NeuroBlend Challenges in Education for Neuroscience Nurses Paul van Keeken, RN, MScN university medical centre St Radboud Neurology Department Nijmegen, the Netherlands

04/10/2015 WFNN 2009, Toronto, Canada 2 Acknowledgements The NeuroBlend project was made possible by a grant of the Leonardo da Vinci fund of the European Committee, and donations by the partnership of hospitals, universities & polytechnics. JÖNKÖPING UNIVERSITY

From the European context ….. 04/10/ WFNN 2009, Toronto, Canada budgetbudget r e s u l t s partnership

…to a world wide context 04/10/ WFNN 2009, Toronto, Canada r e s u l t s partnership Africa Asia North America South America Europe (pilot project) Australia

04/10/ The project Competence Based Blended Learning Framework for Life Long Learning of Neuroscience Nurses WFNN 2009, Toronto, Canada

04/10/ The partners Holy Heart Hospital Roeselare-Menen JÖNKÖPING UNIVERSITY WFNN 2009, Toronto, Canada

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04/10/ The partners JÖNKÖPING UNIVERSITY Holy Heart Hospital Roeselare-Menen WFNN 2009, Toronto, Canada

04/10/ Silent partners: feedback 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 AT: ÖANCK HR: UMSTHN WFNN 2009, Toronto, Canada

04/10/ The European Context Survey: The education needs of neuroscience nurses across Europe to improve patient care. Where did we start and what is the future of neuroscience nursing education? C arol Forde-Johnston (UK) WFNN 2009, Toronto, Canada

04/10/ The European Context EU: 15,500,000+ neuro patients ageing of the population, lifestyle  increasing number of patients 125,000-1,500,000 nurses Profession develops rapidly  Life Long Learning Enormous training need !!! Diversity: laws & regulations, educational systems, culture, language From good educational systems to no specialized NN education at all Competence based training = rising star, but nowhere really implemented EU politics: nurse = Higher Education, competence based, mobility, one certificate, quality care Lots of challenges in education !!! WFNN 2009, Toronto, Canada

04/10/ Perspectives on Neuroscience Nursing Education To become a NN To become a better NN To stay a NN Life Long Learning Evidence base Best practices The right blend EducationResearch Care process & Clinical practice WFNN 2009, Toronto, Canada

What’s so special about neuroscience nurses?? Patients with neurological or neurosurgical diseases deal with disturbed vital functions have 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 and long term situations.

04/10/2015 EANN 2007, Reykjavik, Iceland 14 Domain: body of knowledge Three identified domains specific for neuroscience nursing: Acute neuro care Neuro rehabilitation Neuro palliative care Overlapping domains Indentified domains

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04/10/2015 EANN 2007, Reykjavik, Iceland 17 A competence describes behaviour needed to be successful in a professional context. L evels 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

First result of the NeuroBlend project: European Competence Profile for neuroscience nurses

04/10/ Project outcomes & results WFNN 2009, Toronto, Canada 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 Implementation PlanStrategies, do’s and don’ts for different contexts Plan for Professionalising TeachersTrain the trainer plan, follow up project Quality Assurance, Accreditation, Certificattion Follow up project on harmonization of educational system

04/10/ Project outcomes & results A competence describes behaviour needed to be successful in a professional context. Levels Criteria, Reflection WFNN 2009, Toronto, Canada The NeuroBlend 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 work floor 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

04/10/ Virtual Learning Environment WFNN 2009, Toronto, Canada

04/10/ Repository Store, search, retrieve Reusable objects Multimedia Peer reviewed Rating possible Informed Consent Metadata description WFNN 2009, Toronto, Canada

04/10/ Knowledge base Theory Medical Nursing WIKI format is possible 11 areas The profession Acute neuro care Neuro rehabilitation Neuro palliative care Anatomy and physiology Neurological disorders WFNN 2009, Toronto, Canada

04/10/ Virtual Patient Cases Case based learning Problem based learning E learning, practical work, discussion, assignments, reflection Video WFNN 2009, Toronto, Canada

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 Being patients advocate: Buying new beds for the hospital Developing a policy for the next three years Managing the ward: planning and scheduling Introducing the multidisciplinary approach 04/10/2015 WFNN 2009, Toronto, Canada 25 Ward Cases

04/10/ The concept of sharing Good training materials are expensive to produce, and hard to make. Creative Commons licence. Not only take, also give! WFNN 2009, Toronto, Canada

Organisational needs 04/10/2015 WFNN 2009, Toronto, Canada 27 Educational Board (educational experts) developing a long term strategically policy plan proposing quality criteria & procedure criteria Program management of follow up projects -Communities of teachers -Train the trainer -Content development -Quality & Accreditation -Multi professional education Community of teachers (Qualified teachers and educators) Trained in NeuroBlend Philosphy Maintenance repository content Peer review learning materials Actualizing learning materials Production of learning metarials Ambassodorship in home country Office (company) Users and end users administration License administration Hosting Technical maintenance Repository maintenance

Challenges in Education for Neuroscience Nurses Who has education, also has the future. (Nelson Mandela)