Skip to 0 minutes and 7 seconds The team from Nottingham and Birmingham City University chose to use an RLO because it is a tried and tested and proven entity for academic material. The RLO was an appropriate format because we want to put a policy and practise and show what real-time policy and practise actually looks like for student nurses. The aim of our resource is to show the Nursing & Midwifery Council’s Professional Code for Standards and Behaviour and what it looks like in a practical application, both in the clinical area and beyond. We hope, we anticipate, that the intended learners will understand what accountability and responsibility look like from a 24/7 perspective. Our intended learners, in the first instance, are undergraduate student nurses.
Skip to 0 minutes and 59 seconds And the considerations we decided upon was that the material should not be complex in its construction, and it should be easy for students to absorb– typical of a reusable learning object, a small, bite-size chunk of learning. We anticipate that this resource will be useful to groups beyond nursing– indeed, a school within the faculty have expressed an interest in developing materials based on our framework.
Fern's aims for the learning resource
Now, lets take a look at how Fern’s team have worked through this step in the ASPIRE process. In this and the following step you will have a chance to hear from Fern and then other members of the team as they think about the issues involved.
In this first video, Fern discusses her aims for the learning resource that she hopes her team will create.
Watch the video and consider the following questions:
- Why did Fern choose to develop an RLO?
- What are Fern’s learning aims for the resource she wishes to create?
- Who are the intended learners?
- How does she anticipate that the resource will be aligned to their needs?
- Does Fern want the resource to be reused by other groups?
You will have a chance to discuss these questions in Step 2.8.
© The University of Nottingham 2016 (Creative Commons Attribution-NonCommercial-ShareAlike UK 2.0 Licence) except for third party materials or where otherwise indicated