1. Nicolai van der Woert, MSc E Nijmegen Expertise Center for Neuro Rehabilitation, Neuro-Sensory Department Radboud University Nijmegen Medical Center, The Netherlands Towards a European competence based framework for life-long learning of neuroscience nurses Starting situation and stepping stones Building Blocks for the NeuroBlend project A scientific basis for R&D work

2. History EANN policy plan 2003-2008 2004: discussion in EANN 2005: Barcelona meeting Oktober 2005: Neuroblend project Leonardo da Vinci fund 2005: European Function Profile of the neuroscience nurse 2007: What is next? 2007: Lund meeting 2006:European Competence Profile

3. 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

4. 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? Research questions

5. 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?

6. 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

7. Virtual Learning Environment

8. 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  situation Meta-action Result/product action Knowledge Skills Attitudes roles Anticipate Plan care or treatment Reflection Justify actions Explain why Criteria for action Product criteria  standards & routines

9. Core competencesLevelsRoleTask AreaDomain specific? To provide professional neuroscience nursing care, based on independent responsibility. Competent Proficient Expert Care providerContent 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. Competent Proficient Expert 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. Proficient Expert 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. Proficient Expert 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. Proficient Expert Planner/ practice developer Organisation of care (F) Same for each domain Competence Profile

10. Research questions 2: European curriculum: what should be inside ? European function profileTask oriented, gives clues about how to do the job European competence profileCompetence oriented, gives clues about roles, contexts, outcomes & products and their criteria, reflection European Learning PlanGives info about the philosophy of learning and teaching Module DescriptionsDescribes the content areas in relation to competences Flexible Learning PathsAlternatives for an individual to acquire competences at a certain level Blended Learning PlanDescribes alternatives for using different modes of learning Educational OrganisationAlternatives for institutes at different levels of maturity to implement ECP in learning and teaching Plan for Professionalising TeachersTrain the trainer plan Implementation planStrategies, do’s and don’ts for different contexts

11. 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

12. Virtual Patient CasesFor developing competences in caring for patients. Real life situations, authentic learning context. Virtual Ward CasesFor 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?

13. Virtual Patient Case: WebQuest PDP  portfolio learning outcomes 1 Case intro Patient & care problem Digital Portfolio Store products, reflection, and assessment, Learning outcomes, adapt PDP 6. Evaluation, assessment Teacher, coach, peer 5. Reflection Learning outcomes, products, performance Assessment product, coach, peers, test, portfolio,products 2. Assignment Products, learning outcomes 3. Learning Process Steps to take for learning task 4. Learning Resources Common / patient Info & learning resources videocase, digital patiënt record, guidelines, handbooks, opinion of collegues or other disciplines websites Products  portfolio Diagnosis, Care plan, etc

14. Patient cases / Webquest

16. PDP & portfolio

17. 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

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

19. PDP & portfolio

20. 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?

21. 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!

22. 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

23. A new structure EANN - Networked Communities of Practice RESEARCHRESEARCH RESEARCHRESEARCH EDUCATIONEDUCATION EDUCATIONEDUCATION............ Special Interest Groups (SIG) Focus Groups (FoG) Stroke Parkinson ….. Acute Neuro Care Neuro Rehab Neuro Palliative Care Strategic Partners and consortia............

24. Some words about Life AFTER NeuroBlend EANN to take over and be responsible for roll-out, administration and evolution ofthe NeuroBlend materials

25. What needs to be done by EANN as administrator and custodian of materials after the NeuroBlend project period? Hardware/software maintenance and administration Server hardware (diskspace, capacity when many users are on the system, traffic-load when lots of video is up/downloaded, server speed, connection speed, downtime alerts) Server software (OS, webserver, database, scripting language, dashboard, Cronjobs) Networking capacity limit, amount of data and bandwidth consumption Application Maintenance and Administration Backups and archiving: database, courses, repository, assets Moodle VECTORS / LAMS version maintenance and migration (CORE, add-on modules, languages) Statistics, reports, monitoring of system performance Technical questions, communication with webhost Content maintenance and administration User administration (licences, username, password, roles, portfolio Course administration (settings, naming, archiving, cleanup for next use, backup, restore) Filling and updating the repository, administering the peer review process, administering informed consent forms Educational and pedagogical matters Training the teachers and students, updating manuals Educational questions from teacher-users New content: making sure it will be in the repository, and setup / structure / quality as is intended Migration and re-usability of content on other systems and brands: consultancy HELP it is not working!!! HELP I can not log in!!! HELP, how to do this, I really forgot !!!

26. Alternatives to become operational and gain continuity Scenario 1: EANN opens office with dedicated staff Scenario 2: EANN delegates tasks to volunteers Scenario 3: EANN hires external company for the job Scenario 4: EANN asks 1 or 2 member-hospitals to do the job Im-pos-si-ble. will go wrong ! …expensive … …hmmm… But whom? Questions: Committee of wise nurses to control and check Quality Assurance, Accreditation, Certification --- teachers Who can use these materials – screening at the door? Creative Commons Licence Privacy of patients, informed consent and control New materials, peer review, correctness and quality Keeping the VECTORS website alive Two way traffic – give & take, share Security issues What about the costs ?

27. About the money Webhosting per year € 5000,-- Dedicated server Extra cost when data traffic, bandwith or diskspace will grow Maintenance and administration per year € 15000,-- New developments, teacher training: project based only Consultancy – by contract Income: Sponsorships from industry User is paying (institute and/or individual) Membership fee What is the cost per member? How many neuroscience nurses in Europe???

28. Contact Information Project Management Paul van Keeken p.vankeeken@neuro.umcn.nl p.vankeeken@neuro.umcn.nl Nicolai van der Woert n.vanderwoert@neuro.umcn.nl n.vanderwoert@neuro.umcn.nl Website www.neuroblend.eu (as of october 31 st, 2006) Project Presentation EANN Reykjavik conference May 30 th - June 2 nd 2007 http://eanncongres.hi.is