1. Prof dr André Govaert Presov, 09 02 15 CCNURCA 54416-Tempus-1-BE-Tempus- JPCR External evaluation of the project achievements.

2. External evaluation of the project achievements 26/02/2014 09/02/2015

3. Quality Plan A Internal Quality coordinator Andre Govaert Former quality coordinator KaHoSl ; introducting Bologna in more than 25 study programmes. External audits in Flanders, Croatia, BIH, Armenia, … More than 15 years experience in Tempus B Quality plan 1 Follow up milestones, indicators and deliverables for all work packages (after each meeting, on the website, …) 2 Follow up questionnaires, montoring visits (tempus office), reports EC,.. 3 Quality assessment of the meetings, activities (trainings), reports,.. 4 Visits to all universities, ministries, … each year (preparation) 09/11:2011 meeting NIS 3

4. Or at any rate, we want to be ‘ really good’ at what we do ’ Kic We want Excellence k-off meeting Ghent 24-27 February 2014 CCNURCA : 54416-Tempus—1-2013-1-BE-Tempus-JPCR

6. Congratulations Excellent work Still a lot to do Proposal follow up (Interim report will be difficult) Consortium meetings, training More documentation Action plan to start up new curriculum next academic year Training nurse students

7. Project Tempus joint project Curricular reform 3 years project 17 partners 18 partners

8. Project consortium-18 partners KAHO-HUB-project applicant, coordinator odisee University of East Sarajevo University of Mostar University of Zenica University of Montenegro Eqrem Çabej University of Gjirokastra “Fan S. Noli” University University of Shkodra “Luigj Gurakuqi” Hanze University of Applied Sciences University of Presov Ministry of Education and Culture of Republic of Srpska Ministry of education,science,culture and sport of ZEDO Canton Ministry of Education Montenegro Ministry of Health and Welfare of Republic Srpska Ministry of Health Hercegovacko Neretvanski canton Ministry of Health Zenica Doboj canton Ministry of Health of Albania KuLeuven

9. Main goal This proposal addresses curricular reform in Health which is a national priority for all 3 partner countries involved in the project (Montenegro, Bosnia and Herzegovina and Albania). More particularly the project concerns nursing and caring. Main goal of this project is the reform of the curriculum of the nursing and caring in WB countries involved in the project.. The reform of the nursing curricula in line with the Bologna declaration (EQF, NQF, Dublin Descriptors) and is aiming at introducing better contacts with the work-field, more clinical practice, more competence based training focusing on learning outcomes. Directives 2005/36/EC and 2013/55/EU

11. SIX SUBJECTS Objectives of the courses Programme Effort of staff Means / Facilities Internal quality management system Results

12. Framework SER Accreditation SIX SUBJECTS Objectives of the courses Programme Effort of staff Means / Facilities Internal quality management system Results

13. Quality Reality ExpectationsCurriculum Quality Quality concepts

15. Some 2-dimensional tables (matrix) illustrate the relations between the learning outcomes and the presented subjects (course units), the used didactical methods and the chosen means of evaluation. ECTS course unit files http://ects200511.kahosl.be/ or course units description files

16. Project work-packages 1. Analysis of current situation in nursing education in EU and in the WB region 2. Design of new competence based curriculum 3. Training of teaching staff for running course units during pilot project 4. Capacity building of the nursing schools in the region 5. Testing of the new curriculum through pilot project 6. Quality assessment procedures in new programs

17. Project work-packages 7. Sustainability of project results 8. Quality control of the project 9. Dissemination of project results 10. Management of the project

18. Project workplan

19. WP-1 Analysis of current situation in nursing education in EU and in the WB region 1.1 Report about situation in WB nursing education Before the first meeting the consortium management team will collect information from all institutions involved in the project like how far they go into curriculum reform of nursing till now; mission statements, educational goals; skills and competences of future nurses; and etc. Some information we will get during discussions and from presentations on the first meeting of the Consortium. Very important information will be provided by Ministries. UES will be in charge of preparation of report. VERY GOOD TEKST ABOUT COMPETENCES? … FOR NEW NURSING CURRICULA IN WB Not on the website Missing? Describing curricula? Appendices presentations meeting Montenegro

20. WP-1 Analysis of current situation in nursing education in EU and in the WB region 1.2 Comparative analysis EU/WB in nursing education EU nursing standards will be compared with standards at the WB universities. Suggestions about improvement in nursing education in Balkan states will be accepted after discussion with all members. Odisee will be in charge of preparation of report related to comparative analysis. The main point will be that improvement should come from inside, after understanding of situation, ability of change and sustainability of changes done. Final meeting will be organized in Mostar and last for four days. Documents on website: ANALYSIS OF CURRENT SITUATION IN EU AND WB.docx COMPARATIVE ANALYSIS BETWEEN EU AND WB.doc Balance? Printing? Curricula?

21. WP-1 Analysis of current situation in nursing education in EU and in the WB region 1.3 Road map defined Consortium recommends to be adopted in WB countries. The Project Road Map will be made to help accomplishing project goals. Meeting will be organized in Mostar one day after finishing meeting in Activity 1.2. Final document will be finished one month later. Just table of content? Not on website? Consortium meeting in Montenegro Urgent

22. Project workplan

23. WP.2 Design of new competence based curriculum 2.1 Learning Outcomes and nursing skills in WB/EU We expect to have a draft document describing learning outcomes of all Faculties of Health Studies (Nursing) in WB. Data will be collected from partner institutions. Alumni and stakeholder answers will be important part of this evaluation report. After analysis of Learning outcomes in nursing education in EU, comparison will be made by all consortium members, and suggestion of improvements for WB will be done. Not done? Partly? Not on the website?

24. Learning outcomes in Flanders In 2003 ➔ “Structural Decree” (for higher education) QF for HE in Flanders (based on Dublin descriptors) Impact on degree programmes - Programme goals were re-written in terms of competences based on the Dublin level descriptors - This work was done at the institutional level and at the level of the association KULeuven  No guarantee for international benchmarking (except at moment of external quality assurance visit)

25. Dublin descriptors bachelor - have demonstrated knowledge and understanding in a field of study that builds upon and their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study; can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues; can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy

26. Now Universities and university colleges write domain specific learning outcomes together (5 = short cycle; 6 = Ba; 7 = Ma) NVAO (Dutch-Flemish Accreditation Organisation) validates these descriptions http:// www.nvao.net/overzicht_domeinspecifieke_leerresultaten

27. Domain specific learning outcomes Coördinated by VLUHR (= VLIR & VLHORA) In line with the Dublin descriptors and with the Flemish, Belgian, European and international regulations about access to a profession Does not lead to common programs or course units! A lot of work has been done ➔ each HEI has defined LO’s for each discipline and each course unit/module [as the result of the Structural Decree / in the framework of the external quality assurance procedures]

28. Domain specific learning outcomes Basis for Quality Assurance Distinctive Basis for international comparison  12 to 15 LO’s per study program

29. Domain specific learning outcomes Steering committee (benchmarking group) 1 person per HEI per discipline (study program) 1 chairman Consultation of colleagues inside each HEI Consultation of stakeholders (students, employers, social partners) Comparison with international examples An agreed methodology (tuning, …)

30. 1. Builds autonomously within a multicultural environment a professional relationship with the care recipient that is focused on the somatic, social, psychological and existential well-being of those in both familiar and non-familiar and / or complex care situations. 2. Provides evidence-based and theory-based nursing care based on clinical reasoning and an attitude of responsibility, a high degree of initiative and proactivity, in accordance with general and job-related legislation. 3. Provides both simple and complex and specialized care situations and - client-centered nursing care to measure, using the appropriate technology and attention to structure, punctuality and accuracy in order to ensure the safety of the care recipient in concrete actions. 4. Takes autonomous prevention initiatives and applies to all levels appropriately increased. Organizes methodically health promotion and patient education to individuals and groups. Promotes a healthy behavior in the care recipient (s). 5. Is aware of the values and standards of themselves and the care recipient and how they affect the professional acting as a nurse. Acting ethically. Sets an example for others.

31. 6. Develops based on theoretical frameworks, international credentials and experience a personal vision of Nursing and a constructively critical approach. 7. Builds intra- and inter-professional relationships and work together effectively in the context of communal care objectives. 8. Communicates in an efficient and structured manner, both orally and in writing about the care relationship, care content and the care process with all stakeholders and adapted to the interlocutor. 9. Organizes and coordinates autonomously and in collaboration with other health care providers intra-trans- and extramural care. 10. Monitors and promotes the quality of the individual and global health care within their own organization.

32. 11. Directs, coaches and directs members of a structured team. 12. Looking for a focused and methodical way professional and scientific literature, evaluate the relevance and usefulness, integrates new insights into professional practice and development, participates in practical scientific research 13. Contributes as an autonomous professional actively to the image of the profession, has a broad view of social events and is critical of an economic, social and ethical policy. 14. Reflects continuously act their own nursing, analyzes his learning needs and translates them into autonomous initiatives to professionalise and balanced functioning.

33. WP.2 Design of new competence based curriculum 2.2 Educational objectives for new nursing curriculum After individual work on fact-finding mission at all WB nursing educational institutions, working groups will be made and they will meet at seminar to underline necessity of changes and to harmonize different approaches. Seminar will be a chance to discuss educational objectives with all members of consortium. EU partners will present example of good practice (curriculum and learning object.). Seminar will be organized at University of Zenica, BiH and will last for four (OK) days include travelling. Tuning ?!! This meeting

34. WP.2 Design of new competence based curriculum 2.3 New curriculum and ECTS For creation of the new curriculum each partner University will select group of four people (student, staff and management representative and QA coordinator), who will be in charge of developing of final draft of curriculum. University of East Sarajevo will coordinate this activity. By the end of first project’s year it is expected that the first draft of new competence based curriculum will be completed Very, very urgent!!!!!

35. WP.2 Design of new competence based curriculum 2.4 Description of the practical nursing skills Representatives of WB Universities will take active part in training, which will be organized at Hansa University and will last for five days. Each University from WB region will send three persons for this training. Main topic of this training will be definition of educational objectives of our curriculum, connections of competencies with different courses in the curriculum, vertical and horizontal integration of curriculum and etc. Draft of new curriculum will be presented and discussed. Urgent??

36. WP.2 Design of new competence based curriculum 2.5 Description of assessment methodology for skills Second training session will be devoted to assessment methodologies for different competences in nursing. Training will be organized at University of Gjirokastra, Albania and will last for four days including travelling for three person from each WB partner. Main topic of this seminar will be new assessment methodologies for testing different competences. Main accent will be put on OSCE, blue prints, MCQ, and clinical skill labs. Draft of new curriculum will be presented and discussed. Groningen??

37. Project workplan

38. WP.3 Training of teaching staff for running course units during pilot project 3.1 Education of staff in EU institutes and hospitals We plan to train 3 representatives from each WB partner University in EU in three occasions (UNIPO, odisee and HANZA). It is planned that our future teachers see how competence based curriculum is running into practice in EU partner University, to get acquainted with different teaching approaches and methodology of student assessments based on competence based training. Part of training will be done in hospitals. OK Good comments

39. WP.3 Training of teaching staff for running course units during pilot project 3.2 Education of staff in WB institutes and hospitals Training of the teachers will be done at three locations (East Sarajevo-BH, Shkodra-Albania and Podgorica Montenegro). To each seminar 21 teachers will be invited. It will be organized on the following way (teachers from BH will be invited to East Sarajevo, Teachers from Albania to Shkodra and teachers from Montenegro to Podgorica). Tutors will be WB trained experts and EU experts. Seminars will last four five days each. Not done? Yet

40. Project workplan

41. WP 4. Capacity building of the nursing schools in the region 4.1 Finding equipment for training in nursing skills Each WB university has a budget of 30 650 euros to further equip Nursing/Health departments in view of a smooth implementation of a competence based curriculum. It concerns more particularly computer equipment : computers, laptops, laser printers, beamer, flipcharts, software for interactive training, training phantoms and e learning equipment. University of East Sarajevo, Shkodra and Podgorica will be in charge for this activity. Done?

42. WP 4. Capacity building of the nursing schools in the region 4.2 New teaching material and performance indicators Members of Consortium together with experts in different fields will be responsible for preparing and providing all material necessary for teaching of students after introducing CBC. Material will be prepared in e form. Also with help of Odisee will be adopted existing software for tracking student performance indicators KPI and software for clinical skills. All WB nursing departments will install this software and complete with appropriate data. Start up during meeting in Montenegro?

43. WP 4. Capacity building of the nursing schools in the region 4.3 Education about implementation of the equipment Teachers from all Schools involved in the project will be trained for use of the equipment delivered during project. Company selected during tender procedure will be in charge of this. Planning? Reporting??

44. Project workplan

45. WP 5. Testing of the new curriculum through pilot project 5.1 Testing of the curriculum on WB universities Curriculum will be established from the first year of studies. For selection of students, entering exam will be organized and number of students will be defined by Ministries from the WB region. During pilot phase we will follow implementation of the new curriculum. The process and student satisfaction about curriculum will be checked by using different questionnaires and examination method. KuLeuven and UES will monitor the whole process. Planning

46. WP 5. Testing of the new curriculum through pilot project 5.2 ECTS description files and performance indicators During the pilot project all WB Universities will finally adopt ECTS description files of each course at the nursing departments and will also closely follow-up student performance indicators. Ministries and professional association of nurses from RS will follow the whole process and UES will be in charge to send final documents to all responsible Ministries. Very important and time consuming Planning

47. WP 5. Testing of the new curriculum through pilot project 5.3 New assessment methodologies for nursing By using new assessment methodologies for checking nursing skills, which will be defined in an objective way, level of acceptance of different practical competencies by students will be monitored. All partner Universities will use new assessment methodologies and EU partner will support and monitor the whole process. Part of the course unit description files

48. Project workplan

49. WP 6. Quality assessment procedures in new programs 6.1 Self assessment procedures developed Nursing programs after development and introduction of new curriculum will have 4 months to develop self assessment report. Each program will choose self assessment teams consisting of teaching staff, students and administration. Very important task of self assessment team is to prepare SWOT analysis after each chapter of report.

50. WP5 Quality assessment procedures in new programs Lead Partner: University of Zenica 1 Self assessment procedures developed 2 External assessment procedures developed 3 Accredtation protocol established SER; site visits and accreditation procedures

51. Framework SER Accreditation BIH ESABIH 1. Educational objectives and learning outcomes 2. Curriculum 3. Staff 4. Students 5. Means and facilities 6. Internal quality control 7. Results achieved Analysis of strengths and weaknesses http://www.esabih.sus.ba/en/about_esabih http://www.sus.ba/esabih/upload/static/07-2013/ESABIH-guidelines.pdf Templates

52. WP 6. Quality assessment procedures in new programs 6.2 External assessment procedures developed Representatives of Universities from UNZE, FSNU and UOM together with teachers and students from other partner institutions and responsible Ministries will work of definition of minimum of criteria for accreditation of nursing study programs. In this activity we will involve Agencies for quality assurance in WB countries involved in the project.

53. Project workplan

54. WP 7. Sustainability of project results 7.1 Setting up a network between WB and EU partners It is planned that involved Universities from the WB region sign bilateral agreements with Universities in EU and between each other. Main purpose of this agreement will be exchange of staff and students between partners and participation in joint projects in the future. Teachers (3 representatives) from participating WB institutions will play a major role in this activity and will work on preparation of strategic plan together with EU experts.

55. WP 7. Sustainability of project results 7.2 Changing legislative frame Legal representatives of study programs involved in the project, administration staff of Universities and representatives of responsible Ministries will work on adoption of legislation necessary for introduction of competance based nursing education.

56. WP 7. Sustainability of project results 7.3 Regulations and inter university agreements All Health studies/nursing departments involved in the project will get task to introduce all recommendations and results into curriculum. Also Ministries in charge of Education will be contacted to introduce the developed procedures into WB legislation.

57. Project workplan

58. WP 8. Quality control of the project 8.1 Internal quality control protocol For monitoring activities experts will use satisfactory questionnaires for the participants in different activities. Every partner University will collect data in months 11, 23 and 35 on their own institution. Report as a result of questionnaires will be sent to coordinator of the project and all project members. Evaluation meetings Gent, Mostar, Zenica done Excellent meetings. Very positive comments. Tips: Improve preparation, input of EU examples (solved by the trainings)

59. WP 8. Quality control of the project 8.2 Annual quality expert control Experts from different EU institutions will monitor project activities at the end of each project year. One of tools they will use for this purpose will be questionnaires, which will be developed for this purpose. Results will be submitted to project coordinating institution. Planning

60. Project workplan

61. WP 9. Dissemination of project results 9.1 Raised project awareness through the web site The developed web page will be created for information on dissemination of the project results. Updated information will be available, upcoming events will be announced and all relevant links to competence based training and curricula will be added at regular base. Odisee will be in charge of the web site. Updating website?

62. WP 9. Dissemination of project results 9.2 Raised project awareness through newsletter The newsletter administration will be done by UNISHK officer on timely bases (when needed) The option of newsletter will be installed and will be fully functioning through the web site. Close cooperation with Odisee will be necessary. Excellent but frequency? Next?

63. WP 9. Dissemination of project results 9.3 Info sessions for stakeholders In the end of each project year in each WB partner country info days with stakeholders will be organized. Each WB institution which participates in the project will invite during one day stakeholders to inform them about results of the project and future plans. That will be the ideal opportunity that stakeholders contribute actively to the development of nursing education and that they actively participate in the project implementation. When? Progam?

64. WP 9. Dissemination of project results 9.4 Raised awareness through dissemination conferences During project we plan to organize three dissemination conferences which will be organized at FSNU, UOM, UES and will last for three days. During conferences we will present results of the project to all relevant subjects in the region. Members of Consortium will propose introduction of new competence based nursing programs. Also a dissemination booklets with all project results will be edited and presented at the planned conferences. WHEN?

65. Project workplan

66. 10. Management of the project 10.1 Effective project implementation The Consortium will be in charge of coordination of implementation of all activities during the project: timetables, financial management, reports and all other activities in order to assure a smooth running project. We are convinced that this strong project management structure will lead to a successful implementation of all project outcomes and project goals. OK

67. 10. Management of the project 10.2 Consolidated project work plans The consortium is in charge of the management and coordination of the whole project. Consortium will organize work plan, timetable of activities, divide individual responsibilities, follow up progress of the project and etc. Therefore it is necessary to have regularly a meeting of the steering group. We plan five meetings: Ghent, Shkodra, Groningen, Presov and East Sarajevo. OK Trainings Consortium meetings

68. 10. Management of the project 10.3 External financial audit report An auditing expert will come to check finances of the project at the premises of odisee. This will take place at the end of the project and the financial report will be sent to EACEA together with the final project report.

69. Project workplan

70. : Monitoring BIH · Continue with implementation of all planned activities, in accordance with the work plan; · Continue with activities related to the modernization of existing nursing curriculum and upcoming trainings of teaching staff; · Finalize all activities related to the procurement of equipment, in line with the requirements related to the “rule of origin”, as well as other relevant requirements; · Continue the promotion of the project and its outcomes through different dissemination channels, including web page, newsletters, leaflets, etc. Ensure visibility of Tempus logo at the project web page (to put the logo at the top of the page). · Continue with implementation of all other relevant activities.

71. Monitoring Albania The Zenica’s conference, in June 2014, should be used to finalise the postponed reports on “Learning outcomes and nursing skills in WB/EU” which would consist in formulating learning competences and outcomes based on EU models. The scheduled time for their delivery, according to the proposal, was December 2013. The organization of the staff trainings in Bosnia, Belgium and Netherland should be considered as a priority in the following months. Universities should identify the staff to be trained and make sure that they will take part vigorously in the trainings, participate actively in the modification of the existing curricula and be able to disseminate the experience gained at department and faculty level upon their return. In particular, efforts should be made in promoting project achievements towards health partners and businesses in order to ensure sufficient interest toward the programme and the future graduates in order to guarantee sustainability. The coordinator should discuss again with the Albanian partners during the meeting in Zenica about the modalities of money transfer (per diem) and see whether collective transfer or individual transaction is the most suitable solution for the next period of the project.

72. Monitoring Montenegro I had evaluation from national contact point of Tempus with team, but I did not got report. She said me that she sent it to European commission and they will send to coordinator.

73. New guidelines!!!

74. Connection between internal, external quality management and accreditation internal quality management external quality management (visitation) Accreditation

75. New Guidelines Yerevan 1.1 Policy for quality assurance Institutions should have a policy for quality assurance that is made public and forms part of their strategic management. Internal stakeholders should develop and implement this policy through appropriate structures and processes, while involving external stakeholders 1.2 Design and approval of programmes Institutions should have processes for the design and approval of their programmes. The programmes should be designed so that they meet the objectives set for them, including the intended learning outcomes. The qualification resulting from a programme should be clearly specified and communicated, and refer to the correct level of the national qualifications framework for higher education and, consequently, to the Framework for Qualifications of the European Higher Education Area. 1.3 Student-centred learning, teaching and assessment Institutions should ensure that the programmes are delivered in a way that encourages students to take an active role in creating the learning process, and that the assessment of students reflects this approach.

76. 1.4 Student admission, progression, recognition and certification Institutions should consistently apply pre-defined and published regulations covering all phases of the student “life cycle”, e.g. student admission, progression, recognition and certification. 1.5 Teaching staff Institutions should assure themselves of the competence of their teachers. They should apply fair and transparent processes for the recruitment and development of the staff. [omits reference to being available to external reviewers] 1.6 Learning resources and student support Institutions should have appropriate funding for learning and teaching activities and ensure that adequate and readily accessible learning resources and student support are provided. 1.7 Information management Institutions should ensure that they collect, analyse and use relevant information for the effective management of their programmes and other activities.

77. 1.8 Public information Institutions should publish information about their activities, including programmes, which is clear, accurate, objective, up-to date and readily accessible. 1.9 On-going monitoring and periodic review of programmes Institutions should monitor and periodically review their programmes to ensure that they achieve the objectives set for them and respond to the needs of students and society. These reviews should lead to continuous improvement of the programme. Any action planned or taken as a result should be communicated to all those concerned. 1.10 Cyclical external quality assurance Institutions should undergo external quality assurance in line with the ESG on a cyclical basis.

78. Thanks for attention!!!!!!!