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 Keekenp.vankeeken@neuro.umcn.nl

Nicolai van der Woertn.vanderwoert@neuro.umcn.nl

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”?