Paul van Keeken RN, MSc President EANN NeuroBlend project manager p.vankeeken @ neuro.umcn.nl

1. Paul van Keeken RN, MSc President EANN NeuroBlend project manager p.vankeeken@neuro.umcn.nl

4. Smal survey Neuroscience nursing is a speciality and a special kind of nursing. Who agrees?

5. Small survey Taking care of patients with neurological or neurosurgical diseases asks for extra or special competences of nurses. Who agrees?

6. Smal survey After your basic education as a nurse extra courses and training is needed to be competent to work on a neuro ward. Who agrees?

7. Smal survey I am familiar with e-learning. Who agrees?

8. Smal survey On my ward there are enough computers to work with. Who agrees?

9. Smal survey On my ward we have internet access on at least one computer. Whoagrees?

10. Smal survey On my ward we have internet access on allcomputers. Who agrees?

11. Smal survey I know what a community of practice is. Who agrees?

12. agenda   C t

14. Some facts In Europe: • More than 15,500,000 neuro patients! • 12,500 qualified neuroscience nurses • 1,500,000 nurses and carers

15. since 1972 • 2007 official association • 14 member states • 2400 individual members • fee € 2 per member • congress every four years • travel award

16. Norway Ireland JÖNKÖPING UNIVERSITY Serbia NVNV Individual members EANN member states

17. EANN-strategy • Stimulate neuroscience-nursing research • Competent neuroscience nurses • Neuroscience nursing to be recognised as a speciality • Neuroscience nursing knowledge to be available to all neuroscience nurses in Europe.

18. International congresses 1993 WFNN Acapulco • EANNUppsala • WFNN Amsterdam 1999 EANN Rome 2001 WFNNSydney 2003 EANNCopenhagen 2005 WFNN Barcelona • EANN Reykjavik 2009 WFNNTorontowww.wfnn2009congress.ca/ 2011 EANN Belgium

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

20. 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

21. EANN 2007, Reykjavik, Iceland

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

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

24. 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

25. 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

28. EANN 2007, Reykjavik, Iceland

29. EANN 2007, Reykjavik, Iceland

30. EANN 2007, Reykjavik, Iceland

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

32. Project outcomes & results

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

34. 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!

35. 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

36. What is so special about neuro patients?

37. Building blocks:Knowledge related to patients • 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.

38. 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

39. 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, planning, 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)

40. 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

41. 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

43. 5 core competences 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 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 EANN 2007, Reykjavik, Iceland 22/09/2014 43

44. First result of the NeuroBlend project:European Competence Profile for neuroscience nurseswww.neuroblend.eu

45. 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

46. Virtual Learning Environment EANN 2007, Reykjavik, Iceland

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

48. 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

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