Skip main navigation
We use cookies to give you a better experience, if that’s ok you can close this message and carry on browsing. For more info read our cookies policy.
We use cookies to give you a better experience. Carry on browsing if you're happy with this, or read our cookies policy for more information.

Skip to 0 minutes and 9 secondsSo what we've been doing here today is exploring a learning resource around the code of professional practise for nurses. So the aim that we were looking for was to produce a resource for first-year student nurses and to try and demystify and distil down the very, very basic aims of the code for first-year student nurses, so that they would have some understanding of the code before they went out on their first placement. We kind of thought-- when we looked about the code, we just wanted it in its general context, so everybody can relate to it, because obviously, we know that there's the four different branches of nursing. So we wanted to devise something that would capture everyone.

Skip to 0 minutes and 51 secondsLike an overview, wasn't it? Yeah. Like an overview of what the NMC Code was, because it does cover four different fields of nursing as well as midwifery as well. So you have to make the RLO relevant to everybody, because we weren't doing field-specific ones. So we had to make it relevant. And we all discussed what we were going to do when we went through loads of ideas. And then we just basically-- because we were going to go in-depth on it, but then we thought-- Yeah, but then we decided not to. --well, maybe as first years, we don't want to scare them. So we'll just kind of just keep it simple and fact-based, really, wasn't it? Yeah.

Skip to 1 minute and 28 secondsWe thought, actually, using the journey from day one, for instance, when you see the code and you think, well, what's that? And it's a journey of a first-year. So that's where we went with our RLO. Yeah. We're still at the working title stage at the minute. And our working title is about demystifying the code and maybe cracking the code. We started off with Post-its, and we all wrote down on Post-its absolutely everything that we could think of that first-year students would be aware of or anxious of about the code. And from there, we grouped them into like-minded themes. And from that themes, we then decided which of the four domains of the code that we were going to work on.

Skip to 2 minutes and 16 secondsSo the intended learner at the start of the workshop is the new first-year student nurses who starts a programme across the universities, in this university, BCU, anywhere across the four nations, I guess, at any time. But as with all our RLOs, they have evolved. And the intended audience has evolved just by a quick visit along the corridor. We're sharing the building space at the moment with a huge contingency from Spain. So there is a lot of Spanish speakers, which has triggered a thought about the amount of recruitment that happens in trusts up and down the country of nurses from the European Union. So these RLOs are just as important to those registered nurses coming into the country.

Skip to 3 minutes and 9 secondsSo we could have the same RLO in Spanish, in Portuguese, in German, in French, so that nurses are equipped with that tool kit of what the code is once they arrive. So the intended learners are first-year nursing students. And it's around the new code of conduct that's been produced by the Nursing Midwifery Council. So it's looking at what does the code mean at the very beginning of their career within nursing, and how does the code apply to them in particular? I think, ideally, this specific RLO that we did was mainly aimed to nursing. However, it could be adapted for other courses, because for instance, like pharmacy, they have their own regulation, which they follow their own code. Medicine's the same.

Skip to 3 minutes and 57 secondsSo they could devise something in their area of expertise. Yeah. And I think, as well as, it was quite basic. So it was mainly aimed at someone who's just starting out and someone who is not aware of the nursing practise at all. So it's really good for first-years. Yeah. And it can be adapted easily. So if you wanted to do something specific, couldn't we, we would go off on one tangent and do that or then go into another one. So it'll just build on blocks. Yeah. Well, certainly, from our context, health care students-- but I mean, it does have wide applicability.

Skip to 4 minutes and 28 secondsBut-- Yeah, we were thinking along the lines as well about nurses who are already currently in practise as well. Because what came out of it, for me, from a placement point of view, a lot of nurses tend to say about protecting your PIN. You've got to protect your PIN at all costs. So basically looking at the NMC Code as something that protects the individual nurse as well as being a code of practise. So the intended learners of the learning resource that we were developing today is first-year nurses who are enrolled on the BSc registered nursing programme.

Skip to 5 minutes and 10 secondsAnd what we wanted them to be able to take from this particular resource is the code is produced and aimed at qualified, registered nurses. And so it can seem quite wordy to newly qualified students, particularly those that don't have that much insight into the clinical area before they've been on their first placement. So what we were trying to do is distil down the broad aims of the code and to get the students to start reflecting on the reasons behind those broad aims, and how they could actually use that when they were actually practicing clinically.

Skip to 5 minutes and 55 secondsFirst of all, we looked through the code itself, and we're fortunate to have some students within our group who can actually-- we look to them with some of the suggestions that they made about some of the concerns that they had. I started my nurse training 20 years ago. And I think what's really interesting is the things that they were saying were things that absolutely were familiar to me at the same time. So from that point of view, we took it that it's really important that rather than actually really focusing on each section of the code, to look at the kinds of-- to look in actually, what does it feel like, what are the feelings and emotions you have.

Skip to 6 minutes and 34 secondsAnd actually using some of those to answer some of the frequently asked questions, as it were, that student nurses might have.

Skip to 6 minutes and 45 secondsPrimarily, what we realised is that these are student nurses at the very, very beginning of their nursing career. And as a student nurse, whether it's first day in placement, first day actually on the course, you are signing up to adhere to that code. The code and your adherence to it doesn't start once you register as a nurse. And it's really important that you set the standard straight away so that student nurses understand what is expected of them, because at the end of the day, the emphasis on the code is actually what the patients and the public expect of us as registered nurses.

Skip to 7 minutes and 32 secondsThe one thing I'd hope that our intended learners get out of them is another way of engaging with material. And the thing that appeals to me about the RLOs is the ownership that the student can take for their learning. It's not the same as being in a classroom and actually having information downloaded to them. This is something where they actually have to participate in the learning, that they would actually take some ownership from this. And hopefully, it would resonate more.

Skip to 8 minutes and 6 secondsI think, certainly in the group that I'm working in, what we want to do is a bit of code-breaking, a bit of myth-busting some of the concerns that student nurses have when they first come into practise about, how should I behave, what am I allowed to do, what aren't I allowed to do? What impact will it have on me, as a person? And how should I be behaving professionally? Some of those queries and concerns. In our RLO, what we're trying to do is to demystify some of that and look at aspects of the code that they can use to reflect on that as well.

Skip to 8 minutes and 44 secondsI think the resource that we're developing today would have applicability across a wide range of professional groups, because many professional groups have a code of conduct or a code of practise. For instance, I'm thinking of law students, medical students, and education students, teaching students. And the broad principles that we were exploring today would, I think, resonate both with the students, but also with the educators of those particular groups in drawing up resources to help them with their particular code of conduct. But not only will it be useful for registered nurses and student nurses. We strongly believe, as does the NMC, that the code is there for patients as well.

Skip to 9 minutes and 34 secondsSo patients know what nurses can and can't do, what nurses should and shouldn't do. And I hope it will go some way to rekindling a loss of trust in patient groups. And I would hope the Health Education England take it on board. And I would also hope that the Healthwatch people take it on board. We were considering-- I mean, during our discussion, we sort of talked about-- although the focus was the NMC code, every health care profession has its own version of a code. And there is commonality between them. So they could be repurposed in those different contexts. Yeah, especially-- and we said care homes, didn't we, and all the settings, community settings as well.

Skip to 10 minutes and 19 secondsI think that it's really timely that this RLO is being developed, because it's when we have the new code came out at the end of March this year. And actually, I think it will be as useful to registered nurses, whatever stage in their career they are, to help sort of-- yeah, to help decode some of the code, unlike previously. It's much more lengthy. It reflects some of the things that have happened within nursing over the last few years since 2008. And therefore, it's just as relevant. Those questions might be just as relevant to nurses that have been registered for 2 years, 5 years, 25 years. So yeah. And also, we have student nurses within our hospital.

Skip to 11 minutes and 10 secondsAnd it's important that we understand the RLO, so that we can support, and nurture, and encourage our student nurses on their journey to qualifying and registering.

Skip to 11 minutes and 24 secondsI think it's really useful that we had such a range of stakeholders all brought together, with that common purpose, to produce really useful learning resources with wide applicability for lots of different contexts. But from my point of view, it's really useful to engage with that process, see how the process works, to get all of that by and all of those different opinions, to build something really useful as a final output.

What the team members had to say

Now you’ve listened to Fern talking about her aims for the learning resource in Step 2.6, listen to what other members of the team had to say about their aims for the resource. Think about these questions:

  • What are their aims for the resource?
  • Who are their intended learners?
  • Who did they think would be able to reuse the resource?
  • Do these match with one another and with Fern’s original aim?

You will have a chance to discuss these questions in Step 2.8.

Share this video:

This video is from the free online course:

Designing E-Learning for Health

The University of Nottingham

Contact FutureLearn for Support