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Skip to 0 minutes and 6 secondsOK, everybody, so all your hard work today and all your storyboards that you developed, so what we are going to be doing is taking the five storyboards from the three groups and what we do is go into the room and put them all-- lay them all down on the table, and then we sort of distill out all the best bits if you like of these storyboards. So we started by thinking about what it is that the code means to students and what their understanding is of it before they start the course. So we all got some Post-it notes and just got some ideas down of what we thought it was to the first-year students.

Skip to 0 minutes and 49 secondsAnd then we looked at what sort of themes were coming out. And we decided that one of the biggest themes we had was trying to think about what it actually means to me and what it applies, like how it applies to me. We thought about the professional standards that we're expected it to live up to. And we decided to just elaborate on that. So we're thinking about how one of the big worries people have about is about if they can their uniform on the bus and if they can talk to their friends about what they've experienced and practise. So we decided to start off with it being a bus journey.

Skip to 1 minute and 27 secondsWe have the four windows representing for four different fields of nursing and there would be people on the bus in their uniforms and on their phones on the internet and chatting between each other. And we're saying how it's like a journey of their development and looking at the four different areas of the code and we're going to focus on promoting professionalism and trust.

Skip to 1 minute and 50 secondsAnd we're going to start it by having like a video or some sort of scenario where a student nurse is in their uniform on the bus, and they're updating Facebook status to say something about something that had happened on placement that day, that they've seen something in practise that they weren't happy with, like they had not done anything while they were, but they were just thinking about what it meant to them and whinging about it on the internet, basically. And then we decided to break it down into three questions. Do you want me to keep from there? So big overarching question was, what has this got to do with me as a student?

Skip to 2 minutes and 29 secondsAnd next to the students on the bus we had different people. So next to one student, we had a child and that child said to me, well, it means to me that you should raise concerns about my care about me. We had a person with learning disabilities saying, don't talk about me online. Don't talk about me on Facebook. We had a person with a mental health condition saying be professional towards me. Don't discriminate against me. Don't treat me differently, because I've got a mental health condition. And then we had somebody who that was an adult patient saying don't discriminate against me. Don't use my ethnicity, that fact I can't speak English against me.

Skip to 3 minutes and 8 secondsAll of these things were kind of telling the student why the code matters to them. But it had quite negative connotation so we wanted to end it on a bit of a positive note that being a part of the nursing profession and the code is a positive thing. You should take pride in where you should take pride in facilitating safer care. It increases trust between you and your patient. So we'll have this kind of code breaking, say, five day at the end, you break the code, get into the safe, and all these positives would come out of the code.

Skip to 3 minutes and 42 secondsAt the end, we also wanted a bit of a quiz about the safe and code and again breaking the code that would kind of stimulate a reflection from the students. And then kind of at the very end, we'd have frequently asked questions. And those questions could potentially link back to specific areas to code and then obviously hyperlinks that would link to the NMC and the Department of Health and things like that. So we tried to end it on a positive note and then provide facilities for people to go and research further if they want to.

Workshop 4: telling the story

This video was filmed at the end of the workshop. Listen to the group members talking through the whole ‘breaking the code’ storyboard.

Notice that the group have now started to talk about the sorts of media or activity (video, quiz) they want in the storyboard. To repeat what we mentioned in Step 3.3 - don’t worry at this stage about your development skills or the technology you have access to.

The group have made a conscious decision to think about the pedagogy of the resource and we don’t want to lose that. Later on, it will be easier to refine an idea if necessary, in a way that preserves the pedagogical purpose.

Discussion point

  • Think about how the group started and ended their resource storyboard. What are the benefits of this approach?

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This video is from the free online course:

Designing E-Learning for Health

The University of Nottingham

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