RCN Accreditation

We recently completed an accredited elearning resource for nurses. Although there is no formal points system for nurses, as there is with CPD for physicians, nurses none-the-less need to undergo professional development throughout the year. This offers a fantastic opportunity for Pharma to reach an influential customer group.

The resource we developed combined our expertise in producing bespoke elearning programs with our in-depth medical writing and training experience. The program provided all of the essential elements that are required to develop an engaging and highly effective training program and included a combination of writing styles, quizzes, pop-ups, animations and interactive video case studies.

The content was thoroughly reviewed at the RCN by an educational reviewer (who checked the content for educational clarity) and a content reviewer (an expert in the field who checked the content for accuracy).

Getting a resource accredited, by any professional body, is not always easy and can be time-consuming, but the rewards pay dividends. Once approved, we were able to add the RCN accreditation logo to the program and packaging, thus lifting it from ‘just another pharma-sponsored resource’, to an independently endorsed professional development tool.

The great thing about this solution is that it can be tailored to suit any product, therapy area and budget.

Susie

All about learning...

As a first blog, I thought I would clear up some of the confusion surrounding different learning formats and strategies. So for now, here are some definitions of common terminology in the big wide world of learning.

Instructor-led learning

OK, self-explanatory, but I thought I’d start at the beginning…

This is the traditional, classroom-style learning where the student is taught face-to-face by the instructor. Although it can be effective, it is often seen as out of touch with our wired world.

E-learning

E-learning broadly refers to a form of learning in which the student is connected to learning content through the use of online technologies.

Traditionally, the development of e-learning involves using subject matter experts (SMEs) to pass on information to the instructional designer who, in turn, designs the solution. A developer then builds the interactive solution based on this design.

Rapid e-learning

Rapid e-learning is a form of e-learning that can be developed quickly (within days or weeks) and inexpensively. It is typically authored by SMEs and uses tools and processes that do not require any IT expertise. It is an increasingly popular and fast-growing type of online training.

M-learning

M-learning takes advantage of learning opportunities that can be delivered by wireless devices such as mobile phones, PDAs, iPODs, tablet PCs, personal audio players and hand-held games consoles.

Blended learning

Blended learning combines the strengths and benefits of technology-based learning, self-study and classic instructor-led learning. This approach blends multiple teaching models, learning styles and modes of delivery.

Just-in-case learning

With this type of learning, everything is taught ‘just in case’ it is needed in the future. However, this strategy rarely meets the demands of 21st century learners who are looking for the highest learning efficiency.

Just-in-time learning

The concept behind just-in-time learning is to enable the users to access a specific learning resource when and where they need it. Users can tap into web-based tutorials, interactive CD-ROMs and other tools to find the relevant piece of information required to solve problems, perform specific tasks or quickly update their skills.

The key aim of this approach is to make a specific learning resource available on the job while doing the job. With other learning strategies, certain activities may not be accessible when they are needed, leaving the user with the challenge of sifting through (or participating in) the entire content of the resource to locate the information they need.

Just-enough learning

‘Just enough’ means not more than is necessary for reaching the study objectives – the right amount of knowledge is received when needed. The aim of this strategy is to overcome the inefficiencies and frustrations of having to go through large volumes of content (e.g. from manuals, workshops, internet resources) when a particular piece of knowledge or information is needed.

Just-for-me learning

Training is often designed with a ‘one size fits all’ approach. It’s assumed that users will all learn in the same way and at the same pace. In reality, however, they will have different learning needs and varying gaps in their knowledge.

The just-for-me strategy aims to customise learning and knowledge to meet the unique needs of an individual user. By providing a dedicated and personalised study course, many learners with differences in their personal skills and knowledge are able to meet their study targets. An assessment process or ‘filter’ is used to assess learning experience prior to designing the learning package.

Sheetal