European Neuroscience Nursing Training Program: Building Competence for Neurocare

1. Paul van Keeken, MSc N, Nicolai van der Woert, MSc E Nijmegen Expertise Center for Neuro Rehabilitation, Neuro-Sensory Department Radboud University Nijmegen Medical Center, The Netherlands Community Vocational Training Action ProgrammeSecond phase: 2000-2006

2. The project: Partners Örebro Universität, Jonkoping University Lund University Hospital Landspitali University Hospital Reykjavik Oulu Polytechnic, Oulu University medical center St Radboud, Nijmegen Univerity Hospital, Helsinki Radcliffe infermary, Oxford Heilig Hart Ziekenhuis, Roeselare-Menen St. Luke’s hospital, Malta Mikkelli University Silent Partners (European Associations) EANN EFN (nurses EU) FINE (nurse educators) (National Associations) BE: BVNV/ABIN DK: DANN UK: BANN FI: FANN SE: SANN NL: NVNV IS: IANN IT: ANIN SW: SGNP

3. The project: context • EU: 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 neuroscience nursing education at all • Competence based training is a rising star, but nowhere really implemented • Working together as solution to EU & time/money problems • NW: leaders; S+C: followers; new member states? • European ID: Neuroscience nursing = speciality • acute neurocare, • neuro-rehabilitation, • chronic neuro care/neuropalliative care • EANN as initiator and guardian of EU-curriculum and materialsStrongly connects to EANN policy plan • Sharing Reusable Learning Objects: Creative Commons Licence

4. Competence based learning 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

5. situation Knowledge Skills Attitudes Meta-action action Result/product Competence based learning A competence describes behaviour needed to be successful in a professional context. Levels criteria, reflection Competence development requires the use of knowledge, skills and attitudes in an integrated way within an authentic learning environment Different every time   standards & routines Anticipate Plan care or treatment roles Criteria for action Reflection Justify actions Explain why Product criteria

6. Project structure Project Management Project Board Full Partners Project Advisory Group Silent Partners 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 • Follow up projects: • Train the trainer • Quality assurance, accreditation and certification • Adding more training materials

7. Designing the curriculum

8. e-Tools overview • Learning Objects/Digital Repository 2. Virtual Learning Environment 3. Virtual Patient Case/Virtual Ward Case 4. Community of Practice for teachers

9. Repository of Reusable Learning Objects • Store, search, retrieve • Multimedia • Peer reviewed • Rating possible • Informed Consent • Metadata description • Creative Commons

10. Virtual Learning Environment

11. Community of Practice / website Community of practice for teachers and educators: a virtual workspace www.neuroblend.eu • News • Documents • Knowledge base • Working together • Discussion • Focus Groups • Design & Development • Surveys • Sub-projects • Calendar • … • Open source! Website opens october 31st, 2006

12. Virtual Patient Case PDP  portfoliolearning outcomes • Info & • learning resources • videocase, • digital patiënt record, • guidelines, • handbooks, • opinion of collegues • or other disciplines • websites Case intro Patient & care problem Assignment Products, learning outcomes Competences Learning outcomes, criteria Processing Work out the case Reflection Learning outcomes, products, performance Feedback Teacher, coach, peer Products  portfolio Diagnosis, Care plan, etc Digital Portfolio Store products, reflection, and assessment, Learning outcomes, adapt PDP Assessment product, coach, peers, test, portfolio,products

14. 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

15. 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