Building on previous work, that’s shown the ability of stakeholder-generated content to enable the alignment of content to the needs of groups of learners, a project was initiated as a collaboration between two large HE institutions that sought to place students at the heart of a process to create a learning resource that explained the application of the NMC Code to everyday situations. (Windle et al., 2010)
Enabling the students as influencers, a mixture of academics, students, clinicians and learning technologists from both Universities came together in a student-led workshop. This workshop provided a creative space for the sharing of ideas and critical debate around the NMC code and how best to present this to potential groups of learners.
Following the workshop, a small team took the ideas and artwork generated forward into an outline for a resource. Central to the design was a video depicting student nurses on a bus journey, as an analogy for the passage to professionalism that they have embarked upon. Students were further involved in scripting the video, and throughout the process of video production, including acting. The completed resource was released as an open educational resource (OER) that is now available for all student nurses to access.
Student involvement in leading the design and development process resulted in an OER that is relatable to other student nurses and midwives, which articulates a singular authentic learning need ensuring it is bite-sized and accessible. It’s media-rich, friendly and has encompassed the ethos of collaboration between the two Universities. 98% of the total users said they found the resource helpful and 97% said they would recommend the resource to others.
“I like the fact that real student nurses were used. Also it was very short yet effective” HE Student.
“It makes you understand how people feel in real life situations” Healthcare Professional
In this presentation we will give participants the opportunity to;
- Review the resource
- Show videos of the students discussing their involvement in the process
- Discuss the evaluative data collated for the resource to date
Windle, R. & Wharrad, HJ. (2010). Reusable Learning Objects in Health Care Education. In: Bromage, A., Clouder, L., & Gordon, F., Thistlethwaite, J., eds., Interprofessional E-Learning and Collaborative Work: Practices and Technologies. IGI-Global
Nursing and Midwifery Council (2015). The Code: professional standards of practice and behaviour for nurses and midwives. London: NMC