1. Analysis of nursing curriculum of the EU partner institutions-main characteristics Nursing moved to the higher education sector and offers a diploma and/or a degree One or two nursing degree levels First level degree 3-4 years Second level degree 1-4 years CCNURCA: 544169 – TEMPUS – 1 – 2013-1-BE-TEMPUS-JPCR

2. Analysis of nursing curriculum of the EU partner institutions-main characteristics Bachelor level is generally the most frequent point of entry to the health professions for nurses and midwives Focused on establishment of competences Curriculum build to meet (actual?) health population needs More and more client (patient) oriented Enlarging interdisciplinary approach CCNURCA: 544169 – TEMPUS – 1 – 2013-1-BE-TEMPUS-JPCR

3. Analysis of nursing curriculum of the EU partner institutions-main characteristics The majority of countries provide a generic nurse training with specialist qualification obtained at post-registration level. All countries offer some form of post-registration education qualifications in clinical practice, research, teaching and management. Mostly 3 cycle system bachelor – master - doctoral CCNURCA: 544169 – TEMPUS – 1 – 2013-1-BE-TEMPUS-JPCR

4. Analysis of nursing curriculum of the EU partner institutions-main characteristics Recognition of diploma’s and certificates ECTS Accreditation- system / QA Internationalisation / promotion of mobility Practice oriented research on a BSC level Academic research on a MSC and PHD level Minimum requirements for theoretical and practical training CCNURCA: 544169 – TEMPUS – 1 – 2013-1-BE-TEMPUS-JPCR

5. Analysis of nursing curriculum of the EU partner institutions-main characteristics Formation after basic education – Subspecialisation – Horizontal & vertical – Life long learning programs Close cooperation with the work-field – Clinical learning / workplace training – Involvement in curriculum de development – Continous training in mentoring & coaching – Advisory function assesment CCNURCA: 544169 – TEMPUS – 1 – 2013-1-BE-TEMPUS-JPCR

6. Comparative analysis between EU and partner countries nursing education – starting point for the new curriculum WB: variableEU: variable and convergingStandardization Choice CCNURCA: 544169 – TEMPUS – 1 – 2013-1-BE-TEMPUS-JPCR

7. Comparative analysis between EU and partner countries nursing education – starting point for the new curriculum Basic education 1 or 2 levels in nursing Continued education Bachelor after Bachelor / Postgrad. / MSC / PHD CCNURCA: 544169 – TEMPUS – 1 – 2013-1-BE-TEMPUS-JPCR

8. Comparative analysis between EU and partner countries nursing education – starting point for the new curriculum Theoretical content Practical content and organization Accreditation Certification Cooperation with work -field (re-)defined CCNURCA: 544169 – TEMPUS – 1 – 2013-1-BE-TEMPUS-JPCR

9. Comparative analysis between EU and partner countries nursing education – starting point for the new curriculum WB main questions to answer: – Preferd content of theoretical courses? – Clinical learning / skill training? – (Re) organization of internship? – Ratio practical / theoretical work? – Ratio teachers doctors / nurses? – Qualification of teacher (theoretical lecturer  clinical practice trainer)? – Opportunities for continuous education, incl. MSC and PHD? – Certification? – Revision of competences? CCNURCA: 544169 – TEMPUS – 1 – 2013-1-BE-TEMPUS-JPCR

10. Comparative analysis between EU and partner countries nursing education – starting point for the new curriculum WB main questions to answer: – Accreditation => benchmarking? – Infrastructural upgrade? – Interdisciplinary cooperation? – Interuniversity cooperation? – Teamwork and communication? – Alignment with health care situation / stakeholders / context? – Research => practice oriented research? – Assessment methods? – Coaching and mentoring formation? – Quota for faculties? – Standard criteria for entrance? CCNURCA: 544169 – TEMPUS – 1 – 2013-1-BE-TEMPUS-JPCR