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Computer-based learning objects in healthcare: the student experience.

¹University of Nottingham. holly.blake@nottingham.ac.uk

International Journal of Nursing Education Scholarship

|July 6, 2010

Summary

Reusable Learning Objects (RLOs) enhance nursing and medical education by offering flexible learning and revision support. However, barriers like technical issues and limited staff awareness hinder their widespread adoption.

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Area of Science:

Medical Education
Nursing Education
Educational Technology

Background:

Web-based computer learning objects, including Reusable Learning Objects (RLOs), are increasingly utilized in healthcare education.
Specific evaluations of RLOs' impact on student learning experiences remain limited.

Purpose of the Study:

To assess the impact of Reusable Learning Objects (RLOs) on student learning experiences.
To compare the utilization and evaluation of RLOs between nursing and medical students.

Main Methods:

An online questionnaire survey was administered to 233 students (163 nursing, 73 medical).
Data were collected on RLO usage patterns, perceived benefits, and encountered barriers.

Main Results:

Nursing students reported higher usage of RLOs compared to medical students.
Both nursing and medical students valued RLOs for learning flexibility, revision, and supplementing classroom instruction.
Identified barriers included insufficient IT competence, technical challenges, and a lack of staff awareness regarding digital learning aids.

Conclusions:

Reusable Learning Objects (RLOs) are perceived as valuable by both nursing and medical students for flexible and supplementary learning.
Addressing differing student learning needs and overcoming implementation barriers are crucial for effective integration of RLOs in health professions education.