EURO MED Congress For

1

• EURO MED Congress For
• Radiographers
• WHAT IS TUNING ?
• Grace A. Jaccarini, Nursing Midwifery Division
• Institute of Health Care
• University of Malta
• Member of the Nursing Group (Malta) on the Tuning
  Project
• 7th September 2005

2

• AIMS OF THE PRESENTATION
• An overview of the TUNING Project
• The Tuning Methodology
• Validation, Consolidation and Dissemination
• The next steps

3

• The TUNING Project is a project by and for
  Universities.
• It is the Universities response to the challenge
  of the Bologna Declaration.

4

• Tuning of educational structures and programmes
  on the basis of Diversity and autonomy.
• Initiated by Universities of Groningen and Duesto.

5

• Educational Systems are under the responsibility
  of governments.
• Educational structures and content are under the
  responsibility of Higher Education Institutions.

6

• 9 SUBJECT AREAS
• Business
• Chemistry
• Education
• European Studies
• Geology
• History
• Mathematics
• Nursing
• Physics

7

• 14 Nursing Countries
• Belgium
• Denmark
• Finland
• Germany
• Hungary
• Ireland
• Malta
• The Netherlands
• Norway
• Poland
• Slovakia
• Spain
• Ukraine
• United Kingdom

8
(No Transcript)
9

• 170 Partner Institutions
• From Granada to Malta
• To Athens to Kiev
• To Helsinki to Tromso and Reykjavik
• Galway and Lisbon

10
(No Transcript)
11

• TUNING I, II, III PHASES
• TUNING I December 2000 to January 2003
• TUNING II February 2003 to December 2004
• TUNING III January 2005 to October 2006

12

• 5 Lines of approach
• Line 1 Generic Competences
• Line 2 Subject Specific Competences (knowledge,
  understanding and skills)
• Line 3 ECTS as European Credit
• Transfer System New Perspectives

13

• Line 4 Mapping of approaches to
  teaching/learning and assessment in different
  countries
• Line 5 Quality Enhancement

14

• TUNING II DEFINITIONS
• Learning Outcomes
• Describe what a learner is expected to know,
  understand and/or be able to demonstrate after
  completion of a learning process.
• They can refer to a single course unit or module
  or else to a period of studies for example, a
  first or a second cycle programme. Learning
  outcomes specify the requirements for award of
  credit.
• (Learning outcomes are formulated by academic
  staff)

15

• Competencies represent a dynamic combination of
  knowledge, understanding, skills and abilities.
• Competencies are formed in various course units
  and assessed at different stages.
• (competencies are obtained by the students)

16

• TUNING AND NURSING
• To implement the Bologna Prague Berlin
  process on University level we are the first
  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

17

• 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).

18

• THE TUNING METHODOLGY APPLIED
• Line 1 Generic Competences
• These were developed in Phase 1 through
  stakeholder survey. When applied to nursing
  application to practice and ethical
  commitment were the highest ranked competences
• Line 2 Subject specific competences (knowledge,
  understanding and skills)
• Through the mapping of the subject area, common
  reference points are established for subject
  specific competences

19

• 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. How to apply to nursing/health care
  professions?
• Line 4 Mapping of approaches to
  teaching/learning and assessment in different
  countries for health care groups

20

• Line 5 Quality enhancement to include practice
  based learning
• The Clinical learning environment makes us
  different.

21

• TUNING III
• Strategies for dissemination/information campaign
  at
• International Level
• European Level
• National Level
• Higher Educational Institutional Level
• Subject Area level

22

• TUNING III A project for
• Validation, Consolidation, Dissemination,
  Implementation and Evaluation with
• Tuning 2 members
• Existing New Socrates/Erasmus Networks
• Networks of subject areas
• Other task forces
• Other relevant organisations

23

• TUNING III
• Disseminating knowledge and experience of Tuning
• Building Common understanding
• Broadening access to methodology and tools
• Providing examples of good practice
• Evaluating experience
• Updating referencing points
• Extending the Tuning approach to the 3rd cycle
  (doctoral)

24

• TUNING III
• Strategies for dissemination/information campaign
  at
• International Level
• European Level
• National Level
• Higher Educational Institutional Level
• Subject Area level

25

• WEBSITES
• http//europa.eu.int/comm/education/socrates/Tunin
  gProject
• http//www.relint.duesto.es/TuningProject/index.ht
  m
• http//www.let.rug.nl/TuningProject/index.htm