Paul van Keeken, MSc N, Nicolai van der Woert, MSc E Nijmegen Expertise Center for Neuro...
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Transcript of Paul van Keeken, MSc N, Nicolai van der Woert, MSc E Nijmegen Expertise Center for Neuro...
Paul van Keeken, MSc N, Nicolai van der Woert, MSc ENijmegen Expertise Center for Neuro Rehabilitation, Neuro-Sensory Department
Radboud University Nijmegen Medical Center, The Netherlands
Community Vocational Training Action Programme
Second phase: 2000-2006
The project: Partners
Radcliffe infermary,
Oxford
Heilig Hart Ziekenhuis,
Roeselare-Menen
University medical center
St Radboud, Nijmegen
Univerity Hospital, Helsinki
Oulu Polytechnic,Oulu
Lund University Hospital
Landspitali University Hospital
Reykjavik
Örebro Universität, Jonkoping University
St. Luke’s hospital,
Malta
Silent Partners
(European Associations)EANN
EFN (nurses EU)FINE (nurse educators)
(National Associations)BE: BVNV/ABIN
DK: DANNUK: BANNFI: FANNSE: SANNNL: NVNVIS: IANNIT: ANIN
SW: SGNP
Mikkelli University
Hvodovre University Hospital,
Copenhagen
• EANN strategy plan 2003-2008•Support continuing and post-basic education in neuroscience nursing care for nurses in all healthcare settings.
•Accommodate national requirements for accreditation for post-registration neuroscience nursing courses and develop standards for EANN educational activity
•Develop a common definition of “neuroscience nurse” to include educational and clinical preparation
•Develop an adequate infrastructure to support the activities of the EANN
• European Commision... and funding !!!
•Bologna Process – Ba,Ma,PhD – ECTS
•VET: professional competences, quality control framework, Teacher Training
•Life Long Learning Plan (LLP) and European Qualification Framework (EQF)
•Mobility and exchange
•Harmonisation of Education
• Situation in Europe
•EANN zero survey: only some NW European countries have curriculum
•15,500,000+ patients, 125,000-1,500,000 nurses Enormous training need
•Diversity: Different laws & regulations, different educational systems, culture
•Ranging from good educational systems to no specialized education at all
•Competence based training is a rising star, but nowhere really implemented
•Working together as solution to EU & time/money problems
EU context
1.European Framework for life-long learning of neuroscience nurses: which structure, which tools?
2.European curriculum: what should be inside ?
3.Developing and sharing learning materials: how,what, by whom?
4.How to implement all of this in Europe?
But first: a zero survey!
Research questions
Workshop ELMAC
• NeuroBlend implementation and Change Management
•European versus Local implementation
•Cultural issues
• Curriculum level
•Connecting Learning materials to curriculum parameters – role of the repository
•opening up NeuroBlend for teachers – requirements for Train theTrainer course
• Instructional Design
•Webquests and competence based learning
•What is the right “blend”?
4 Factors, 4 Quadrants, 4 Questionnaires
Zero survey preliminary results
Quadrant IV: organisational factors j) Ambition and policy k) certificates, accreditation, quality care l) Organisational culture
Quadrant I: educational factors a) Curriculum b) Educational and ICT processc) Pedagogy / didactics
Quadrant III: human factors: people involved in educational process g) Nurses and nursingh) Teachersi) Leaders and support
Quadrant II: resource factors: learning materials & ICT resources
d) Resourcese) design and development of materialsf) blended learning / educational material
5 maturity levels (ordinal scale)1. Awareness phase: In this phase the
awareness arises, that a change is needed or will start
2. Preparation phase: the old paradigm is not working anymore, change is felt needed and is being prepared
3. Substitution phase: shifting to a new approach, using the same old things and ways in a new environment
4. Transition phase: starting to understand what the change is about and using the new possibilities in a basic way
5. Transformation phase: the innovation is there, people have adopted it, the organisation has been transformed
a) Curriculum
b) Process
c) Pedagogy
d) Resources
e) ISDD
f) Blendedg) nurses
h) teachers
i) lead/supp
j) amb/pol
k) quality
l) culture5
4
3
2
1
Educational factors
Organisational factors
Human factors
Resource factors
Organisational factors / change management
• Organisational culture cannot be expressed in a maturity level. A choice is made to use the color model of organisational change
• This is based on the change management literature and spans the field of the most important change models.
• Yellow: socio-political models of change
• Blue: rational design, and implementing change; project approach
• Red: Human Resource Management
• Green: Action Learning and the Learning Organisation
• White: chaos theory, complexity theory, self-organisation
Questionaire adapted from: L. de Caluwé: Thinking about change in five colors
Zero survey preliminary results
Example questionnaire “organisational culture”
Zero survey preliminary results
Preliminary results online view
Zero survey preliminary results
• Experts from all over EU
• Sharing, give and take
• From a curriculum as a basis
• Competence based
• Using internet and multimedia
• Blended learning strategy
• Open source software
• Community of practice
Research questions
1: European Framework for life-long learning of neuroscience nurses: which structure, which tools?
e-Tools overview
3. Virtual Patient Case/Virtual Ward Case
1. Learning Objects/Digital Repository
2. Virtual Learning Environment
4. Community of Practice for teachers
Open Source software
Virtual Learning Environment
Competence based learning
A competence describes behaviour needed to be successful in a professional context.
Levels criteria, reflectionCompetence development requires the use of knowledge, skills and attitudes in an integrated
way within an authentic learning environment
Different every time
situation
Meta-action
Result/product
action
Knowledge
Skills
Attitudes
rolesAnticipate
Plan care or treatment
Reflection
Justify actions
Explain why
Criteria for action
Product criteria
standards & routines
Core competences Levels Role Task Area Domain specific?
To provide professional neuroscience nursing care, based on independent responsibility.
Competent ProficientExpert
Care provider Content of care(A,C)
Acute, Rehab and Palliative are different
To coordinate an integral and coherent package of neuroscience nursing care with one goal: continuity of care in the complete care chain.
CompetentProficientExpert
Case manager
Content of care(B,D)
Acute, Rehab and Palliative are different
To set a good example (role model) for (new) neuroscience nurses and to teach and coach team members in functioning as care provider/ case manager and develop as individual in the organisation and the profession.
ProficientExpert
Coach/teacher/supervisor
Organisation of care (F) Profession (E)
Same for each domain
To design and develop a policy concerning nursing, care programs and/or guidelines and protocols for neuro patients, aimed at care innovation and improvement of quality of care and to this, to play a renewing role in neuro-science-nursing.
ProficientExpert
Planner/practice developer
Profession(E)
Same for each domain
To advice on or to design and develop a policy concerning organisation of care, ward management and institution policy and to this, to become the neuro patients advocate in organisation and management.
ProficientExpert
Planner/practice developer
Organisation of care (F)
Same for each domain
Competence Profile
Research questions
2: European curriculum: what should be inside ?
European function profile Task oriented, gives clues about how to do the job
European competence profile Competence oriented, gives clues about roles, contexts, outcomes & products and their criteria, reflection
European Learning Plan Gives info about the philosophy of learning and teaching
Module Descriptions Describes the content areas in relation to competences
Flexible Learning Paths Alternatives for an individual to acquire competences at a certain level
Blended Learning Plan Describes alternatives for using different modes of learning
Educational Organisation Alternatives for institutes at different levels of maturity to implement ECP in learning and teaching
Plan for Professionalising Teachers Train the trainer plan
Implementation plan Strategies, do’s and don’ts for different contexts
Competence - Competency
A competence describes behaviour needed to be successful in a professional context.
Levels Criteria, Reflection Competence based learning and teaching philosophy includes: ………
Learning is aimed at actively constructing knowledge in a meaningful context
A competence is connected to meaningful job/task-specific learning contexts
Integrative learning aimed at coherence rather than loose facts
Active reflection
Working together as on the workfloor where possible
Flexible learning paths
Adjusted to needs and Elsewhere Gained Competences of individual learner
Competences cannot be learned in one click, they grow in a process
Individual learner is responsible for own learning process
Teacher is facilitator or coach for learning process
• Virtual Patient Cases For developing competences in caring for patients. Real life situations, authentic learning context.
• Virtual Ward Cases For developing competences in coaching, mentoring, managing the ward and vision on developing the profession .
• Knowledge Base
• Repository of reusable learning objects
• Webquest format: inquiry based learning, case based learning, problem based learning, competence based
• Blended learning strategy
EU context
Research questions
3: Developing and sharing learning materials: how, what, by whom?
Virtual Patient Case: WebQuest
PDP portfoliolearning outcomes
1 Case introPatient & care problem
Digital PortfolioStore products, reflection, and assessment,
Learning outcomes, adapt PDP
6. Evaluation,assessment
Teacher, coach, peer
5. ReflectionLearning outcomes,
products, performance
Assessmentproduct, coach, peers,test, portfolio,products
2. AssignmentProducts, learning outcomes
3. Learning ProcessSteps to take for learning task
4. Learning ResourcesCommon / patient
Info & learning resources•videocase, •digital patiënt record, •guidelines,•handbooks, •opinion of collegues •or other disciplines•websites
Products portfolioDiagnosis, Care plan, etc
Patient cases / Webquest
PDP & portfolio
Virtual Ward Case
• Setting up a mentoring and coaching system
• Introducing a new intervention method for rehabilitation at the ward
• Starting with evidence based practice
• Making a training plan for the ward
• Budget cut reorganisation: change management
• Developing a policy for the next three years
• Managing the ward: planning and scheduling
• Introducing the multidisciplinary approach
Repository of Reusable Learning Objects
• Store, search, retrieve
• Multimedia
• Peer reviewed
• Rating possible
• Informed Consent
• Metadata description
• Creative Commons
• Range: from traditional to partly competence based
• Range: used to B-learning or not
• Range: with/without teachers / resources
• Scenarios as examples for different settings
• Educational organisations
• Cases
• Readyness / maturity model next steps
• EU wide support
•Teacher training
•Quality Assurance,Accreditation and Certification
•Developing materials together
•Sharing, give and take, Creative Commons
•Role of EANN
• Working towards a new structure and new projects
Research questions
4: How to implement all of this in Europe?
Community of Practice / website
www.neuroblend.eu
Community of practice for teachers and educators: a virtual workspace
• News
• Documents
• Knowledge base
• Working together
• Discussion
• Focus Groups
• Design & Development
• Surveys
• Sub-projects
• Calendar
• …
• Open source!
Project structure
Work package 1:Curriculum Development
Work package 2:Conferences &
Publications
Work package 3:Evaluation, Surveys, and
Monitoring of Effects
Work package 4:Educational Design and
Development
Work package 5:ICT Support and
Production
Project Advisory GroupSilent Partners
Project BoardFull Partners Project Management
Follow up projects:
•Train the trainer
•Quality assurance, accreditation and certification
•Adding more training materials
Follow up projects (2007+):
•National roll-outs
•in hospitals, nursing homes, home care
•Higher Education
•Cooperation with EANN and national nursing associations
•New EU member states
•Train the trainer
•Master Class, star trainers from many countries spread the word
•Summer school, certificate
•training-coaching-educational design & development,
•community of practice
•Quality assurance, accreditation and certification
•Adding more training materials
•Transition to other domains of nursing
A new structure
EANN - Networked Communities of PracticeEANN - Networked Communities of Practice
RESEARCH
RESEARCH
EDUCATION
EDUCATION
.
.
.
.
.
.
Special Interest Groups (SIG)Special Interest Groups (SIG) Focus Groups (FoG)Focus Groups (FoG)
StrokeStroke
ParkinsonParkinson
…..…..
Acute Neuro CareAcute Neuro Care
Neuro RehabNeuro Rehab
Neuro Palliative CareNeuro Palliative Care
Strategic Partners and consortiaStrategic Partners and consortia
.
.
.
.
.
.
Contact Information
Project Management
Paul van [email protected]
Nicolai van der [email protected]
Website
www.neuroblend.eu
(as of october 31st, 2006)
Project Presentation
EANN Reykjavik conference
May 30th- June 2nd 2007
http://eanncongres.hi.is
Workshop ELMAC
• NeuroBlend implementation and Change Management
•European versus Local implementation
•Cultural issues
• Curriculum level
•Connecting Learning materials to curriculum parameters – role of the repository
•opening up NeuroBlend for teachers – requirements for Train theTrainer course
• Instructional Design
•Webquests and competence based learning
•What is the right “blend”?