Bridging the distance The NeuroBlend competence based blended learning framework

1. Bridging the distanceThe NeuroBlend competence based blended learning framework Paul van Keeken RN MScN Universital Medical Centre Nijmegen The Netherlands

4. EANN 2007, Reykjavik, Iceland

6. EANN 2007, Reykjavik, Iceland

7. The partners JÖNKÖPING UNIVERSITY Holy Heart Hospital Roeselare-Menen EANN 2007, Reykjavik, Iceland

8. The partners JÖNKÖPING UNIVERSITY Holy Heart Hospital Roeselare-Menen EANN 2007, Reykjavik, Iceland

9. 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 NVNV EANN 2007, Reykjavik, Iceland

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 • 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 !!! EANN 2007, Reykjavik, Iceland

12. EANN 2007, Reykjavik, Iceland

13. EANN 2007, Reykjavik, Iceland

14. Project outcomes & results EANN 2007, Reykjavik, Iceland

15. Project outcomes & results

16. The concept of sharing • Good training materials are expensive to produce, and hard to make. • Creative Commons licence. • Not only take, also give!

17. WHAT IS A COMPETENCE ? • In English: Competence Competency • NeuroBlend definition: A competence describes behaviour needed to be successful in a professional context. • A Competence is Behaviour like a Role, not a Skill! • Successful behaviour means excellent products and results. • When is behaviour successful and are results excellent? • Criteria for behaviour and results! Reflection! • Successful behaviour is related to levels and professional context. • Context can be different every time. Reflection!

18. Different every time   standards & routines situation Anticipate Plan care or treatment roles Knowledge Skills Attitudes Meta-action action Criteria for action Reflection Justify actions Explain why Result/product Product criteria 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

19. Building blocks:Knowledge related to patients • Patients with neurological or neurosurgical diseases • deal with disturbed vital functions • 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.

20. Domain: body of knowledgeThree identified domains specific for neuroscience nursing: Building blocks:Knowledge related to domains • Acute neuro care • Neuro rehabilitation • Neuro palliative care Overlapping domains EANN 2007, Reykjavik, Iceland

22. Building blocks: Roles • Care provider (most fundamental role) (meets patients needs, evidence based care, responsibility provider) • Case manager (continuitythroughout the complete care chain, mono & multi profssionaly team player) • Planner/practice developer (effectiveness and efficiency, panning, directing, coordinating , linking research and practise and is able to plan for and initiate change) • Coach/teacher/supervisor (stimulate and motivate team members, give feedback, advice and support, provides competence-based training, publisher)

23. Building blocks: Levels (Benner) • Competent: 2-3 years on the job in same or similar situations • Proficient 3-5 years experience • Expert 4-5+ years of experience

24. Building blocks: Task areas A: Establishment of care required B: Care Planning C: Implementation of care D: Evaluation of care E: Profession specific tasks F: Organisation specific tasks Systematic approach

25. Difference function profile competence profile

26. The Neuroblend Competence Based Learning & Teaching Philosophy includes: 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

27. Benefits of competences & competence based blended learning • Student central not teacher central • Focussed on how the learner learns, not how the teacher teaches • Time & place independent • Flexible learning paths • Elsewhere gained competences • Learning materials as close as the situation on the ward

28. Benefits of the NeuroBlend competence framework • European Competence profile as basis for cooperation on clinical practice, research and education • Shared virtual learning environment & learning materials • Shared knowledge, efficient solutions, less costs • Creating a community of teachers, nurses, managers & researcher in the field of neuroscience nurses

29. Bridging the distance, conclusions • Competences integrate knowledge, skills and attitudes into successful behaviour • Competences could fill a bit of the gap between theory/school and practice/ward • Competence based training & teaching philosophy means a shift from teacher centred to student centred education • The NeuroBlend competence framework could create a community of practice for neuroscience nurses and their teachers, sharing their knowledge and working together

30. Acknowledgements JÖNKÖPING UNIVERSITY 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. Internet: www.neuroblend.eu e-mail: info@neuroblend.eu

31. 5 core competences Levels Competent Proficient Expert Competent Proficient Expert Proficient Expert Proficient Expert Proficient Expert • To provide professional neuroscience nursing care, based on independent responsibility. • To coordinate an integral and coherent package of neuroscience nursing care with one goal: continuity of care in the complete care chain. • To set a good example (role model) for (new) neuroscience nurses and to teach and coach team members in functioning as care provider/ case manager and develop as individual in the organisation and the profession. • To design and develop a policy concerning nursing, care programs and/or guidelines and protocols for neuro patients, aimed at care innovation and improvement of quality of care and to this, to play a renewing role in neuro-science-nursing. • To advice on or to design and develop a policy concerning organisation of care, ward management and institution policy and to this, to become the neuro patients advocate in organisation and management EANN 2007, Reykjavik, Iceland

32. 5 core competences Roles Care provider Case manager Coach/ teacher/ supervisor Planner/ practice developer Planner/ practice developer • To provide professional neuroscience nursing care, based on independent responsibility. • To coordinate an integral and coherent package of neuroscience nursing care with one goal: continuity of care in the complete care chain. • To set a good example (role model) for (new) neuroscience nurses and to teach and coach team members in functioning as care provider/ case manager and develop as individual in the organisation and the profession. • To design and develop a policy concerning nursing, care programs and/or guidelines and protocols for neuro patients, aimed at care innovation and improvement of quality of care and to this, to play a renewing role in neuro-science-nursing. • To advice on or to design and develop a policy concerning organisation of care, ward management and institution policy and to this, to become the neuro patients advocate in organisation and management EANN 2007, Reykjavik, Iceland

33. 5 core competences Domains Acute, Rehab and Palliative are different Acute, Rehab and Palliative are different Same for each domain Same for each domain Same for each domain • To provide professional neuroscience nursing care, based on independent responsibility. • To coordinate an integral and coherent package of neuroscience nursing care with one goal: continuity of care in the complete care chain. • To set a good example (role model) for (new) neuroscience nurses and to teach and coach team members in functioning as care provider/ case manager and develop as individual in the organisation and the profession. • To design and develop a policy concerning nursing, care programs and/or guidelines and protocols for neuro patients, aimed at care innovation and improvement of quality of care and to this, to play a renewing role in neuro-science-nursing. • To advice on or to design and develop a policy concerning organisation of care, ward management and institution policy and to this, to become the neuro patients advocate in organisation and management EANN 2007, Reykjavik, Iceland

34. EANN 2007, Reykjavik, Iceland

35. Perspectives on Neuroscience Nursing Best practices Care process & Clinical practice Research Education Evidence base The right blend Education • To become a NN • To become a better NN • To stay a NN • Life Long Learning • NN = speciality • NN has own identity • NN body of knowledge • Neurology • Neurosc.nursing • NN evidence base • NN Best practices EANN 2007, Reykjavik, Iceland

36. The European Context NeuroBlend project: A review of 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? Carol Forde-Johnston EANN 2007, Reykjavik, Iceland

37. Project outcomes & results 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 EANN 2007, Reykjavik, Iceland

38. Project outcomes & results Bridging the distance: the Neuroblend competence based learning framework. Paul van Keeken In depth with NeuroBlend: Blended Learning in Neuroscience Nursing. Salla Seppänen (followed by hands on with NeuroBlend, a practical experience) EANN 2007, Reykjavik, Iceland

39. Virtual Learning Environment EANN 2007, Reykjavik, Iceland

40. Repository • Store, search, retrieve • Multimedia • Peer reviewed • Rating possible • Informed Consent • Metadata description EANN 2007, Reykjavik, Iceland

41. Knowledge base • Theory • Medical • Nursing • Wiki format and PDF • 11 areas • The profession • Acute neuro care • Neuro rehabilitation • Neuro palliative care • Anatomy and physiology • Neurological disorders EANN 2007, Reykjavik, Iceland

42. Virtual Patient Cases • Case based learning • Problem based learning • E learning, practical work, discussion, assignments, reflection • Video in some cases EANN 2007, Reykjavik, Iceland

43. Ward Cases • 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 EANN 2007, Reykjavik, Iceland

44. Project outcomes & results Blended learning in practice. New e-learning materials: Where do I get my information today?Winny Depaepe, André Houtman Neuroscience Nurse Education – a European Database - NeuroBlend. Kate McArdle Hands on with NeuroBlend, a practical experience Nicolai van der Woert, Paul vanKeeken Holy Heart Hospital Roeselare-Menen EANN 2007, Reykjavik, Iceland

45. Bridging the distanceThe NeuroBlend competences • What is a competence? • The building blocks of a competence • Difference function profile and competence profile • Competence based learning & teaching philosophy • Benefits of competences & competence based training • Benefits of the NeuroBlend competence framework EANN 2007, Reykjavik, Iceland