Tuning educational structures in Europe

1. nursing Tuning educational structures in Europe Frederik De Decker, Senior advisor for education Ghent University Association

2. Ghent University Association • Association = (legally in Flanders) cooperation between one university and at least one university college • Ghent University • Ghent University College • University College Arteveldehogeschool • University College of West-Flanders

3. TUNING MOTTO “Tuning of educational structures and programmes on the basis of diversity and autonomy” *a project by and for HEI’s * thé answer of the institutions to Bologna & Lisbon declaration / Luxemburg process

4. Why Tuning • Lisbon-objectives (Europe as most important knowledge society) • Bologna-Prague-Berlin process (towards one EHEA) • Luxemburg-process (towards a European labour market) This implies: • Competitive and attractive higher education • Comparable and compatible degrees Comparable and compatible degrees

5. EU Directive (see Conseleg:1977L0453) specified hours, no competences and no academic level. National and professional regulation Registered/ licence to practice Nurse Education not tied to first cycle ‘bachelors’ degree No commonly agreed competences, especially at higher levels: (ICN, WHO, Standing Committee) Few established and operating networks to access Universities and other stakeholders Labour market conditions and employer demands (health /social care, private and public providers) Why Tuning for Nursing?Nursing Challenges

6. To implement the Bologna - Prague - Berlin process on university level: we are the first health care regulated group To find ways to implement two cycles (now three) in a practice based profession To identify common reference points from discipline and university perspective To develop professional profiles and comparable and compatible learning outcomes for nursing To facilitate employability by promoting transparency in educational structures (easily readable and comparable degrees) To develop a common language which is understood by all stakeholders (Higher education sector, employers, regulators, professional bodies and users of service) TUNING AND NURSING

7. Tuning Educational Structures in Europe - Nursing An educational project between 14 University Schools of Nursing in Europe Denmark, Finland, Flanders, Germany, Hungary, Malta, Netherlands, Norway, Poland, Republic of Ireland, Slovak Republic, Spain, Ukraine (from 2005), United Kingdom.

8. 1. A methodology for educational innovation -> see further -> wide-spread 2. Concrete results: General (e.g. generic competences) Subject-specific (e.g. subject specific competences, concrete learning/teaching/assessment strategies,…) Current situation: Validation & Dissemination Tuning: two heads on one body

9. General tendencies in higher education: Shift of paradigm: moving from a staff oriented approach to a student centred approach Less specialised academic education in the first cycle More flexibility in first and second cycle programmes What should a student know, understand and be able to do to be employable? TUNING METHODOLOGY: learning outcomes and competences

10. Line 1: Generic competences Consultation with graduates, employers and academics on the importance of 30 generic competences and an evaluation of how well HE institutions develop them. Line 2: Subject specific competences (knowledge, understanding and skills) Mapping of subject areas and development of common reference points and subject specific competences of each of the pilot disciplines. Line 3: ECTS as a European credit accumulation system: new perspectives Development of ECTS as a tool for programme design: basis is student workload measured in time. Line 4: Mapping of approaches to teaching / learning and assessment in different countries Line 5: Quality enhancement The Tuning Methodology

11. Why Focus on competences? • 1. Further transparency of professional profiles in study programmes and emphasis on learning outcomes • 2. Shift to a more learner oriented approach to education • 3. Growing demands of a lifelong learning society which requires more flexibility • 4. Need for higher levels of employability and citizenship • 5. Enhancement of the European dimension of Higher Education • Need for a shared language for consultation with all stakeholders

12. Traditional methodology: developed in a national context largely for mono-disciplinary study programmes intended for educating graduates with a traditional profile focussing on knowledge and content Approach: staff / teacher oriented compulsory subjects to be covered input oriented A methodology for designing, planning and implementing curricula

13. Tuning approach: student centred definition of academic and professional profiles definition of learning outcomes identifying generic and subject specific competences output oriented curricula Tuning methodology and model: appropriate for mono-disciplinary, inter- and multidisciplinary, integrated and joint degree programmes valid for graduates with wide range of profiles focussing on competences A methodology for designing, planningand implementing curricula

14. Tuning model for European comparable degrees IDENTIFICATION OF SOCIAL NEEDS CONSULTATION AT EUROPEAN LEVEL LOCATION OF RESOURCES EMPLOYERS AND OTHER STAKEHOLDERS ACADEMIC COMMUNITY: COMMON REFERENCE POINTS PROFESSIO-NALS AND PROFESSIO-NAL BODIES • ACADEMIC RESOURCES • ORGANISATIONAL RESOURCES • FINANCIAL RESOURCES • STRATEGIC ALLIANCES WITH OTHER BODIES DEFINITION OF ACADEMIC AND PROFESSIONAL PROFILES • TRANSLATION INTO DESIRED LEARNING OUTCOMES: • GENERIC COMPETENCES • SUBJECT SPECIFIC COMPETENCES TRANSLATION INTO EDUCATIONAL UNITS AND ACTIVITIES TO ACHIEVE DEFINED LEARNING OUTCOMES • TRANSLATION INTO CURRICULA: • CONTENT (KNOWLEDGE, UNDERSTANDING AND SKILLS) • STRUCTURE (MODULES AND CREDITS) ASSESSMENT PROGRAMME QUALITY ASSURANCE APPROACHES TO TEACHING AND LEARNING

15. THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE Definition of academic and professional profiles Identification of resources Programme design: definition of learning outcomes / competences Evaluation and improvement (on the basis of feedback and back forward) Construction of curricula: content and structure Programme quality assurance Selection of types of assessement Selection of teaching and learning approaches

16. 2. Concrete results: General (e.g. generic competences) Subject-specific (e.g. subject specific competences, concrete learning/teaching/assessment strategies,…) Tuning: two heads on one body (2)

17. Methodology used On-line questionnaires Target groups: Graduates (for generic) Employers (for generic) Academics (for both) Relative rankings according to: Importance Level of achievement Tuning Surveys on competences

18. Extra element: distinction between 1st & 2nd cycle About 900 answers From a variety of European countries (but no equal distribution / many parallels between answers from same country) Regrouping of competences (from originally 40 to 23) See website for more details Tuning Survey Nursing Subject Area Group

19. Intellectual competences: describe, formulate and communicate profession –related issues and options for taking action analyse profession-oriented issues theoretically and consider them in practice structure own learning Professional and academic competences apply and evaluate different methodologies relevant to nursing demonstrate insight into central theories, methodologies and concepts within the nursing profession document, analyse and evaluate the various types of nursing practice utilize research and development to develop evidence-based nursing and nursing activities First cycle/bachelor level descriptors

20. Practical competences demonstrate proficiency in the practical nursing competences/ skills required for the registration or licence (see list of first cycle competences) make and justify decisions based on his or her own nursing experience show personal integrity and act within the framework of nursing ethics demonstrate ability and willingness to function in a multidisciplinary setting participate and conduct development work / projects relevant to the nursing profession First cycle descriptors

21. Intellectual competences Communicate complex professional and academic issues in nursing and nursing science to both specialists and lay people in an clear and unambiguous manner Formulate and analyse complex scholarly issues in nursing and nursing science independently, systematically and critically apply to the specialisation Continue own competency development and specialisation in a manner that may be largely self-directed or autonomous Second cycle descriptors

22. Professional and academic Evaluate the appropriateness of various methods of analysis and deal with complex issues in nursing and nursing science from an academic and advanced professional nursing perspective Demonstrate: specialist understanding in extension of the Bachelor degree a broader academic perspective than the Bachelor degree new academic competences in addition to the Bachelor degree Demonstrate comprehensive understanding of research work in nursing science and therefore be capable of being active in a research context Demonstrate practical insight into the implications of research in a practice based profession (research ethics and governance). Second cycle descriptors

23. Practical competences- more to be developed Make and justify decisions reflecting on social and ethical responsibilities as well nursing and nursing science issues. If necessary carry out analysis that results in an adequate basis for decision- making Comprehend development work based on scholarly, theoretical and / or experimental methods in nursing and nursing science Second cycle practice competences

24. Intellectual competences Communicate, and defend, a substantive, contemporary and detailed knowledge of a specific area of nursing both orally and in writing formulate and structure a long-duration, continuous research project on an independent basis A ‘professional’ doctorate graduate would be able to: Communicate, and defend, a substantive, contemporary and detailed knowledge of a specific area of nursing practice both orally and in writing to with peers, the larger scholarly community and with society in general Lead, formulate and structure a long-duration, continuous work based project. Achieve designated advanced related to their work based function Third cycle descriptors

25. Professional and academic Conduct nursing research at an international level and in an international context Initiate, formulate, structure, lead and evaluate the appropriateness of nursing science methods for research projects on an independent basis demonstrate specialist nursing science understanding of cutting-edge theories and methods in nursing at an international level display responsibility in relation to own research (research ethics) A ‘professional’ doctoral graduate is able to: Conduct nursing projects in their field fully aware of the international application and relevance of the project. evaluate the appropriateness of nursing science methods for clinically based projects on an independent basis demonstrate and promote specialist nursing knowledge and practice derived from cutting-edge theories & methods in nursing. This knowledge should be adapted for the social and cultural context of practice. display ethical responsibility in relation to own research /work based practice (research and practical ethics) Third cycle descriptors

26. Third cycle practice competences Practical competences • plan and maintain academic and professional responsibility for complex tasks based on scientific nursing theories and / or skills and methods of research • make decisions supported by complex documentation/clinical evidence • Critically analyse, evaluate and synthesise new and complex information that is relevant for professional/clinical practice, society and policy development • develop innovative approaches to nursing practice that are patient/client centred The competences for the professional doctorate are to be developed further

27. In essence: relative results But are more and more used in an absolute way (‘in the land of the blind one-eyed is the king’) E.g. Bulgaria Discussion on new European Directive Tuning Survey Nursing Subject Area Group

28. Need for Validation and Dissemination -> with National / European representative bodies -> with stakeholders at national level professional Nursing organisations Higher education institutions (with Bachelor, Master, PHD-level nursing eduation) -> with academics, graduates, employers Tuning Survey Nursing Subject Area Group

29. Need for further development 1st (BA), 2nd (MA, also professional) and 3rd (PhD) cycle: descriptors / competences = OK, but not yet ‘professional doctorate’ But only for general (adult) nursing, not for specialisations (e.g. paediatric, geriatric, psychiatric, public health nursing) Attention to “subdegree” (level 5 in EQF) (cfr. ‘Enrolled nurse”) Look into ‘subject-oriented’ competences (= shared between different health care professions) Involve more countries Tuning Nursing

30. Challenges for the CRESI project ! Further validation Involve more countries Further linking to professional field Specialisations (e.g. paediatric, geriatric, psychiatric, public health nursing) ? Attention to “subdegree” (level 5 in EQF) (cfr. ‘Enrolled nurse”) Tuning Nursing

31. CRESI Love?

32. Questions ? Also check http://tuning.unideusto.org/tuningeu/ Frederik.DeDecker@augent.be