This document discusses a case study of the use of technology enhanced learning (TEL) in a pharmacology and nurse prescribing course at the University of Nottingham. TEL technologies like a virtual learning environment (VLE), reusable learning objects (RLOs), and lecture podcasts were used to support retention, deep learning, and catering to different learning styles. Student surveys found that podcasts were widely used and generally seen as useful learning and revision tools that helped improve understanding and exam performance. Student perceptions of their pharmacology understanding increased after using RLOs, which were also positively evaluated.

1. TEL and the student
experience
Case study: Pharmacology & Nurse
Prescribing
Presentation to Department of Learning and
Research Technologies, Manchester
Metropolitan University
3rd
July 2015
Fred Riley
www.fredriley.org.uk

2. Pharmacology & Nurse
Prescribing
●
School of Nursing, University of Nottingham
●
Learning Beyond Registration (LBR) course for
nurses in practice
●
Quasi-mandatory - part of government Nurse
Prescribing initiative
●
Course leaders: Joanne Lymn, Dianne Bowskill

3. TEL technologies
●
VLE: WebCT, Moodle 2.1
●
Reusable Learning Objects (RLOs)
●
Podcasting / lecture recordings

4. Pedagogical needs
●
Retention
●
Deep(er) learning and understanding
●
Catering for multiple learning styles
●
Improved outcomes
●
Enhanced student experience

5. VLE
●
Used to integrate RLOs, podcasts,
links and course materials and
information
●
Timed release of topics to follow
lectures
●
General peer-to-peer discussion
●
Formative assessment

6. RLOs
●
Interactive hypermedia online e-learning resources on Nursing-related
topics: “Reusable learning objects (RLOs) are electronic resources based
on a single learning objective which use high quality graphics and audio to
help engagement with the material and to facilitate learning.” [3]
●
“bite-sized” e-learning ~ 20-30 minutes duration
●
mini-websites incorporating animations, graphics, assessments and interactions
●
directed learning
●
Available via custom-built repository
●
Incorporated into VLE as links and (occasionally) IMS packages
●
Teacher-driven design

7. Podcasts
●
Not really podcasts - no RSS feed
●
Lecture recordings using portable digital
recorders
●
Recordings edited by Jo, in Audacity, into
semantic chunks
●
placed online as MP3
●
accompanied by lecture presentation
●
for online and offline revision (eg 'whilst travelling',
'going for a walk')

8. Student experience
●
“Survey data demonstrated that most students (71%) accessed at least one
podcast. The majority of students who reported accessing podcasts agreed that they
were useful as learning tools (83%), revision aids (83%) and that they helped
promote understanding of course materials (72%)” [1]
●
“The results of this study suggest that non-medical prescribing students utilised
podcasts of pharmacology lectures, and have found the availability of these
podcasts helpful for their learning. Exam results indicate that the availability of
podcasts was also associated with improved exam performance.” [2]

9. Student experience (2)
●
“Students' perceptions of their own understanding of pharmacology concepts increased substantially
following the introduction of RLOs to supplement the pharmacology component of the course. Student
evaluation of the RLOs themselves was extremely positive with a number of students continuing to
access these tools post-qualification.” [3]
●
“Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to
clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture.[...] Students
found that using podcasts allowed them to have greater control over their learning and to gauge their
learning needs, as well as helping them build their understanding of a complex topic.” [4]

10. Outcomes
●
“Evaluation of the range of marks
obtained, mode mark and mean mark
suggested improved knowledge in
students with access to podcasts
compared to historical cohorts of
students who did not have access to
pharmacology podcasts.” [2]

11. References (1)
1. An exploration of student experiences of using biology podcasts
in nursing training. Alison Mostyn, Claire M Jenkinson, Damion
McCormick, Oonagh Meade and Joanne S Lymn. BMC Medical
Education 2013, 13:12. Online.
2. Pharmacology as a foreign language: A preliminary evaluation
of podcasting as a supplementary learning tool for non-medical
prescribing students. Oonagh Meade, Dianne Bowskill and Joanne
S Lymn. BMC Medical Education 2009, 9:74. Online

12. References (2)
3. Pharmacology education for nurse prescribing
students – a lesson in reusable learning objects.
Joanne S Lymn, Fiona Bath-Hextall and Heather J
Wharrad. BMC Nursing 2008, 7:2
4. Pharmacology podcasts: a qualitative study of
non-medical prescribing students' use, perceptions
and impact on learning. Oonagh Meade, Dianne
Bowskill, Joanne S Lymn. BMC Medical Education
2011, 11:2. Online.