Andy Gibbs January 2011

1. Andy GibbsJanuary 2011

2. A Three Part Seminar • A) An overview of Higher Education and Nursing with some mention of Europe and the Higher Education Area • B) European legislation, guidelines, tools and frameworks • C) What does this mean? The relationship with the project

3. Some issues in nursing • There is no European rule that says that nurses must have a degree • There is a worldwide shortage of nurses • Demographic changes mean less school leavers and more elderly people needing care • Reduced financial resource in health services • Competition from other jobs for human resource • Movement from care to prevention

4. Expansion of student numbers Widening participation HR –succession, pay performance assessment Delivery of Learning Resources and estates development Changes to HE Governance Sustainability and corporate social responsibility Funding, fees, fund-raising, Marketing – positioning of HEIs –identity/‘brand’ issues Competition & collaboration Student experience Management of research Internationalisation Business, regional and community interactions Higher Education - The changing agenda Kennie and Middlehurst HR Development in Universities 2007http://www.eua.be/fileadmin/user_upload/files/Milan_workshop/HR_development_in_universities.pdf

5. The Roles of Nursing Education? • Education: • Enhanced intakes • Need to incorporate international and contextual issues • Leadership and specialist courses for international professionals • IT opportunities for distance learning support • Capacity-building partnerships • WHO Collaborating Centres • Staff exchanges • Building the evidence-base • Collaborative research into human resource issues in developing countries • Learning from the South – internationalisation of curriculum

6. Europe

7. The Bologna Process • Aims to create the European higher education area by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe • It is a voluntary inter Governmental process involving 47 countries • Action lines include three cycle system, quality assurance, recognition, social and external dimensions, LLL, mobility • Tools include ECTS, Qualifications Frameworks, ESIG, EQAR,

8. DIRECTIVE 2005/36/EC of 7 September 2005 on the recognition of professional qualifications which stipulates for a “nurse responsible for general care” 3-year programme (full-time) 4600 hours at least 50% practical/clinical training at least 1/3 theoretical training lists what should be taught, not what should be learned, i.e. the competences that a should acquire (Mary Gobbi, “Nursing and Bologna: Implications for a Regulated Profession” (Bologna Handbook C 5.1-4) Nursing as a regulated profession 8

9. The Bologna Action Lines (Bologna Prague Berlin) • Easily readable and comparable degrees • Two (now three) cycle structure • Use of credits such as ECTS • Mobility • Cooperation in quality assurance • European dimension • Lifelong learning • Involvement of students • Attractiveness and competitiveness of the EHEA • Doctoral studies and synergies between EHEA and ERA

10. The Bologna Action Lines (London and Leuven) • Quality Assurance/Enhancement/Culture. The debate around the implementation of a European register of QA agencies • The External Dimension. European HE in the context of globalisation • The Social Dimension and Mobility, particularly with regard to employability and relationships with employers. • Joint Degrees • Doctoral Programmes and Research Careers • Focus on teaching and learning

11. DIRECTIVE 2005/36/EC of 7 September 2005 on the recognition of professional qualifications which stipulates for a “nurse responsible for general care” 3-year programme (full-time) 4600 hours at least 50% practical/clinical training at least 1/3 theoretical training lists what should be taught, not what should be learned, i.e. the competences that a should acquire (Mary Gobbi, “Nursing and Bologna: Implications for a Regulated Profession” (Bologna Handbook C 5.1-4) Nursing as a regulated profession 11

12. Issues for HE • Managing two incompatible systems • Ensuring fitness for practice • Developing markets – internationalisation/globalisation/regionalism (The collision of two dysfunctional systems) • Creating universal life long learning frameworks • Inefficiency of effort • Promoting mobility • Co-operation across borders • Unequal competition

13. Extract from the directive

14. Issues for HE • Managing two incompatible systems • Ensuring fitness for practice • Developing markets – internationalisation/globalisation/regionalism (The collision of two dysfunctional systems) • Creating universal life long learning frameworks • Inefficiency of effort • Promoting mobility • Co-operation across borders • Unequal competition

15. Session Two

16. The Bologna Process • Aims to create the European higher education area by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe • It is a voluntary inter Governmental process involving 47 countries • Action lines include three cycle system, quality assurance, recognition, social and external dimensions, LLL, mobility • Tools include ECTS, Qualifications Frameworks, ESIG, EQAR,

17. Higher Education - The Bologna Process and the EU directive on Mutual Recognition of Professional Qualifications (EU/36/2005) EU Directive conflicts with the principles of the Bologna Process (and the Copenhagen Process) which are based on - qualification frameworks with reference levels - student workload and learning outcomes - competences which a student is supposed to gain - credit transfer and recognition of prior learning/experience - employability in an international labour market - social inclusion and widening access through LLL Gobbi (2009) Bologna Handbook,

18. ECTS Key Features I • Student-centred system based on the student workload required to achieve the objectives of a programme, objectives preferably specified in terms of learning outcomes and competences to be acquired • Student workloadincludes all aspects of study programmes: time spent attending lectures, independent study, dissertations, placement, preparing for and taking of examinations, etc •  Student workload ≠ contact hours or courses 18

19. ECTS Key Features II • System based on the convention that 60 credits measure the workload of an average full-time student during one academic year • (1 credit = 25 to 30 hoursworkload) • ECTS credits can only be obtained after completion of the work required and appropriate assessment • ECTS grading system: useful in particular for credit transfer. The ECTS grading scale ranks the students on a statistical basis(it supplements local/national systems)

20. ECTS objectives • Improve transparency and comparability of study programmes and qualifications • Facilitate academic recognition  ECTS as a transfer system (mobile students) • Support curricular reform  ECTS as a tool for curriculum design • Promote flexibility in learning and qualification processes  ECTS as an accumulation system (all learners) 20

21. European Qualification Framework and National Qualification Frameworks: important frames of reference Accreditation based on European standards and guidelines ECTS more than just a system of credits to express workload link to learning outcomes, expressed in terms of competences - optimal transparency through the web-based course catalogue - Diploma Supplement - description of learning outcomes in section 4.2. Bologna tools 21

22. Learning Outcomes • Learning outcomes are the building blocks of Bologna

23. Learning Outcomes and assessment • Assessment of individuals: uses the individual student, and his/her learning, as the level of analysis. • Assessment of programmes: uses the programme as the level of analysis. Ideally programme goals and objectives would serve as the basis for the assessment. • Assessment of institutions: uses the institution as the level of analysis. Ideally, institution-wide goals and objectives would serve as a basis for the assessment. At this level it is essential to examine institutional documents such as mission and vision statements, as well as strategic plans.

24. Alignment of Outcomes Course-Level Learning Outcomes Teaching and Learning Activities Assessments of Student Learning

25. Be SMART • Specific - what will the learner do • Measurable – how can it be assessesed? • Achievable – is it possible? • Realistic – grounded in reality • Time bound – by when will it be done? And student centred Focused on what the learner will know, understand or be able to do

26. Programme and Course Outcomes • Programme objectives\profiles are general goals that define what it means to be an effective program/course. They are general, indefinite, and not intended to be measured. They set the overall agenda for the program/course. • Student learning outcomes are specific results the program/course seeks to achieve in order to attain the general goals defined in the objectives. Outcomes are definite and intended to be measured. The achievement of outcomes is evidence that students are learning

27. Ask yourself....... • what do I intend students to learn - what learning outcomes do I want them to achieve? • what teaching methods and curriculum design will I use to encourage students to behave in ways that are likely to achieve these outcomes? • what assessment tasks and criteria will tell me that students have achieved the outcomes I intend?

28. Nursing in the Tuning Project - the first health care regulated group and practical discipline to be included in the Tuning Project - has resulted in a list of competences for nurses on which there was widespread agreement - Tuning outcomes have been used in various countries to revise curricula - is an indication that international cooperation can help to overcome obstacles - first step to a ‘European nurse’ Nursing in Bologna 28

29. Essential Module Components • explicit statement of learning intent (intended learning outcome) expressed in a form that permits their achievement to be demonstrated and measured. • the process and resources to enable the outcomes to be achieved and demonstrated (curriculum, teaching, learning methods and materials, assessment and support and guidance methods) • the criteria for assessing whether the intended outcomes have been achieved and for differentiating the performance of students.

30. Professional The Scottish Credit and Qualifications Framework

31. Part three

32. The Future? Context • Finance • Ageing population/declining school leavers • Rankings , Ratings and Tables • Increasing Competition - Students, Staff and Funding • Institutional Autonomy • Accountability - Accreditation/Quality Mechanisms • Multiple changes in HE policy - Consistency

33. Global pattern of migration of health workers

34. Bologna: Challenges and Drivers Key drivers are employability, mobility and competitiveness. Degrees and Higher Education systems are more easily understood through a 3 cycle system Qualifications Framework, ECTS, Diploma Supplement, European Quality Assurance creating a competitive knowledge-based economy (in line with the Lisbon agenda)

35. ECTS implementation & future challenges • According to the Trends V report: • ECTS continues to gain ground as the credit system for the European Higher Education Area • However, incorrect or superficial use of ECTS is currently still widespread •  the use of ECTS for curriculum design and its implementation as an accumulation system needs to be improved •  the further development of ECTS to ensure the recognition of learning outcomes for all types of learning is a key challenge in the context of lifelong learning

36. Sectoral Directives 4600 hours Specified list of topics Specified Experiences Professional DG Markt Legal Sectoral Directives/Bologna Process/EU European level Occupation Bologna Process Academic DG Education and Culture Voluntary Learning Outcomes Autonomy National Education Gibbs/De Reuve Prague 2009

37. Possible Solutions • as a commitment to patient safety and quality of care in the European Union legislation • A European Accreditation mechanism to peer review learning outcomes and institutions, public and private • The development of tools for assessment of learning outcome, taking place under a broad scope structure. It is not only how it can be achieved but also how it can be measured and what might be an acceptable measure .....TUNING has highlighted the potential for international co-operation to overcome barriers and identify areas for action

38. Lifelong Learning European CNO Meeting Prague 2009 – discussion of lifelong learning

39. Actions to bring synergy to community actions • The revision report of the Directive 2005/36/EC, by 2012, is a unique opportunity • Fitness to practice must be priority • Investment in human capital through improved qualifications • Greater stakeholder participation • Social Cohesion Funds –Co-ordinated applications to lead changes in practice. • Lobby The Commission to facilitate cooperation, collaboration and financial support to implement change

40. Bologna: Implementation Issues • Access and articulation: From Bachelor to Master; entry requirements for Doctorate • Employers understanding: New system well understood by employers? What should be done in order to better promote the new degrees? • Diploma Supplement: Issued everywhere to all students? • ECTS: Correct use? • Recognition: Problems solved? • Curriculum reform: Formal adoption of new degrees or profound reform? • Students centred learning: Already well understood? • National Qualifications Frameworks: Do HEIs understand their value and purpose? Are stakeholders involved in the development? • Overarching Qualifications Frameworks: Helpful or confusing?

41. Some issues in nursing • There is no European rule that says that nurses must have a degree • There is a worldwide shortage of nurses • Demographic changes mean less school leavers and more elderly people needing care • Reduced financial resource in health services • Competition from other jobs for human resource • Movement from care to prevention

42. Higher Education - The Bologna Process and the EU directive on Mutual Recognition of Professional Qualifications (EU/36/2005) EU Directive conflicts with the principles of the Bologna Process (and the Copenhagen Process) which are based on - qualification frameworks with reference levels - student workload and learning outcomes - competences which a student is supposed to gain - credit transfer and recognition of prior learning/experience - employability in an international labour market - social inclusion and widening access through LLL Gobbi (2009) Bologna Handbook,

43. What does this mean? • Be wiser about using resources • Increase the skill level of the existing workforce • Find ways to stop the waste…of time people and finance • Apply education as a resource not a barrier • Focus on skills rather than qualifications

44. a.gibbs@napier.ac.uk