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Reusable learning objects for nurse education: development, evaluation, challenges and recommendations

26 September 2019
Education
02 September 2019
Volume 28 · Issue 17

Abstract

Online resources are expected within healthcare education, and a plethora of online or technology-based delivery methods are available. Reusable learning objects (RLOs) are a form of digitally supported education that can be used multiple times in various locations; they are especially favoured by nurses. Little is understood about the issues involved in their creation. This article examines the development of an RLO in respiratory physiology for first-year nurses and how those creating it worked together. Feedback during the development of the RLO was gathered over 1 year from academics, technologists and students. Issues that arose included variations and misunderstanding regarding terminology and academics' not appreciating the time it took to develop the resource and its potential. Practical matters included sourcing royalty-free or in-house images, record-keeping and version control, and addressing production logic in case developers moved to other projects. It is important to include students during the design process rather than in just evaluating the final product because user experience and navigation have to be considered together with pedagogical content. Addressing these issues when developing an RLO will help streamline the process and generate a student-focused output.

The art of clinical nursing practice is underpinned by an understanding of biological sciences. Traditionally, nursing students have found learning biological sciences problematic in foundation years (McKee, 2002; Maniasa and Bullock, 2002) and, despite work in this area, the problem continues (Meechan et al, 2011; Craft et al, 2013).

Being a discipline that easily lends to graphic representation, biological sciences are well suited to technology-enhanced learning (TEL). Because of the discipline's visual nature and the increasing availability of digital resources such as X-rays and MRIs, TEL has been used extensively in anatomy education (Saltarelli et al, 2014; Trelease, 2016). It has also been used in physiology (De Lazzari et al, 2014) and pharmacy/pharmacology (Lymn et al, 2008; Evans et al, 2016). TEL has the ability to bring biological processes alive to enhance and facilitate learning.

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E-learning
Computer-assisted learning
Biological sciences
Reusable learning objects
Nurse education