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 Programme Second phase: 2000-2006

2. 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: DANN UK: BANN FI: FANN SE: SANN NL: NVNV IS: IANN IT: ANIN SW: SGNP Mikkelli University

3. 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 materials Strongly connects to EANN policy plan Sharing Reusable Learning Objects: Creative Commons Licence The project: context

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. 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

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

7. Designing the curriculum 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 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.

8. 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

9. 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

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

11. Virtual Learning Environment

12. 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!

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

15. 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

16. 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