Introduction Curriculum AGZ-VP

8/9/2019 Introduction Curriculum AGZ-VP

1/52

Introduction to

Nursing Curriculum


2/52


3/52

General information


4/52

Views on competence-oriented education:

Competences are central in the curriculum:

All the knowledge, skills, personality traits and attitude as awhole needed to function properly in a given professionalsituation.

Education is offered on a competence-oriented basis, i.e.:

Profession-oriented; Development-oriented;

Knowledge as a tool.

Designing education in close affiliation with the field of practise

Competence-oriented training and testing: testing knowledge, skills,personality traits and attitude integrally.

Therefore: assessments during the entire period of training.


5/52


6/52

Professional education competences

Five roles:

Nurse / Care worker

Director

Designer

Coach Professional


7/52


8/52

Professional competence roles


9/52

Professional competence roles


10/52

Competence levels

Level A: Orientation Situations of low complexity (few variables)

Acting in predictable, familiar situations

Standardised methods

Being supervised and/or aided (instructions)

Collaboration is mostly mono-disciplinary

Level B: Mastering Situations of relative complexity (several variables)

Acting in new situations

Partially standardised methods

Limited supervision/independent (coaching)

Collaboration is both mono- and multi-disciplinary

Level C: Deepening, transfer Situations of high complexity (multitude of variables)

Acting in unpredictable situations

Mix of routine-based and non-standardised methods

Independent (consultation)

Collaboration is both multi- and interdisciplinary


11/52

Structure of Bachelor education

Propedeuse (first year): common programme Post-propedeuse:

Common programme (one year) major (one year) minors (2 year)


12/52

Education specifications

Programme parts of competence-orientededucation:

Lectures Group meetings

Skills lab (psychomotoric & interactiveskills)

Study councilling Assessments and testing Project eduaction & theme days Professional practise education (40%)


13/52

Education specifications

4 education periods of around ten weeks every year

Education periods are subdivided as follows: Week 1 - 7: education programme Week 8: resit week

Week 9: exam week Week 10: projects, resits


14/52

Pre Major


15/52

Curriculum: pre major

Period 1 Period 2 Period 3 Period 4

Year 1 OWE I

Educationschool

OWE II

Educationschool

OWE III

Practice 140 days

OWE IV

Educationschool

Year 2 OWE VEducationschool

OWE VIPractice 240 days

OWE VIIEducationschool

OWE VIIIPractice 340 days

Evidenc Based Practice lineStudy councilling


16/52

Year 1

Setting:Hospital

C1-C2-C3-C4-C5Care demanders with asomatic disorder 18+

Setting:Home careHospital Nursing homeC1-C2-C3-C4-C5Care demanders with achronical somatic disorder65+

Professional practiseeducation

C1-C2-C3-C4

Preparation & processing:C9 &C10

Coaching

Setting:Mental Health CareC1-C2-C3-C4-C5

18+

Medicine

Line of methodology

Medicine

Line of methodology

Medicine

Line of methodology

Skills Skills Skills

Evidence Based Practice(C11&12)

Study development


Study development

Preparation for BPV

Study development


Study development


17/52


18/52

Curriculum: Pre Major

OWE I:Care for people undergoing surgery and people with (chronical)physical handicaps

OWE II:

Care for elderly with (chronical) physical handicaps andpeople with psycho-geriatric issues

OWE IV:Care for people with psychiatric issues and people with a mentalhandicap

OWE V:GVO and prevention in care for parents and children

OWE VII:Effectively designing care for clients


19/52

Curriculum: skills, year 1

Cross infections

Posture

Nourishment

Personal hygiene

Techniques of observation

Prevention of bed rest complications

Secretion

Vital Functions and reanimation

Medicine


20/52

Curriculum: skills, year 2

Care for parents and children

Wound treatment

Infusion

Tracheostoma care

Neuro-revalidation


21/52

Curriculum: interactive (soft) skills

Year 1:Emphasis on conversation techniques

Emphasis on conversation types


22/52

Major and minor stages


23/52

Major/minor stage

MAJORS (3rd YEAR, C level):

General healthcare

Social- Home healthcare

Mental healthcare


24/52

Major/minor stage

Deepening minors:


25/52

Major/minor stage

Broadening minors, e.g.:

Project management

Research methods and techniques

Studying abroad


26/52

University based- versus hospital based*education

Practise is central & is the point of departure for education

Division of practise days and lecture days in this major:

On average 1 lecture day per week

On average 1 day of autonomous study per week

On average 3 days of traineeship per week

*Hospital based is an internship in an Intramural, Transmural orExtramural Learning Unit


27/52

University based- versus hospital basededucation

Practise is central & is the point of departure foreducation

4 education periods of 10 weeks each.

Practise period 1 consists of education periods 1and 2

Practise period 2 consists of education periods 3consists of education periods 4


28/52

Binnenschools leren

A.Central roles per period

B.Programme parts

C.University based testing

D.Appointments


29/52


Education

period

Period 1 Period 2 Period 3 Period 4

Central role Nursing CareProcess

DirectorDesigner

Care workerProfessional

DirectorCoach


30/52


OWE 1:The nurse in the capacity ofcare worker

OWE 2:The nurse in the capacity ofdirector/designer

OWE 3:The nurse in the capacity ofprofessional

OWE 4:The nurse in the capacity ofcoach


31/52

B.Programme parts

I. Learning groups

II.Lectures

Psycho-motoric & interactive (soft) skills

Methodological practise supervision

I. Study councilling


32/52

I.Learning groupsTeam meeting ATry to learn something about everythingand everything about something.T. H. Huxley

9 central case histories: preliminary talkThe secret of success is to know somethingnobody else knows.Aristotle Onassis (1906-1975)


33/52

I.Learning groupsTeam meeting B9 central case histories: subsequent discussion

Discussion of answers to learning questions

Presenting and discussing articles

Nurse methodology

Clinical reasoning True/false questions


34/52

I.Learning groups

Team meeting CTraining based on:

Nursing roles per period

Deepening after pre major

Assignments, exercises, interactive


35/52

II.Lectures

Medicine lectures

Psycho-motoric skills lectures

Roles lectures

Seminar


36/52

III.Psycho-motoric

Lectures

Skill lessons


37/52

III.Psycho-motoric Lectures + Skills


38/52

IV. Practise supervision

Around 10-12 meetings per year

Group consists of around 7 students

Points of discourse:

Internship programme

Internship progress Case history

Themes


39/52

IV.Role of practise teacher

Teacher:

Leads meetings

Is practise teacher

Is the students and work supervisors firstpoint of approach for practise matters


40/52

C.Testing

Credits Period 1 Period 2 Period 3 Period 4

Universitybased

Test I5 credits

Test II5 credits

Test III5 credits

Test IV5 credits

Supervision1 credit

Supervision1 credit

Supervision1 credit

Supervision1 credit

Hospital

based

part 1

18 credits

part 2

18 credits


41/52

C.Testing

Written test:

120 true/false questions

Obligatory material:

Obligatory literature (books & articles)

Lectures Psycho-motoric skills

Excursions


42/52

C.Testing

Spervision

Assignment of credits based on:

Attendance

Contribution & participation

Reporting Application assignments from C-meetings


43/52

D.Work appointments

Attendance obligation

Effort and contribution

Plagiarism


44/52

Professional practise

education


45/52


46/52

Hospital based learning

ViewsRoles & competences


47/52

Activities

Formal conversations

Reporting


48/52

Formal conversations

Introductory talk

Discussion of the internship programmeIterim evaluation

Final evaluation


49/52

Reporting

Portfolio

Appointment checklistInternship programmeLogbookReflection reports

Assessment form


50/52

Internship programme elements

IntroductionPersonal dataLearning style & expectations

Strength/weakness analysisAppointments

Learning targets for competences 1 - 4, including:Initial situationPlanned learningactivitiesScheduleDesired supervision


51/52

University based learning

Meetings

Attendance

Assignments

2.

3.


52/52

Assessment

Hospital based

University based1.

2.

3.

Introduction Curriculum AGZ-VP

Documents

Transcript of Introduction Curriculum AGZ-VP