Featured Article| Volume 19, ISSUE 5, 104529, May 2023

Student Engagement With an Open Educational Resource on Gynecological Assessment

Published:February 02, 2023DOI:


      • This article describes the introduction of a new open educational resource on gynecological assessment.
      • The open educational resource addresses gynecological history taking and the clinical examination, and it addresses the needs of underserved populations including patients who have experienced trauma, patients who are differently abled, and gender and sexual minorities.
      • Students had a high level of engagement with the open educational resource.


      The open educational resource (OER) “Gynecological Assessment” was published online in March 2022. This OER uses video and audio components as well as interactive exercises to engage nurse practitioner (NP) students. It addresses gynecological history taking and the clinical examination, and it specifically addresses the needs of underserved populations. In June 2022, it was integrated into a first-year NP program at the University of Toronto. Students reported a high level of engagement with the OER. There is a need for further study of OERs in NP education to teach clinical skills and to address the needs of diverse populations.


      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'


      Subscribe to The Journal for Nurse Practitioners
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect


        • Lapum J.L.
        • St-Amant O.M.
        • Verkuyl M.
        • et al.
        Designing open access, educational resources.
        Qual Advance Nurs Educ. 2019; 5: 7
        • Murphy J.
        • Winters N.
        Comparative analysis of an open educational resource textbook and commercial textbook on student outcomes in an online nursing course.
        Int J Open Educ Res. 2020; 325070
        • United Nations Education Sciencific and Cultural Organization
        Open educational resources (OER).
        • Grimaldi P.J.
        • Basu Mallick D.
        • Waters A.E.
        • Baraniuk R.G.
        Do open educational resources improve student learning? Implications of the access hypothesis.
        PLoS One. 2019; 14e0212508
        • Verkuyl M.
        • Atack L.
        • Lapum J.L.
        • Hughes M.
        • St-Amant O.
        • Petrie P.
        User engagement using an etextbook: a descriptive study.
        Comput Inform Nurs. 2021; 39: 668-674
        • Bobbink P.
        • Teixeira C.M.
        • Charbonneau L.
        • Chabal L.
        • Guex C.
        • Probst S.
        E-learning and blended-learning program in wound care for undergraduate nursing students.
        J Nurs Educ. 2022; 61: 53-57
        • Hakami Z.
        Comparison between virtual and traditional learning methods for orthodontic knowledge and skills in dental students: a quasi-experimental study.
        Healthcare (Basel). 2021; : 1092
        • Kalogirou M.R.
        • Dahlke S.
        • Pietrosanu M.
        • Hunter K.F.
        Using an e-learning activity to enhance student nurses' understanding of cognitive impairment.
        Nurs Educ Today. 2022; 108105167
        • Ro K.
        • Weiland C.
        • Sin M.-K.
        An interprofessional web-based teaching module to enhance competency of the advanced practice nursing clinical education in the emergency department.
        Adv Emerg Nurs J. 2018; 40: 127-130
        • McGann K.C.
        • Melnyk R.
        • Saba P.
        • Joseph J.
        • Glocker R.J.
        • Ghazi A.
        Implementation of an e-learning academic elective for hands-on basic surgical skills to supplement medical school surgical education.
        J Surg Educ. 2021; 78: 1164-1174
        • Rauch C.
        • Utz J.
        • Rauch M.
        • Kornhuber J.
        • Spitzer P.
        E-learning is not inferior to on-site teaching in a psychiatric examination course.
        Front Psychiatry. 2021; 12624005
        • Terry V.R.
        • Terry P.C.
        • Moloney C.
        • Bowtell L.
        Face-to-face instruction combined with online resources improves retention of clinical skills among undergraduate nursing students.
        Nurse Educ Today. 2018; 61: 15-19
        • Owens L.
        • Terrell S.
        • Low L.K.
        • et al.
        Universal precautions: the case for consistently trauma-informed reproductive healthcare.
        Am J Obstet Gynecol. 2022; 226: 671-677
        • Palmieri J.
        • Valentine J.L.
        Using trauma-informed care to address sexual assault and intimate partner violence in primary care.
        J Nurse Pract. 2021; 17: 44-48
        • Marea C.X.
        • Warren N.
        • Glass N.
        • Johnson-Agbakwu C.
        • Perrin N.
        Factors associated with health care provider attitudes, and confidence for the care of women and girls affected by female genital mutilation/cutting.
        Health Equity. 2021; 5: 329-337
        • Sonalkar S.
        • Chavez V.
        • McClusky J.
        • Hunter T.A.
        • Mollen C.J.
        Gynecologic care for women with physical disabilities: a qualitative study of patients and providers.
        Womens Health Issues. 2020; 30: 136-141
        • Winsley S.
        • Link D.
        Breaking down barriers.
        J Nurse Pract. 2020; 16: 240-241
        • Medina-Martínez J.
        • Saus-Ortega C.
        • Sánchez-Lorente M.M.
        • Sosa-Palanca E.M.
        • García-Martínez P.
        • Mármol-López M.I.
        Health inequities in LGBT people and nursing interventions to reduce them: a systematic review.
        Int J Environ Res Public Health. 2021; 1811801
        • Kiran T.
        • Davie S.
        • Singh D.
        • et al.
        Cancer screening rates among transgender adults: cross-sectional analysis of primary care data.
        Can Fam Physician. 2019; 65: e30-e37
        • Klotzbaugh R.J.
        • Ballout S.
        • Spencer G.
        Results and implications from a gender minority health education module for advance practice nursing students.
        J Am Assoc Nurs Pract. 2020; 32: 332-338
        • Yingling C.T.
        • Cotler K.
        • Hughes T.L.
        Building nurses’ capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme.
        J Clin Nurs. 2017; 26: 2807-2817
        • Trip K.
        • Wilson J.
        Gynecological Assessment. eCampus Ontario.
        • Watts P.I.
        • McDermott D.S.
        • Alinier G.
        • et al.
        Healthcare simulation standards of best practiceTM simulation design.
        Clin Simul Nurs. 2021; 58: 14-21
        • O’Brien H.L.
        • Cairns P.
        • Hall M.
        A practical approach to measuring user engagement with the refined user engagement scale (UES) and new UES short form.
        Int J Hum Comput. 2018; 112: 28-39
        • O'Brien H.L.
        • Toms E.G.
        The development and evaluation of a survey to measure user engagement.
        J Am Soc inf Sci Technol. 2010; 61: 50-69
        • Abbasi M.
        • Ahmed N.
        • Sajjad B.
        • Alshahrani A.
        • Saeed S.
        • Sarfaraz S.
        E-learning perception and satisfaction among health sciences students amid the COVID-19 pandemic.
        Work. 2020; 67: 549-556
        • Kang J.
        • Seomun G.
        Evaluating web-based nursing education’s effects: a systematic review and meta-analysis.
        West J Nurs Res. 2018; 40: 1677-1697
        • Corner B.
        • Lemonde M.
        Survey techniques for nursing studies.
        Can Oncol Nurs J. 2019; 29: 58
        • Hutchinson M.K.
        • Sutherland M.A.
        Conducting surveys with multidisciplinary health care providers: current challenges and creative approaches to sampling, recruitment, and data collection.
        Res Nurs Health. 2019; 42: 458-466
        • Stern M.J.
        • Bilgen I.
        • Dillman D.A.
        The state of survey methodology: challenges, dilemmas, and new frontiers in the era of the tailored design.
        Field Methods. 2014; 26: 284-301
        • Srinivasa K.
        • Chen Y.
        • Henning M.A.
        The role of online videos in teaching procedural skills to post-graduate medical learners: a systematic narrative review.
        Med Teach. 2020; 42: 689-697


      Katherine Trip, NP, MN, is an assistant professor with the Teaching Stream Lawrence S. Bloomberg Faculty of Nursing at the University of Toronto in Toronto, Ontario, Canada.


      Jean Wilson, NP, MHSc, is an assistant professor with the Teaching Stream Lawrence S. Bloomberg Faculty of Nursing at the University of Toronto.


      Ashley Ahuja, NP, MN is a nurse practitioner at Sunnybrook Health Sciences Centre in Toronto, Ontario, Canada. Sarah Johnston, MN, RN, is an assistant professor with the Teaching Stream Lawrence S. Bloomberg Faculty of Nursing at the University of Toronto.


      Margaret Verkuyl, MN, NP, is an adjunct professor with the Lawrence S. Bloomberg Faculty of Nursing at the University of Toronto, and a professor at Centennial College in Toronto, Ontario, Canada.


      Jennifer Innis, PhD, NP, is an assistant professor with the Teaching Stream Lawrence S. Bloomberg Faculty of Nursing at the University of Toronto and can be contacted at [email protected]