Utbildningen till Steriltekniker- 300 p - PowerPoint PPT Presentation

Title: Utbildningen till Steriltekniker- 300 p


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Transfer of Innovation Leonardo Da Vinci
Programme 2010

• Vocational Education in Disinfection and
  Sterilisation
• Granted funding of 341.575
• Project period 1 oct, 2011 - 30 nov, 2013

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PARTNERS
The branch, educational organizers, authorities,
infection control
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BACKGROUND

• Assuring high-quality healthcare across the
  Europe is an important topic
• Patients safety and strategies against HAI is
  highly linked to good quality
• Advanced surgical instruments are complicated to
  sterilize
• A variety of different courses and trainings in
  sterile techniques

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AIMS

• Increase patient safety and improve status of
  sterilisation work
• Create constructive relationships with partners
  from other countries and increase mobility and
  employability
• Improve the performance, quality and
  attractiveness of VET
• Education enables us to act in compliance with
  laws and regulations

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THE OBJECTIVETo create a mutual transparent
curriculum for sterile technician education, in
order to enable equal competence and work across
borders. The curriculum would include modules,
educational methods and literature, tutor
criteria, examination criteria and validation
criteria for our seven countries.
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PRE MEETINGS
Oslo 2010

• Guidelines are drawn
• Workpackages structured and
• workpackage leaders appointed
• All members had mandate to act

Göteborg 2009
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FIRST PROJECTMEETING IN HELSINKI

• Project kick-off 2011
• Meeting with EU/ ToI representatives

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3 YEARS LATER

• A lot of hard work . but a very fruitful period
• Some compromises national laws, financial
  resources
• We have a complete document

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• CONTENT
• Terms and Definitions
• Educational Methods and Materials
• Examination Criteria
• Tutor Criteria
• Validation Criteria

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EDUCATIONAL METHODS AND MATERIALS

• Heidi Yisrael-Finland
• Tuula Karhumäki-Finland
• Anu Tammemäe- Estonia
• Anne Sirge-Estonia
• Erlin Oskarsdottir- Iceland
• Helga Kristin Einarsdottir- Iceland

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EDUCATIONAL METHODS AND MATERIALS
SCOPE AND METHODS
80 ECTS Theoretical methods 40
credits Practical methods 40 credits
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EDUCATIONAL METHODS AND MATERIALS
FIVE COMPULSORY MODULES
MODULE 3 INSPECTION, ASSEMBLY AND PACKAGING OF
MEDICAL DEVICES AND FLEXIBLE ENDOSCOPES
MODULE 2 CLEANING AND DISINFECTION
MODULE 1 GENERAL SUBJECTS
MODULE 5 ORAL HEALTHCARE MEDICAL DEVICES
MODULE 4 STERILISATION
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EXAMINATION CRITERIA
The work package group started their work in
Reykjavik, Iceland in June 2012
Members Heidi Yisrael, Finland Tuula Karhumaki,
Finland Birte Oskarsson, Sweden Gundars Lacis,
Latvia Kari Sletten Helgesen, Norway (WP leader)
Number of meetings 8 (4 telephone meetings)
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Work meeting in Riga, Latvia August 2012

• Scope
• Define the content of the theoretical and
• the practical examination
• Identify the skills and knowledge of the students
• for passing examinations
• Identify the qualifications of the assessors

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EXAMS

• Theoretical
• To obtain the marking Pass, a minimum of 50 the
  questions must be answered
• correctly
• Practical
• Is performed in a real work situation- the
  objective is to evaluate the students skills.
• The student must refer to theoretical knowledge
  and demonstrate methods and
• routines
• Exam regulations must according to every
  educational organiser must be followed.

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• Appeal procedures
• Theoretical
• Practical

Work in Malmø, Sweden December 2012
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Meeting in Ålesund, Norway April 2013
Discussions about ECTS and ECVET ECVET The
European Credit system for vocational Education
and training.
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ECVET
Connection between ECVET and ECTS?
It has to be taken in to consideration if ECVET
should be used in connection with ECTS
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TUTOR CRITERIA

• ERLÍN ÓSKARSDÓTTIR
• ANNE SIRGE, ANU TAMMEMÄE
• KARI SLETTEN HELGESEN

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TUTOR CRITERIA

• The tutor criteria are to clarify the level and
  standards of knowledge for those who will teach
  and guide students, intending to work within
  decontamination and sterilization.
• To establish a mutual curriculum, it is necessary
  to continuously provide high quality training.
• In order to achieve this objective, the learning
  institution nomination qualified tutors for this
  purpose must moderate all courses and lectures.
  Therefore all tutors must be fluent in the
  teaching language and be familiar with the
  adequate national standards and guidelines in the
  relevant country.

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SCOPE

• The primary requirement for the tutor criteria is
  that the person who teaches the profession has
  the right to teach at the learning institution
  where the course will be taught.
• To be a responsible tutor in education and work
  within the special field requires that one has to
  be authorised.
• The main tutor must have teaching qualification
  (theoretical and pedagogical competence) in one
  of the subjects.

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MAIN TUTORSQUALIFICATION REQUIREMENTS

• Higher education in vocational teaching or other
  high education in teaching and professional work
  experience in the field at least three years
• or
• 2. Higher education in the field of curricula,
  work experience in the field at least three years
  and passed course in vocational teaching
• or
• 3. Higher education in the field of curricula,
  work experience in the field at least three years

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MENTOR

• Each new tutor should have a mentor for at least
  one year who meets the criteria
• Professional Competence and Experience
• Attitude and Character
• Communication Skills
• Interpersonal Skills
• The learning Institution has the responsibility
  for the moderation of the tutor.
• Evaluation regular feedback help the tutors to
  grow as professionals, and the institution to
  built a strong instructional teams

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CRITERIA FOR EXPERTS invited as Lecturers and
Tutors

• Qualification
• Minimun degree holder in the relevant field
• Training / Lecturing experience in health care
  institutions, school or industrial companies.
• Experience
• Previous experience must be adequately linked to
  the training topics or courses
• Minimum 1 years work experience in a healthcare
  environment
• Minimum 1 years work with technical skills and
  experience, preferably with healthcare equipment
  and medical devices
• Minimum 1 years work experience in Industrial
  Technical environment
• Other experts
• I.e. specialists from industrial companies or
  companies supplying the medical devices or
  services to the decontamination industry are
  expected that they can prove their knowledge of
  the subject
• With a proven track record in theoretical
  decontamination training or similar segment
• With a proven training record in technical/
  practical decontamination training or
• Similar segment

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Example of the special requirementin one of the
special courses
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VALIDATION CRITERIA

• Group members
• Anu Tammemäe, Estonia
• Anna Sirge, Estonia
• Erlín Óskarsdóttir, Iceland
• Helga Kristín Einarsdóttir, Iceland
• Heidi Yisrael, Finland
• Tuula Karhumaki, Finland

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THE WORK PROCESS FOR THE CHAPTER

• Gathering information from different
  Scandinavian countries and the NVL network
• Term and process of validation varies between
  the Scandinavian countries. Therefore it was a
  need for the group to have a discussion about the
  terms regarding validation so that everyone had
  the same understanding
• Acknowledging each one of the Scandinavian
  countries, to have their own regulations and
  legislations regarding validation
• All the countries can use the products for the
  validation process even though the regulations
  vary

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VALIDATION
Validation means a process of confirmation by an
authorised body that an individual has acquired
learning outcomes measured against a relevant
standard and consists of the following four
distinct phases 1. IDENTIFICATION through
dialogue of particular experiences of an
individual 2. DOCUMENTATION to make visible the
individual's experiences 3. a formal ASSESSMENT
of these experiences and 4. CERTIFICATION of
the results of the assessment which may lead to a
partial or full qualification.
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WHO GAINS FROM VALIDATION

• Everybody gains from validating, the real
  competence of the working force, the individual,
  companies and educational providers .
• The individual gains the most.
• Employees will be motivated to make full use of
  their competencies and to develop them further.
• The workplace can develop its human resources
  operation, strengthening the workplace and give
  it a better position in the competitive market.
• Educational providers will be more effective in
  reaching adults if they validate competence to
  shorten study paths.
• It assists schools in developing and adjusting
  its educational offers.
• Society as a whole will benefit because if
  employees know that their competencies will be
  acknowledged, they will be encouraged to make
  full use of their skills and work towards
  reaching their potential. This will increase
  overall productivity and welfare in the workforce.

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DESCRIPTIONS OF LEARNING

• Formal learning Competence that is acquired in
  the formal school system and acknowledged with a
  diploma or other kind of recognition from school
  authorities.
• Non-formal learning Competence that is acquired
  through studies outside the formal educational
  system, for example at public educational centres
  or courses taken at the workplace. This
  competence is often documented with some kind of
  a diploma or attendance certificate.
• Informal learning Competence that the
  individual has acquired during daily routine in
  relation to work, family or leisure time.
  Competence that the individual has acquired but
  is not documented or declared in another way.
  Informal learning is mostly unintentional from
  the learners perspective.

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SUCCESSFUL VALIDATION

• The factors that can make a validation process
  for non-formal and informal learning successful
  are
• Partnership working and consultation
• Sufficient financial and human resources
• Training and guidance for staff involved to
  support policy and legislation
• Use of clear reference points such as standards
  and qualification levels
• Developing methodologies which are learning
  outcomes-based
• Quality assurance, monitoring and evaluation to
  ensure fairness and build confidence
• Learning from others and sharing experiences

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THE VALIDATION PROCESS OVERVIEW
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EXAMPLE OF PRODUCT THE CHECKLIST
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• Educational experiences during project

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EDUCATIONAL EXPERIENCE IN LATVIA WHILE THE
PROJECT WAS DRAWN UP
YEAR 2011
Infection Control and Sterilization Association
work groups prepared following recommendations
and legislative initiatives, necessary for VEDAS
implementation Professional Standard for
Sterile technician (Decontamination technician)
Level I Professional Standard for Sterile
technician (Decontamination technician) Level
II Medical Device reprocessing guideline in
Latvian language Medical Device reprocessing
guideline published on website www.Sterivita.lv
Gundars Lacis
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EDUCATIONAL EXPERIENCE IN LATVIA WHILE THE
PROJECT WAS DRAWN UP
YEAR 2012
On VEDAS based Educational Program Pilot version
established Educational program for Sterile
technician (Decontamination technician) Level I
announced in Ministry of Health and Ministry of
Education Educational program for Sterile
technician (Decontamination technician) Level I
registrated in Latvian Nurse Association as
Vocational Education program Educational
program for Sterile technician (Decontamination
technician) Level I approved by Riga East
University Hospital and Riga Medical College
VEDAS draft version translated in Latvian language
Gundars Lacis
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EDUCATIONAL EXPERIENCE IN LATVIA WHILE THE
PROJECT WAS DRAWN UP
YEAR 2013
On VEDAS based Educational Program Pilot version
in realization Education Program first
annoucement in January The Pilot course
implemented in Riga East University Hospital
starting from March 2013 5 training courses,
30 hours each proceeded for Latvian Healthcare
staff 3 training courses, 30 hours each
proceeded for Riga East University Hospital
Healthcare staff VEDAS presented in Annual
Latvian Doctors, Nurses and Midwives congress
Educational program for Sterile technician
(Decontamination chief technician) Level II
registrated in Latvian Nurse Association New
project Riga East Hospital Medical Device
Reprocessing School is in progress
Gundars Lacis
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EDUCATIONAL EXPERIENCE IN LATVIA WHILE THE
PROJECT WAS DRAWN UP
CHALLENGES FOR YEAR 2014
Riga East Hospital Medical Device Reprocessing
School Educational base - VEDAS Practical
training base Riga East University Hospital
Legal base Medical Device reprocessing training
as mandatory for staff in healthcare facilities
Necessity approx. 60 new and trained Medical
Device Technicians in healthcare facilities
Implementation of Level II for chief technicians
Gundars Lacis
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ICELANDIC EDUCATION- THE BEGINNING
In the Icelandic group that worked at the VEDAS
project we were two managers at the biggest
surgeries departments of Landspitali University
Hospital of Iceland (www.landspitali.is). The
main role of Landspitali is threefold service to
patients, teaching and training of clinical staff
and scientific reasearch. VEDAS project would
help to keep the quality standards that is wished
for at Landspitali. With improved technology
there is a need for educated staff in all
areas. In Iceland there is no formal education
for steriletechnicians, the staff has only
learned from the more experienced employees.
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SUPPORT AND FUNDING
The VEDAS project would enhance the quality at
our hospital. A side project to VEDAS started in
cooperation with the Comprehensive
College/comprehensive Secondary School at Ármúli
(www.fa.is). Support from our administrator of
Landspítali and from the Ministry of Education,
science and culture (www.mrn.is). Fnancial
funding from the Ministry of Education for 1,5
million ISK and the hospital offered one
staffmember from the human resource department.
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STRUCTURE OF THE COURSE

• The curriculum is 115 credits, and there of
• 18 credits in general subjects
• 37 credits in health/nursing subjects
• 35 credits in core subjects
• 25 credits for working at the worksplace
• Average learning time is 2 years, 3 semesters at
  school and then working for 15 weeks at a
  healthcare institution.
• The learning at the workplace is devided between
  5 station where there is different tools and
  machines to work on depending on speciality
• - Reception
  
  
• - Cleaning and disinfection
• - Inspection, assembly and packing
• - Sterilisation
• - Deliveries

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THE CONTINUING WORK IS IN PROGRESS

• The syllabus has been written according to the
  requirement of the Ministry of Education
• The syllabus is in its final stage and is being
  evaluated

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• WHAT CAN THE FUTURE BRING?

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WHAT CAN THE FUTURE BRING?

• We believe to have contributed to WHO and EU
  strategies against the threats of HAI, by
  increased patient safety through a sustainable
  and transparent education
• We can speculate the implication of the
  curriculum and what it will carry

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WHAT CAN THE FUTURE BRING?

• Patients (us?) and surgeons depend
• on the competence
• To standardise all educations for sterile
  technicians seems natural

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WHAT CAN THE FUTURE BRING?

• No matter how far the technology takes us, human
  beings need to take decisions
• Science progress rapidly and the
• professions is so different from
• the past

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WHAT CAN THE FUTURE BRING?

• It is hard to be a sterile technician
• Taking decision without or little knowledge could
  be very difficuly

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WHAT CAN THE FUTURE BRING?

• Scientific studies fill the lack of knowledge
• Focus on the implementation of this knowledge.

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THE TOOL

• The curriculum is a tool to enforce laws and
  regulations and aim for patient safety
• Need help from authorities
• Interest and financial investments from
  authorities and associations take time and
  engagement

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FUTURE DISCUSSIONS

• With the dissemination to key stakeholders, the
  public, adequate authorities, educational
  providers and funders we hope to gain a wider
  interest and raise the question regarding the
  correct competence for CSSD staff
• I would invite you all to join us in this
  discussion

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and..

• It is approved by..

Viru Hotel Tallinn
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• www.VEDAS.se