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NeuroBlend Challenges in Education for Neuroscience Nurses

NeuroBlend Challenges in Education for Neuroscience Nurses. Paul van Keeken, RN, MScN university medical centre St Radboud Neurology Department Nijmegen, the Netherlands. Acknowledgements. JÖNKÖPING UNIVERSITY.

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NeuroBlend Challenges in Education for Neuroscience Nurses

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  1. NeuroBlendChallenges in Education for Neuroscience Nurses Paul van Keeken, RN, MScN university medical centre St Radboud Neurology Department Nijmegen, the Netherlands

  2. Acknowledgements JÖNKÖPING UNIVERSITY The NeuroBlend project was made possible by a grant of the Leonardo da Vinci fund of the European Committee, and donations by the partnership of hospitals, universities & polytechnics. WFNN 2009, Toronto, Canada

  3. From the European context ….. budget r e s u l t s partnership WFNN 2009, Toronto, Canada

  4. …to a world wide context Europe (pilot project) Africa r e s u l t s Asia partnership Australia North America South America WFNN 2009, Toronto, Canada

  5. The project • Competence Based • Blended Learning Framework • for Life Long Learning • of Neuroscience Nurses WFNN 2009, Toronto, Canada

  6. The partners JÖNKÖPING UNIVERSITY Holy Heart Hospital Roeselare-Menen WFNN 2009, Toronto, Canada

  7. EANN 2007, Reykjavik, Iceland

  8. The partners JÖNKÖPING UNIVERSITY Holy Heart Hospital Roeselare-Menen WFNN 2009, Toronto, Canada

  9. Silent partners: feedback 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 AT: ÖANCK HR: UMSTHN WFNN 2009, Toronto, Canada

  10. The European Context Survey: The education needs of neuroscience nurses across Europe to improve patient care. Where did we start and what is the future of neuroscience nursing education? Carol Forde-Johnston (UK) WFNN 2009, Toronto, Canada

  11. The European Context • EU: 15,500,000+ neuro patients • ageing of the population, lifestyle  increasing number of patients • 125,000-1,500,000 nurses • Profession develops rapidly  Life Long Learning • Enormous training need !!! • Diversity: laws & regulations, educational systems, culture, language • From good educational systems to no specialized NN education at all • Competence based training = rising star, but nowhere really implemented • EU politics: nurse = Higher Education, competence based, mobility, one certificate, quality care • Lots of challenges in education !!! WFNN 2009, Toronto, Canada

  12. Perspectives on Neuroscience Nursing Best practices Care process & Clinical practice Research Education Evidence base The right blend Education • To become a NN • To become a better NN • To stay a NN • Life Long Learning WFNN 2009, Toronto, Canada

  13. What’s so special about neuroscience nurses?? • Patients with neurological or neurosurgical diseases • deal with disturbed vital functions • have a mix of sensomotory, cognitive and psycho-emotional impairments. This indicates neuroscience nurses have to be competent in a wide shade of care, from live-threatening situations, via rehabilitation to palliative care in chronic and long term situations.

  14. Domain: body of knowledgeThree identified domains specific for neuroscience nursing: Indentified domains • Acute neuro care • Neuro rehabilitation • Neuro palliative care Overlapping domains EANN 2007, Reykjavik, Iceland

  15. WFNN 2009, Toronto, Canada

  16. EANN 2007, Reykjavik, Iceland

  17. Different every time   standards & routines situation Anticipate Plan care or treatment roles Knowledge Skills Attitudes Meta-action action Criteria for action Reflection Justify actions Explain why Result/product Product criteria A competence describes behaviour needed to be successful in aprofessional context. Levels criteria, reflection Competence development requires the use of knowledge, skills and attitudes in an integrated way within an authentic learning environment EANN 2007, Reykjavik, Iceland

  18. First result of the NeuroBlend project:European Competence Profile for neuroscience nurseswww.neuroblend.eu

  19. Project outcomes & results WFNN 2009, Toronto, Canada

  20. Project outcomes & results A competence describes behaviour needed to be successful in a professional context. Levels Criteria, Reflection The NeuroBlend 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 work floor 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 WFNN 2009, Toronto, Canada

  21. Virtual Learning Environment WFNN 2009, Toronto, Canada

  22. Repository • Store, search, retrieve • Reusable objects • Multimedia • Peer reviewed • Rating possible • Informed Consent • Metadata description WFNN 2009, Toronto, Canada

  23. Knowledge base • Theory • Medical • Nursing • WIKI format is possible • 11 areas • The profession • Acute neuro care • Neuro rehabilitation • Neuro palliative care • Anatomy and physiology • Neurological disorders WFNN 2009, Toronto, Canada

  24. Virtual Patient Cases • Case based learning • Problem based learning • E learning, practical work, discussion, assignments, reflection • Video WFNN 2009, Toronto, Canada

  25. Ward Cases • 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 • Being patients advocate: Buying new beds for the hospital • Developing a policy for the next three years • Managing the ward: planning and scheduling • Introducing the multidisciplinary approach WFNN 2009, Toronto, Canada

  26. The concept of sharing • Good training materials are expensive to produce, and hard to make. • Creative Commons licence. • Not only take, also give! WFNN 2009, Toronto, Canada

  27. Organisational needs • Educational Board • (educational experts) • developing a long term strategically policy plan • proposing quality criteria & procedure criteria • Program management of follow up projects • Communities of teachers • Teacher training • Content development • Multi professional education • Community of teachers • (Qualified teachers and educators) • Trained in NeuroBlend Philosphy • Maintenance repository content • Peer review learning materials • Actualizing learning materials • Production of learning metarials • Ambassodorship in home country • Office • (company) • Users and end users administration • License administration • Hosting • Technical maintenance • Repository maintenance WFNN 2009, Toronto, Canada

  28. Challenges in Education for Neuroscience Nurses Who has education, also has the future. (Nelson Mandela) www.neuroblend.eu p.vankeeken@neuro.umcn.nl

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