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. Smal research Neuroscience nursing is a speciality and a special kind of nursing. Who agrees?

3. Small research Taking care of patients with neurological or neurosurgical diseases asks for extra or special competences of nurses. Who agrees?

4. Smal research After your basic education as a nurse extra courses and training is needed to be competent to work on a neuro ward. Who agrees?

5. Smal research My employer/boss offers me enough possibilities (courses, training on the job, congresses, other…) to become and to stay a competent neuroscience nurse. Who agrees?

6. Smal research On my ward there are enough computers to work with. Who agrees?

7. Smal research On my ward we have internet access on at least one computer. Who agrees?

8. Smal research On my ward we have internet access on all computers. Who agrees?

9. What is so special about neuro patients?

10. Most neuro diseases are chronical. Patients need help with activities of daily living, mobility, swallowing, etc. Most neuro patients become severely disabled and handicapped.

11. What is so special about neuro patients? Patients with neurological or neurosurgical diseases may have to deal with disturbed vital functions and like no other patient group they suffer from 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 long term situations.

12. European Function Profile of a neuroscience nurse October 2005 www.eann.net

13. Three identified domains specific for neuroscience nursing Acute neuro care Neuro rehabilitation Neuro palliative care

14. nEUroBlend October 2005 – October 2007

15. 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

16. NeuroBlend partnership Full partners  producers NL, BE, UK, SE (2x), FI (2x), IS, MT universities, (university) hospitals, schools Silent partners  advisory board EANN EANN members EFN (European Federation of Nurses associations) FINE (European Association of Nurse Educators) Feedback group  on individual bases Nurses, managers, educators and researchers

17. 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

18. 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

19. 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

20. 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

21. 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.

22. 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

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

24. Virtual Learning Environment

25. 11 major content areas for the development of learning materials in nEUroBlend · the profession of the neuroscience nurse · anatomy and fysiology of the central and peripheral nervous system · neuro acute care. neuro rehabilitation · neuro palliative and long term care · Parkinsons disease · stroke · epilepsy · MS · neuro-oncology · neurotrauma

26. Community of Practice / website Website opens october 31 st, 2006 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!

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

29. Electronic Patient File as part of Virtual Patient Case

30. 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

31. NeuroBlend project goals A competence based curriculum A digital virtual learning environment Lessons and modules (no courses!) On 11 topics Blueprints for lessons and modules A project plan for ‘train de trainers’

32. NeuroBlend Important project limitations We have ‘only’ two years All texts are in English, other languages are possible Not all neuro diseases are covered Limited amount of materials (blueprints) Follow up projects are needed

33. 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