Geen diatitel

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 HEIs
• 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

5
Why Tuning for Nursing?Nursing Challenges

• EU Directive (see Conseleg1977L0453) 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)

6
TUNING AND NURSING

• 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)

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
Tuning two heads on one body

• 1. A methodology for educational innovation
• -gt see further
• -gt 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

9
TUNING METHODOLOGY learning outcomes and
competences

• 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?

10
The Tuning Methodology

• 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

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
A methodology for designing, planning and
implementing curricula

• 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

13
A methodology for designing, planningand
implementing curricula

• 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

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 teaching and learning approaches
Selection of types of assessement
16
Tuning two heads on one body (2)

• 2. Concrete results
• General (e.g. generic competences)
• Subject-specific (e.g. subject specific
  competences, concrete learning/teaching/assessment
  strategies,)

17
Tuning Surveys on competences

• Methodology used
• On-line questionnaires
• Target groups
• Graduates (for generic)
• Employers (for generic)
• Academics (for both)
• Relative rankings according to
• Importance
• Level of achievement

18
Tuning Survey Nursing Subject Area Group

• 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

19
First cycle/bachelor level descriptors

• 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

20
First cycle descriptors

• 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

21
Second cycle descriptors

• 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

22
Second cycle descriptors

• 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).

23
Second cycle practice competences

• 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

24
Third cycle descriptors

• 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

25
Third cycle descriptors

• 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)

• 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)

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
Tuning Survey Nursing Subject Area Group

• 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

28
Tuning Survey Nursing Subject Area Group

• Need for Validation and Dissemination
• -gt with National / European representative bodies
• -gt with stakeholders at national level
• professional Nursing organisations
• Higher education institutions (with Bachelor,
  Master, PHD-level nursing eduation)
• -gt with academics, graduates, employers

29
Tuning Nursing

• 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

30
Tuning Nursing

• 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)

31
CRESI Love?
32
Questions ?
Also check http//tuning.unideusto.org/tuningeu/
Frederik.DeDecker_at_augent.be