalidade em saúde, cobrindo as cinco áreas contempladas pelo Colégio Peruano de Enfermeiros. Quatorze cursos foram desenvolvidos especificamente para enfermagem, com duração média de cinco semanas (3,2 horas por semana de atividades). Onze procediam de instituições anglo-saxônicas, com conteúdo em inglês. Apenas dois cursos foram oferecidos em espanhol e um em turco.

Conclusão:

Massive Open Online Courses é uma ferramenta útil para a educação continuada do enfermeiro peruano, dada a ampla oferta, incluindo alguns especificamente para enfermeiros, nas diferentes áreas da enfermagem. O seu conteúdo é oferecido principalmente em inglês. Expandir a variedade de idiomas ou incluir legendas facilitaria a participação de um público maior.

Descritores:
Educação em Enfermagem; Instrução para Enfermeiros; Educação Continuada em Enfermagem; Especialidades de Enfermagem; Educação de Pós-Graduação em Enfermagem; Enfermeiras Especialistas

Objetivo:

determinar la oferta global de Massive Open Online Courses (MOOCs) en salud y enfermería, y conocer las características de su contenido, para la educación continua de profesionales de enfermería en Perú.

Método:

estudio exploratorio se llevó a cabo en sitios web Coursera, edX, FutureLearn, XuetangX y Udacity, Class Central y MOOC List. Los cursos se clasificaron según las cinco áreas de enfermería reconocidas por el Colegio de Enfermeros del Perú (CEP). De cada curso se recopilaron datos sobre institución y país de origen, horas por semana y duración total en semanas, idioma de audio y de subtítulos.

Resultados:

se encontró un total de 654 cursos en esta modalidad en salud, que abarcaron las cinco áreas contempladas por el Colegio de Enfermeros del Perú. Catorce cursos fueron elaborados específicamente para enfermería con una duración promedio de cinco semanas (3,2 horas semanales de actividades). Once procedían de instituciones anglosajonas, con contenido en inglés. Solo dos se ofrecieron en español y uno en turco.

Conclusión:

Massive Open Online Courses es una herramienta útil para la educación continua del enfermero peruano dada la amplia oferta, incluyendo algunos específicamente para enfermeros, en las distintas áreas de la enfermería. El contenido de los cursos se ofrecen mayoritariamente en inglés. Ampliar la oferta de idiomas o subtítulos facilitaría la participación de un mayor público.

Introduction

Health professionals require constant training and the acquisition of new knowledge and skills for their job performance that allows them to respond to the health needs of the population during their work activities(1212 Zahner SJ, Tipple SM, Rather ML, Schendzielos C. Supporting nurse preceptors through online continuing education. J Contin Educ Nurs. 2009 Oct;40(10):468-74. doi: 10.3928/00220124-20090923-01.
https://doi.org/10.3928/00220124-2009092...

13 Goldschmidt K, Greene-Ryan J. Massive open online courses in nursing education. J Pediatr Nurs. 2014 Mar-Apr;29(2):184-6. doi: 10.1016/j.pedn.2013.12.001.
https://doi.org/10.1016/j.pedn.2013.12.0...

14 Sitzman KL, Jensen A, Chan S. Creating a global community of learners in nursing and beyond: Caring Science, Mindful Practice MOOC. Nurs Educ Perspect. 2016 Sep 1;37(5):269-74. doi: 10.1097/01.NEP.0000000000000062
https://doi.org/10.1097/01.NEP.000000000...

15 Montoya AM, Liria RL, Góngora DP, Pérez PR, López PD, Parra JM. Diseño y experimentación de un curso MOOC para cuidadores inmigrantes de mayores: proyecto IENE 7. Rev INFAD Psicol. 2018 mayo 6; 4(1):241-8. doi: 10.17060/ijodaep.2018.n1.v4.1302
https://doi.org/10.17060/ijodaep.2018.n1...

16 Colegio de Enfermeros del Perú. Resolución nº 357-15 se aprueba la Relación y denominacación de las especialidades de enfermería. [Internet]. 2015 [Acceso 30 ene 2020] Disponible en: http://www.cep.org.pe/download/resol_357_15.pdf
http://www.cep.org.pe/download/resol_357...

17 Class Central. By The Numbers: MOOCs in 2018. Available from: https://www.classcentral.com/report/mooc-stats-2018/.
https://www.classcentral.com/report/mooc...

18 Bendezú-Quispe G, Quispe-Colquepisco S, J Torres-Román. Cursos masivos abiertos en línea y salud mental: una oportunidad de acercamiento a un problema de salud global. Rev Neurol. 2016 Jan 16;62(2):96. doi: 10.33588/rn.6202.2015411
https://doi.org/10.33588/rn.6202.2015411...

19 Bendezu-Quispe G, Torres-Roman JS, Salinas-Ochoa B, Hernández-Vásquez A. Utility of massive open online courses (MOOCs) concerning outbreaks of emerging and reemerging diseases. F1000Research. 2017;6. doi: 10.12688/f1000research.12639.2.
https://doi.org/10.12688/f1000research.1...

20 Karthikeyan V, Mangalji A. Considering the Use of Massive Open Online Courses (MOOCs) in Medical Education. UBCMJ. [Internet]. 2019 [cited Aug 6, 2019];10(2):25-26. Available from: https://med-fom-ubcmj.sites.olt.ubc.ca/files/2019/03/Commentary-5.pdf.
https://med-fom-ubcmj.sites.olt.ubc.ca/f...

21 Audet LA, Bourgault P, Rochefort CM. Associations between nurse education and experience and the risk of mortality and adverse events in acute care hospitals: A systematic review of observational studies. Int J Nurs Stud. 2018 Apr;80:128-46. doi: 10.1016/j.ijnurstu.2018.01.007.
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22 Williams MA. Rural Professional Isolation: An Integrative Review. Online J Rural Nurs Health Care. 2012 Apr 16; 12(2). doi: doi.org/10.14574/ojrnhc.v12i2.51.
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23 Smith GG, Passmore D, Faught T. The challenges of online nursing education. Internet High Educ. 2009;12(2):98-103. doi: 10.1016/j.iheduc.2009.06.007.
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24 American Association of Colleges of Nursing. White paper. Expectations for practice experiences in the RN to baccalaureate curriculum. Washington, DC: AACN; 2012. Available from: https://www.aacnnursing.org/Portals/42/News/White-Papers/RN-BSN-Expectations-White-Paper.pdf.
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25 Chen P-SD, Lambert AD, Guidry KR. Engaging online learners: The impact of Web-based learning technology on college student engagement. Comput Edu. 2010;54(4):1222-32. doi: 10.1016/j.compedu.2009.11.008.
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26 Class Central. By The Numbers: MOOCS in 2015. Class Central; 2015. Available from: https://www.classcentral.com/report/moocs-2015-stats/.
https://www.classcentral.com/report/mooc...

27 Culquichicón C, Helguero-Santin LM, Labán-Seminario LM, Cardona-Ospina JA, Aboshady OA, Correa R. Massive open online courses in health sciences from Latin American institutions: A need for improvement? F1000Research. 2017;6:940. 10.12688/f1000research.11626.1.
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28 Che X, Luo S, Wang C, Meinel C. An attempt at mooc localization for chinese-speaking users. IJIET. 2016;6(2):90. doi: 10.7763/IJIET.2016.V6.665.
https://doi.org/10.7763/IJIET.2016.V6.66...

29 Ministerio de Educación (PE). Ley nº 30220. Lima; MINEDU; 2014. Available from: http://www.minedu.gob.pe/reforma-universitaria/pdf/ley_universitaria.pdf.
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30 British Council. Inglés en el Perú, un análisis de la política, las percepciones y los factores de influencia. Lima: Congreso de la República del Perú; 2015. Available from: http://www2.congreso.gob.pe/sicr/cendocbib/con4_uibd.nsf/318A8FA6AC9F382105257F3E00611BB9/$FILE/Ingl%C3%A9s_en_el_Per%C3%BA.pdf.
http://www2.congreso.gob.pe/sicr/cendocb...

31 Patterson B, McFadden C. Attrition in online and campus degree programs. Online J Distance Learn Adm. 2009 [cited Aug 6, 2019];12(2):1-8. Avilable from: https://eric.ed.gov/?id=EJ869274
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32 Institute of Medicine (USA). Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing. The future of nursing: Leading change, advancing health: National Academies Press. Washington, DC: IOM; 2011. Available from: https://www.ncbi.nlm.nih.gov/pubmed/24983041.
https://www.ncbi.nlm.nih.gov/pubmed/2498...

33 Rouleau G, Gagnon MP, Côté J, Payne-Gagnon J, Hudson E, Dubois CA, Bouix-Picasso J. Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews. J Med Internet Res. 2019;21(10):e15118. doi: https://doi.org/10.1016/j.compedu.2009.11.008
https://doi.org/10.1016/j.compedu.2009.1...

34 Gazza EA, Hunker DF. Facilitating student retention in online graduate nursing education programs: A review of the literature. Nurse Educ Today. 2014 Jul 1;34(7):1125-9. doi: 10.1016/j.nedt.2014.01.010.
https://doi.org/10.1016/j.nedt.2014.01.0... -22 Dickerson PS. Grounding our practice in nursing professional development. The J Contin Educ Nursing. 2014 Jul 1;45(7):288-9. doi: 10.3928/00220124-20140625-11
https://doi.org/10.3928/00220124-2014062... ). Nursing is one of the professions that, historically and with the greatest boom in recent decades, has shown interest in developing programs that provide constant professional training(33 Griscti O, Jacono J. Effectiveness of continuing education programmes in nursing: literature review. J Adv Nurs. 2006 Jun 15;55(4):449-56. doi: 10.1111/j.1365-2648.2006.03940.x
https://doi.org/10.1111/j.1365-2648.2006... ). Worldwide, despite the availability of in person courses, mostly provided by academic institutions for continuing education in nursing, professionals increasingly find it difficult to take in person courses to continue their training due to various factors, including economic, family and availability ones(11 Price S, Reichert C. The importance of continuing professional development to career satisfaction and patient care: meeting the needs of novice to mid-to late-career nurses throughout their career span. Adm Sci. 2017 Jun;7(2):17. doi.org/10.3390/admsci7020017
https://doi.org/10.3390/admsci7020017... ,44 Nalle MA, Wyatt TH, Myers CR. Continuing education needs of nurses in a voluntary continuing nursing education state. J Contin Educ Nurs. 2010 Mar 1;41(3):107-15. doi: 10.3928/00220124-20100224-03.
https://doi.org/10.3928/00220124-2010022... ). This scenario has generated an increase in the number of participants in part-time courses or courses available on the Internet(55 Cornelius F, Glasgow MES. The development and infrastructure needs required for success-one college's model: Online nursing education at Drexel University. TechTrends. 2007 Dec 12;51(6):32. doi: 10.1007/s11528-007-0091-z.
https://doi.org/10.1007/s11528-007-0091-... -66 Karaman S. Nurses' perceptions of online continuing education. BMC Med Educ. 2011 Dec 1;11(1):86. doi: 10.1186/1472-6920-11-86.
https://doi.org/10.1186/1472-6920-11-86... ), which also facilitate the dissemination of knowledge with greater accessibility and reducing costs, the latter being desirable characteristics for professionals in low and middle income countries77 Frehywot S, Vovides Y, Talib Z, Mikhail N, Ross H, Wohltjen H, et al. E-learning in medical education in resource constrained low-and middle-income countries Hum Resour Health. 2013 Feb 4;11(1):4. doi: 10.1186/1478-4491-11-4. doi: 10.1186/1478-4491-11-4.
https://doi.org/10.1186/1478-4491-11-4... ).

The continuous certification and reaching higher academic degrees by nursing professionals is associated with an improvement in the clinical outcomes of patients during their professional practice and in their professional performance(88 Boltz M, Capezuti E, Wagner L, Rosenberg MC, Secic M. Patient safety in medical-surgical units: can nurse certification make a difference? Medsurg Nurs. [Internet]. 2013 Jan-Feb [cited Aug 6, 2019];22(1):26-32. Available from: https://www.ncbi.nlm.nih.gov/pubmed/23469496.
https://www.ncbi.nlm.nih.gov/pubmed/2346... -99 Du S, Liu Z, Liu S, Yin H, Xu G, Zhang H, et al. Web-based distance learning for nurse education: a systematic review. Int Nurs Rev. 2013 Jun;60(2):167-77. doi: 10.1111/inr.12015.
https://doi.org/10.1111/inr.12015... ). The dizzying emergence of new knowledge and technological advances demands constant updating by nursing professionals. In recent years, there has been a worldwide boom in Massive Open Online Courses (MOOCs), courses considered as a disruptive innovation in education, with a philosophy of democratizing access to knowledge through the offering of courses available to anyone with Internet access and regardless of the time or place from which access, allowing these types of courses to have a global audience. Since 2008, considered the beginning of the appearance of these courses, MOOCs have been developed in various areas of human knowledge, including the area of health(1010 Liyanagunawardena TR, Williams SA. Massive open online courses on health and medicine. J Med Internet Res. 2014 Aug 14;16(8):e191. doi: 10.2196/jmir.3439.
https://doi.org/10.2196/jmir.3439... ). The attainment of a MOOC course, against payment or not (depending on the course), can generate the student a certificate of completion of the course useful to verify knowledge or learning(1010 Liyanagunawardena TR, Williams SA. Massive open online courses on health and medicine. J Med Internet Res. 2014 Aug 14;16(8):e191. doi: 10.2196/jmir.3439.
https://doi.org/10.2196/jmir.3439... ).

In Peru, in 2002 Law No 27669 - “Law on the Work of the Nurse” was issued. This document indicates that continuing education, training, and permanent improvement are inherent to the work of the nursing professional in Peru, also pointing out that professionals who provide services in less developed areas should receive training according to the needs of their community(1111 Colegio de Enfermeros del Perú. Ley del trabajo de la enfermera(o) nº 27669. Lima: CEP; 2002. Disponible en: http://www.conaren.org.pe/documentos/ley_trabajo_enfermero_27669.pdf.
http://www.conaren.org.pe/documentos/ley... ). In this way, the need for continuous training for the nursing health professional is recognized. In addition, the aforementioned law states that, within Comprehensive Nursing Care, made up of five areas, the teaching area has to include the training of nurses and continuing education in nursing(1111 Colegio de Enfermeros del Perú. Ley del trabajo de la enfermera(o) nº 27669. Lima: CEP; 2002. Disponible en: http://www.conaren.org.pe/documentos/ley_trabajo_enfermero_27669.pdf.
http://www.conaren.org.pe/documentos/ley... ).

Although online education, including MOOCs, is recognized as an alternative to continuing education for health professionals(1010 Liyanagunawardena TR, Williams SA. Massive open online courses on health and medicine. J Med Internet Res. 2014 Aug 14;16(8):e191. doi: 10.2196/jmir.3439.
https://doi.org/10.2196/jmir.3439... ,1212 Zahner SJ, Tipple SM, Rather ML, Schendzielos C. Supporting nurse preceptors through online continuing education. J Contin Educ Nurs. 2009 Oct;40(10):468-74. doi: 10.3928/00220124-20090923-01.
https://doi.org/10.3928/00220124-2009092... -1313 Goldschmidt K, Greene-Ryan J. Massive open online courses in nursing education. J Pediatr Nurs. 2014 Mar-Apr;29(2):184-6. doi: 10.1016/j.pedn.2013.12.001.
https://doi.org/10.1016/j.pedn.2013.12.0... ), the offer and content of MOOCs in health have not been explored, nor specifically for the continuing education of nursing professionals, having only described isolated experiences on the development of nursing MOOCs in the world1414 Sitzman KL, Jensen A, Chan S. Creating a global community of learners in nursing and beyond: Caring Science, Mindful Practice MOOC. Nurs Educ Perspect. 2016 Sep 1;37(5):269-74. doi: 10.1097/01.NEP.0000000000000062
https://doi.org/10.1097/01.NEP.000000000... -1515 Montoya AM, Liria RL, Góngora DP, Pérez PR, López PD, Parra JM. Diseño y experimentación de un curso MOOC para cuidadores inmigrantes de mayores: proyecto IENE 7. Rev INFAD Psicol. 2018 mayo 6; 4(1):241-8. doi: 10.17060/ijodaep.2018.n1.v4.1302
https://doi.org/10.17060/ijodaep.2018.n1... ). Therefore, the objective of this study was to determine the global offer of MOOCs in health and specifically for nursing professionals and to know the characteristics of its content, for continuing education in nursing professionals in Peru. It is hoped that the rise of MOOCs can be useful as a tool for continuing education in nursing professionals in Peru.

Method

A manual search was carried out from March 15 to April 25, 2019 in learning platforms that offer MOOCs including Coursera, edX, FutureLearn, XuetangX and Udacity, to identify and know the characteristics of MOOCs in health or nursing with topics according to the Nursing areas and specialties recognized by the Peruvian College of Nurses (CEP)(1616 Colegio de Enfermeros del Perú. Resolución nº 357-15 se aprueba la Relación y denominacación de las especialidades de enfermería. [Internet]. 2015 [Acceso 30 ene 2020] Disponible en: http://www.cep.org.pe/download/resol_357_15.pdf
http://www.cep.org.pe/download/resol_357... ), which were the terms included in the search tools available in the learning platforms. These platforms were used to search for MOOCs in health or nursing since their websites include the widest range of MOOCs and have the largest number of registered users(1717 Class Central. By The Numbers: MOOCs in 2018. Available from: https://www.classcentral.com/report/mooc-stats-2018/.
https://www.classcentral.com/report/mooc... ), in addition to having been used by previous studies on health MOOCs1010 Liyanagunawardena TR, Williams SA. Massive open online courses on health and medicine. J Med Internet Res. 2014 Aug 14;16(8):e191. doi: 10.2196/jmir.3439.
https://doi.org/10.2196/jmir.3439... ,18218 Bendezú-Quispe G, Quispe-Colquepisco S, J Torres-Román. Cursos masivos abiertos en línea y salud mental: una oportunidad de acercamiento a un problema de salud global. Rev Neurol. 2016 Jan 16;62(2):96. doi: 10.33588/rn.6202.2015411
https://doi.org/10.33588/rn.6202.2015411... -1919 Bendezu-Quispe G, Torres-Roman JS, Salinas-Ochoa B, Hernández-Vásquez A. Utility of massive open online courses (MOOCs) concerning outbreaks of emerging and reemerging diseases. F1000Research. 2017;6. doi: 10.12688/f1000research.12639.2.
https://doi.org/10.12688/f1000research.1... ). Additionally, a manual search for health MOOCs was carried out on the Class Central (https://www.classcentral.com/) and MOOC List (https://www.mooc-list.com/) websites. Because they are platforms that bring together MOOCs from various platforms (including those previously mentioned and others, such as: Miríada X, Alison, FUN.MOOC, UPV [X], Canvas Network, OpenWHO, Formación Alcalá, Open2Study, among others).

In a first phase, MOOCs in health were identified, classified according to the area of nursing according to the CEP. The CEP promulgated, in 2015, Resolution No. 357-15 CN/CEP, recognizing 5 areas of nursing, including: Professional care (21 specialties); Public health, family and community health (4 specialties); Teaching and research (2 specialties), Organizational and management (2 specialties) and Professional development (03 specialties). To learn more about the areas of nursing and specialty recognized by the CEP, you can review the resolution promulgated(1616 Colegio de Enfermeros del Perú. Resolución nº 357-15 se aprueba la Relación y denominacación de las especialidades de enfermería. [Internet]. 2015 [Acceso 30 ene 2020] Disponible en: http://www.cep.org.pe/download/resol_357_15.pdf
http://www.cep.org.pe/download/resol_357... ).

Subsequently, the MOOCS developed specifically for nursing professionals were identified, collecting the following data: institution, country, duration of the course in weeks, and time required per week in hours, language and subtitles available for each course. The classification of MOOCs according to area was carried out by two of the authors who carried out the review independently during the month of May 2019. Once the courses were compared by each reviewer, with a previous discard of MOOCs found in duplicate, in case no agreement was found regarding the classification on the area or specialty assigned to the MOOC, a third author evaluated these cases in particular to establish the area and specialty to which the course belonged.

The information obtained on MOOCs in health and nursing was reported in frequencies and percentages for the case of categorical data and using means and ranges for numerical data. The aforementioned calculations were performed using Microsoft Excel 2013 software (Microsoft Corporation, USA).

This work did not require approval by the ethics committee as it was a study of secondary data in the public domain.

Results

A total of 654 MOOCs in health were found with content related to the five areas covered by the CEP. The area with the highest number of MOOCs in health was Public, Family and Community Health with 35.8% of courses followed by the Professional Care area (26.6%). The professional development area was the one where the least offer of MOOCs courses was found, being only 12 (1.8%) (Table 1).

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Table 1
General characteristics of MOOCs* * MOOCs = Massive Open Online Courses; on health and nursing, in the world, 2019

Regarding nursing-oriented courses, 14 courses specifically developed for this profession were found. Regarding the origin of the courses, the majority came from Anglo-Saxon countries (11/14), 6/14 being prepared by institutions in the United Kingdom and 4/14 by institutions in the United States of America. Coventry University was the institution with the highest number of MOOCs offered for the nursing professional with 3/14 courses, followed by Formación Alcalá with two courses. The other institutions offered one MOOC each (Table 2).

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Table 2
Characteristics of MOOCs* * MOOCs = Massive Open Online Courses; focused on nursing in online learning platforms, in the World, 2019

Regarding the characteristics of the MOOCs in nursing, these had an average duration of five weeks (range: 2 - 8), with an average of 3.2 hours of activities per week (range: 2 - 7). Six of the courses would develop the Teaching and Research area and four the Public, Family and Community Health area. No nursing MOOCs were found in the Professional Development area (Table 2). Regarding the language, eleven of the courses were offered in English, two in Spanish and one in Turkish with their respective transcripts of the audiovisual material in the same languages. The nursing MOOCs found did not have available subtitles of their content in other languages (Table 2).

Discussion

In this work, we sought to determine the global offer of MOOCs in health or nursing and to know the characteristics of their content. As findings, an important offer of MOOCs in health was found, with courses in each of the areas of nursing according to the classification given by the CEP, and there are also courses offered specifically for the nursing professional. This extensive online educational offer would indicate that health professionals, including nurses in Peru, have, to date, an alternative for training in different areas of their professional work, different from traditional learning systems (in person courses).

More than 600 MOOCs were found available in the health area, this content being potentially useful for the training of the nursing professional. In this regard, this high number of courses would indicate the interest of the academy in the development of MOOCs in the area of health, with a growth in terms of the offer of them compared to 2014, where a review of MOOCs in the health field reported an offer of 98 courses on 12 MOOC platforms(1010 Liyanagunawardena TR, Williams SA. Massive open online courses on health and medicine. J Med Internet Res. 2014 Aug 14;16(8):e191. doi: 10.2196/jmir.3439.
https://doi.org/10.2196/jmir.3439... ). The nursing professional requires constant updating of their knowledge, which makes it necessary to develop courses that reduce knowledge gaps in current health scenarios. MOOCs have been described as being useful in the health field, with courses offering focused on topics of current relevance such as mental health(1818 Bendezú-Quispe G, Quispe-Colquepisco S, J Torres-Román. Cursos masivos abiertos en línea y salud mental: una oportunidad de acercamiento a un problema de salud global. Rev Neurol. 2016 Jan 16;62(2):96. doi: 10.33588/rn.6202.2015411
https://doi.org/10.33588/rn.6202.2015411... ), training on current global health topics such as emerging infectious diseases1919 Bendezu-Quispe G, Torres-Roman JS, Salinas-Ochoa B, Hernández-Vásquez A. Utility of massive open online courses (MOOCs) concerning outbreaks of emerging and reemerging diseases. F1000Research. 2017;6. doi: 10.12688/f1000research.12639.2.
https://doi.org/10.12688/f1000research.1... ), and medical education2020 Karthikeyan V, Mangalji A. Considering the Use of Massive Open Online Courses (MOOCs) in Medical Education. UBCMJ. [Internet]. 2019 [cited Aug 6, 2019];10(2):25-26. Available from: https://med-fom-ubcmj.sites.olt.ubc.ca/files/2019/03/Commentary-5.pdf.
https://med-fom-ubcmj.sites.olt.ubc.ca/f... ). Having found MOOCs in all areas of nursing, according to the CEP classification, with courses specifically developed for the nursing professional, would indicate that MOOCs would be a useful tool in the field of nursing.

One of the goals of continuing education for health professionals is to improve professional performance. In this regard, a higher educational level and experience has been described related to lower mortality and better clinical response of patients in the acute area(2121 Audet LA, Bourgault P, Rochefort CM. Associations between nurse education and experience and the risk of mortality and adverse events in acute care hospitals: A systematic review of observational studies. Int J Nurs Stud. 2018 Apr;80:128-46. doi: 10.1016/j.ijnurstu.2018.01.007.
https://doi.org/10.1016/j.ijnurstu.2018.... ). In addition, MOOCS as an alternative available to anyone with Internet access may be an option for groups suffering from professional isolation, such as professionals working in rural and remote areas(2222 Williams MA. Rural Professional Isolation: An Integrative Review. Online J Rural Nurs Health Care. 2012 Apr 16; 12(2). doi: doi.org/10.14574/ojrnhc.v12i2.51.
https://doi.org/doi.org/10.14574/ojrnhc.... ). The offer of online courses would allow nurses to continue their training in a cost-effective way, in a professional setting in which it is increasingly difficult to attend traditionally taught courses (development courses that require physical presence of the student and educational facilitator). In this regard, it has been described that increasingly, nursing professionals take online courses to continue their training and obtain training(2323 Smith GG, Passmore D, Faught T. The challenges of online nursing education. Internet High Educ. 2009;12(2):98-103. doi: 10.1016/j.iheduc.2009.06.007.
https://doi.org/10.1016/j.iheduc.2009.06...

24 American Association of Colleges of Nursing. White paper. Expectations for practice experiences in the RN to baccalaureate curriculum. Washington, DC: AACN; 2012. Available from: https://www.aacnnursing.org/Portals/42/News/White-Papers/RN-BSN-Expectations-White-Paper.pdf.
https://www.aacnnursing.org/Portals/42/N... -2525 Chen P-SD, Lambert AD, Guidry KR. Engaging online learners: The impact of Web-based learning technology on college student engagement. Comput Edu. 2010;54(4):1222-32. doi: 10.1016/j.compedu.2009.11.008.
https://doi.org/10.1016/j.compedu.2009.1... ). In this study, it was found that some of the areas with the highest number of MOOCs are public health and research. Finding courses in research in the health field is consistent with a global research agenda and interest in learning evidence-based practices in the field of nursing and health in general(2323 Smith GG, Passmore D, Faught T. The challenges of online nursing education. Internet High Educ. 2009;12(2):98-103. doi: 10.1016/j.iheduc.2009.06.007.
https://doi.org/10.1016/j.iheduc.2009.06... ).

Most of the MOOCs in health and nursing are provided in the English language, elaborated mostly by recognized academic institutions from Anglo-Saxon countries(1010 Liyanagunawardena TR, Williams SA. Massive open online courses on health and medicine. J Med Internet Res. 2014 Aug 14;16(8):e191. doi: 10.2196/jmir.3439.
https://doi.org/10.2196/jmir.3439... ). This result is in accordance with the general panorama on MOOCs, where 75% of courses on MOOC platforms are offered in that language(2626 Class Central. By The Numbers: MOOCS in 2015. Class Central; 2015. Available from: https://www.classcentral.com/report/moocs-2015-stats/.
https://www.classcentral.com/report/mooc... ). Therefore, the development of the offer in different languages, or the possibility of offering the content of the courses in more than one language, could favor their use and increase the target population that can benefit from their content, being that most MOOCs are conducted by Anglo-Saxon educational institutions. In general, Latin American institutions have a low participation in the development of MOOCs in health(2727 Culquichicón C, Helguero-Santin LM, Labán-Seminario LM, Cardona-Ospina JA, Aboshady OA, Correa R. Massive open online courses in health sciences from Latin American institutions: A need for improvement? F1000Research. 2017;6:940. 10.12688/f1000research.11626.1.
https://doi.org/10.12688/f1000research.1... ), which could explain the low supply of courses in health and nursing in Spanish. This situation may mean that most of the courses taken do not respond to the continuing education or training needs of professionals according to the priorities of the Latin American region, making it necessary to promote courses that address topics of regional interest(2828 Che X, Luo S, Wang C, Meinel C. An attempt at mooc localization for chinese-speaking users. IJIET. 2016;6(2):90. doi: 10.7763/IJIET.2016.V6.665.
https://doi.org/10.7763/IJIET.2016.V6.66... ).

The finding that few nursing MOOCs only have transcripts in the source language, with no subtitles available for other languages, indicates that these courses, although they are tools easily accessible with the internet, would not be useful for professionals who do not have knowledge of English or another language used in MOOCs other than their native language. In Peru, since the promulgation of the new University Law (Law No. 30220), obtaining a graduate degree (master’s or doctorate) requires the knowledge of a foreign language by the graduate, recommending the English language(2929 Ministerio de Educación (PE). Ley nº 30220. Lima; MINEDU; 2014. Available from: http://www.minedu.gob.pe/reforma-universitaria/pdf/ley_universitaria.pdf.
http://www.minedu.gob.pe/reforma-univers... ). This requirement also applies to undergraduate studies in Peru(2929 Ministerio de Educación (PE). Ley nº 30220. Lima; MINEDU; 2014. Available from: http://www.minedu.gob.pe/reforma-universitaria/pdf/ley_universitaria.pdf.
http://www.minedu.gob.pe/reforma-univers... ). Given that the number of people, including professionals, who have an adequate level of English to be able to take academic courses is still low in Peru(3030 British Council. Inglés en el Perú, un análisis de la política, las percepciones y los factores de influencia. Lima: Congreso de la República del Perú; 2015. Available from: http://www2.congreso.gob.pe/sicr/cendocbib/con4_uibd.nsf/318A8FA6AC9F382105257F3E00611BB9/$FILE/Ingl%C3%A9s_en_el_Per%C3%BA.pdf.
http://www2.congreso.gob.pe/sicr/cendocb... ), finding an offer of MOOCs predominantly in English, with no subtitle options, indicates that a large proportion of the courses offered would not be useful for the professional who wants to train through these online tools. This finding represents an important limitation for the use of this technology in the training of nurses in Peru, and it is necessary to promote language learning from high school, which would allow future graduates greater access to professional updating courses.

Regarding the duration of MOOCs specific to the nursing area, it should be noted that the average hourly load of three hours per week for courses of average duration of five hours would be appropriate for nursing professionals since, although it has been described an increase in the number of professionals taking online courses such as MOOCs, one of the main weaknesses of Internet teaching is the low proportion of participants who complete all of these courses, with the dropout rate in participants being low in this type of teaching can be up to six times that evidenced in classroom courses3131 Patterson B, McFadden C. Attrition in online and campus degree programs. Online J Distance Learn Adm. 2009 [cited Aug 6, 2019];12(2):1-8. Avilable from: https://eric.ed.gov/?id=EJ869274
https://eric.ed.gov/?id=EJ869274... ). In this way, a lower hourly load could facilitate the participant to be able to comply with the entire program proposed in a MOOC. In line with the challenges of online teaching, the need for technical support for the development of the courses has been described, the development of tools that allow interaction (in real time or feedback) for the student, since the involvement of the student increases the probability of completion of the course and the still (although less and less important) technical ability of the student on the use of technological devices(3232 Institute of Medicine (USA). Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing. The future of nursing: Leading change, advancing health: National Academies Press. Washington, DC: IOM; 2011. Available from: https://www.ncbi.nlm.nih.gov/pubmed/24983041.
https://www.ncbi.nlm.nih.gov/pubmed/2498... -3333 Rouleau G, Gagnon MP, Côté J, Payne-Gagnon J, Hudson E, Dubois CA, Bouix-Picasso J. Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews. J Med Internet Res. 2019;21(10):e15118. doi: https://doi.org/10.1016/j.compedu.2009.11.008
https://doi.org/10.1016/j.compedu.2009.1... ).

There are various methodologies to communicate knowledge in an area. The development of online courses must consider the peculiarities of each area of study or the target audience for which it is developed(3434 Gazza EA, Hunker DF. Facilitating student retention in online graduate nursing education programs: A review of the literature. Nurse Educ Today. 2014 Jul 1;34(7):1125-9. doi: 10.1016/j.nedt.2014.01.010.
https://doi.org/10.1016/j.nedt.2014.01.0... ). In the case of nursing and health sciences in general, most MOOCs in health or specifically nursing-oriented are focused on the application of knowledge to this field of study or towards research or education in it, such as It can be seen in the courses found. Nursing is a profession that urgently involves problem solving, which means that the courses developed for this area must provide the student with the highest degree of knowledge and facilitate the development of skills that allow them to develop problems such as those they will face in the daily practice, hence the need for courses, in person or online, to evaluate the best strategies to provide this training to the nursing professional, and that it be in accordance with the required training standards2323 Smith GG, Passmore D, Faught T. The challenges of online nursing education. Internet High Educ. 2009;12(2):98-103. doi: 10.1016/j.iheduc.2009.06.007.
https://doi.org/10.1016/j.iheduc.2009.06... ,3434 Gazza EA, Hunker DF. Facilitating student retention in online graduate nursing education programs: A review of the literature. Nurse Educ Today. 2014 Jul 1;34(7):1125-9. doi: 10.1016/j.nedt.2014.01.010.
https://doi.org/10.1016/j.nedt.2014.01.0... ).

This study sought to know the current state of supply of MOOCs in health and nursing as an opportunity for the continuing education of the professional nurse in Peru. It should be noted that MOOCs are launched according to the own considerations of each platform or of the institution developed for the course, the reported course offer responds to a historical one, being that some of the courses found may be available unlimitedly, others be offered during periods of the year and others are no longer available. Despite this limitation, the findings would indicate that there is an academic offer of MOOCs in health and nursing useful as a tool for online training of the nursing professional in Peru.

Conclusion

There is a wide range of MOOCs available on online learning platforms in the health field, with courses specifically focused on nursing. The MOOCs offer includes courses in all areas of nursing considered by the CEP (professional care; public health, family and community health; teaching and research; organizational and management; and professional development). Most MOOCs are conducted by Anglo-Saxon institutions and are offered in the English language, so increasing the language options and transcripts in different languages for the audiovisual content of the MOOCS would be useful to encourage the participation of nursing professionals who do not have English as a mother tongue, in addition to promoting the development of courses by local institutions that, in addition to making MOOCs accessible in relation to the language, prepare courses that respond to the demand for training of the Peruvian nursing professional.

  • *
    This article refers to the call “Educational technologies and innovative teaching methods in the training of human resources in health”.

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Publication Dates

  • Publication in this collection
    01 July 2020
  • Date of issue
    2020

History

  • Received
    30 June 2019
  • Accepted
    14 Mar 2020
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