Paul van Keeken, MSc N, Nicolai van der Woert, MSc ENijmegen Expertise Center for Neuro Rehabilitation, Neuro-Sensory Department

Radboud University Nijmegen Medical Center, The Netherlands

Community Vocational Training Action Programme

Second phase: 2000-2006

Smal research

Neuroscience nursing is a speciality and a special kind of nursing.

Who agrees?

nEUroBlend

Small research

Taking care of patients with neurological or neurosurgical diseases asks for extra or special competences of nurses.

Who agrees?

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?

nEUroBlend

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?

nEUroBlend

Smal research

On my ward there are enough computers to work with.

Who agrees?

nEUroBlend

Smal research

On my ward we have internet access on at least one computer.

Who agrees?

nEUroBlend

Smal research

On my ward we have internet access on all computers.

Who agrees?

nEUroBlend

What is so special about neuro patients?

What is so special about neuro patients?

Most neuro diseases are chronical.

Patients need help with activities of daily living, mobility, swallowing, etc.

Most neuro patients become severely disabled and handicapped.

nEUroBlend

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.

nEUroBlend

European Function Profileof a neuroscience nurse

October 2005

www.eann.net

Three identified domains specific for neuroscience nursing

• Acute neuro care

• Neuro rehabilitation

• Neuro palliative care

nEUroBlendOctober 2005 – October 2007

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: DANNUK: BANNFI: FANNSE: SANNNL: NVNVIS: IANNIT: ANIN

SW: SGNP

Mikkelli University

NeuroBlendpartnership

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

• 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 materialsStrongly connects to EANN policy plan

• Sharing Reusable Learning Objects: Creative Commons Licence

The project: context

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

Competence based learning

A competence describes behaviour needed to be successful in a professional context.

Levels criteria, reflectionCompetence 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

rolesAnticipate

Plan care or treatment

Reflection

Justify actions

Explain why

Criteria for action

Product criteria

standards & routines

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 GroupSilent Partners

Project BoardFull Partners Project Management

Follow up projects:

•Train the trainer

•Quality assurance, accreditation and certification

•Adding more training materials

Designing the curriculum

European function profile Task oriented, gives clues about how to do the job

European competence profile Competence oriented, gives clues about roles, contexts, outcomes & products and their criteria, reflection

European Learning Plan Gives info about the philosophy of learning and teaching

Module Descriptions Describes the content areas in relation to competences

Flexible Learning Paths Alternatives for an individual to acquire competences at a certain level

Blended Learning Plan Describes alternatives for using different modes of learning

Educational Organisation Alternatives for institutes at different levels of maturity to implement ECP in learning and teaching

Plan for Professionalising Teachers Train the trainer plan

Implementation plan Strategies, do’s and don’ts for different contexts

Virtual Patient Cases For developing competences in caring for patients. Real life situations, authentic learning context.

Virtual Ward Cases For developing competences in coaching, mentoring, managing the ward and vision on developing the profession .

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

Repository of Reusable Learning Objects

• Store, search, retrieve

• Multimedia

• Peer reviewed

• Rating possible

• Informed Consent

• Metadata description

• Creative Commons

Virtual Learning Environment

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

Community of Practice / website

Website opens

october 31st, 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!

Virtual Patient Case

PDP portfoliolearning outcomes

Case introPatient & care problem

Digital PortfolioStore products, reflection, and assessment,

Learning outcomes, adapt PDP

FeedbackTeacher, coach, peer

ReflectionLearning outcomes,

products, performance

Assessmentproduct, coach, peers,test, portfolio,products

AssignmentProducts, learning outcomes

CompetencesLearning outcomes, criteria

ProcessingWork out the case

Info & learning resources•videocase, •digital patiënt record, •guidelines,•handbooks, •opinion of collegues •or other disciplines•websites

Products portfolioDiagnosis, Care plan, etc

Electronic Patient File as part of Virtual Patient Case

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

NeuroBlendproject 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’

NeuroBlendImportant 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

Contact Information

Project Management

Paul van Keekenp.vankeeken@neuro.umcn.nl

Nicolai van der Woertn.vanderwoert@neuro.umcn.nl

Website

www.neuroblend.eu

(as of october 31st, 2006)

Project Presentation

EANN Reykjavik conference

May 30th- June 2nd 2007

http://eanncongres.hi.is