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Project Overview PDF Print E-mail
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Project Overview
Correcting Deficits
Bridging the Gap
E-Learning
The Pilot
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RENOVA is a Leonardo da Vinci Transfer of Innovation project which belongs to the Lifelong Learning Programme, supporting participants in the acquisition and the use of skills and qualifications for professional development in the health management domain. RENOVA mainly addresses members of the nursing-practice community who want to develop organisational and managerial skills. The project prepares and deploys training silos organised in Poland and Romania, based on the transfer of French experience and expertise to facilitate face-to-face and eLearning sessions.

RENOVA is creating an instructional framework for this professional group that will enhance its labour mobility for its members as well as their professional development, committed as it is to develop professional skills according to the labour market needs as set out in 'New Skills for New Jobs'.

The Knowledge Society Challenge

Better trained personnel has emerged as one of the major challenges for the global knowledge society, and the solution for this is lifelong training. Professional activities are knowledge-intensive in a continuously changing Europe. The half-life period of knowledge keeps decreasing, so lifelong learning has become an integral part of work activities through continuous engagement in acquiring and applying knowledge and skills in the context of a current task at hand.

The new geographic boundaries of Europe impose a new union, a legislative harmonisation done for different cultural environments. The majority of work force migration is taking place for ‘low-level’ jobs, while the higher-value work experience is still in high demand but not available to persons coming from the new democracies.

The accent is therefore on the optimisation of the European Union through structural laws, but also on maintaining a cultural independence for each country. A relevant education is more important today than ever because today’s world demands a workforce that understands how to use technology as a crucial tool for productivity and creativity. These skills include “information reasoning”, a process in which reliable sources of information are identified, effectively accessed, understood, contextualised and communicated to colleagues.


Correcting Deficits

 

 

In line with the general shift in this world of work, the professional role of nurses is changing throughout the EU: there is more demand for qualifications that go beyond the traditional medical skills as more nurses are required to play managerial roles in medical institutions. There is a problem with knowledge deficits and social gaps between the usual forms of experience gained by nurses either in Romania or Poland and the EU market requirements.

The nursing profession has a high number of women in its ranks, and among the men nurses there is also a higher than average proportion who are gay. The project aims at integrating and promoting these two specific groups in the labour market. We consider that both groups are possibly disadvantaged in the workplace, not being empowered to reach their potential as leaders in the labour market. Our training course will enhance nursing as a career choice for all people and make a direct contribution to challenging current bias in the labour market.

Health Management in Nursing

The need for professional nurses acting in managerial roles is growing throughout the EU. By providing an adequate educational framework for this professional group would also enhance its labour mobility through the European Union and can be used and exploited in wider European context. Therefore, an analysis of training models in EU Member States and a framework for a European model of training in this area would be very useful both for the nursing community as well as for various educational institutions that offer or plan to offer education programmes in this field of competence.

The set of skills associated with the managerial roles of nurses has numerous common features: it involves general knowledge about the health systems and policies, the health services market and its needs, and the foundations of management. The latter includes organisational cultures, the shaping of organisations, operational, strategic and quality management, leadership, motivating and control, change managing, negotiations and conflict solving, as well as issues specific to a given Member State, such as labour law and the respective health system of a given E.U.country.

Since there are several levels of management positions within a hospital, available for the chosen target groups, the project will address:

  1. Staff Administrators,
  2. Heads of Nursing (for a specific hospital area),
  3. Chiefs of Staff.

Bridging the Gap

The project wants to create the necessary means to cover the gaps by building a bridge to offer free access to information and to support the creation of a small training centre with free access. This will cover the lack of managerial skills and knowledge needed for the nursing staff to access higher social and professional levels in their own countries as well as in others EU countries.

The project will specifically provide:

  1. Virtual classrooms in which the intended target groups will participate and learn specific skills;
  2. Case studies (limited to the chosen area of the project but with a major possibility to be developed soon) for the chosen subjects;
  3. Development of an excellence centre which aims at offering free access and development support to the target groups mainly and, in the long run, to any areas of expertise.

Cognitive Strategies

The cognitive strategies used in the developed courses are open, heuristic, problem oriented. They are complementary to acknowledged instructional algorithms, while the active-participative methods used contribute to develop learners’ abilities, skills, attitudes and behaviours and not a mere application of memory to information or behavioural routines.

The process of understanding the notions relies on methods defined by interactivity, cooperation, communication. The degree of assimilation and understanding of the notions is definitely superior to the degree achieved by classical instructional methods, since the whole process is aimed at forming a structure in which the learner is meant to learn how to learn, the accent being on the development of the critical thinking.

Productive learning must also be done in the local language as it needs a learning-by-doing environment where learners make things collectively, facing real problems, where they can share ideas with others, where we help them to reflect on their projects and assumptions, where lecturing felicitously complete learning by doing giving learners the knowledge they need to perform the activities that are the core of their daily work.
The variety of materials is the necessary support for an efficient instructional practice, where the learner takes an active part in the construction of their own learning process, is permanently required to provide feedback and to take decisions.


E-Learning

 

E-Learning has become a keyfactor to the actual informational world. The traditional educational institutions (schools, universities, lifelong formation) use it to prepare learners adapted to the society needs. Organisations use it as a powerful strategy to better leverage their intellectual capital and to create new skills and increase performance of their employees.

The course will have an on-line component that will take place in a virtual learning environment built on the RENOVA portal, using Moodle for the class and resources administration, as well as face to face sessions that will contribute to a complete learning experience. A major benefit of our curriculum presentation is the possibility to transform a virtual reality into an instructional environment. This environment makes it possible to have activities that could never take place in a classical learning environment: experiments, simulations of processes or phenomena, virtual tasks modelled after real situations that learners face at their work places.

The e-Learning tools can provide individualised, personalised learning by profiling variables such as interests, learning and cultural styles, presentation preferences and performance requirements. They can diagnose skill gaps and prescribe professional development activities ensuring the link between learning events and on-the-job practice. Individuals can monitor their own progress and determine what the next step in their professional development should be. Learning resources, ranging from individual objects to online communities of professional practice can be available when and where the learner needs those resources.

To be successful in the emerging eLearning Space, we have shifted our thinking from designing relatively static distance learning solutions (such as classroom extended, course-based experiences, and reconfiguring existing courses and content resources) to digital, interactive, reusable objects which can be used in different virtual spaces, in multiple scenarios and instructional sequences. The challenge calls for highly personalised learning solutions that help learners respond to their defined needs and allows them to manage their own learning experiences.

Our e-Content and content design is focused on providing adult, individual learners with the tools, resources, and tactics for achieving their specific learning / training outcomes. An intermediary step has been for our instructional designers to emphasise the reconfiguration of traditional, classroom-oriented instructional and training experiences to digital, online versions of the same. The project no longer wants to copy the traditional learning method, but to apply a new theory of “e-Learning” based on what the ICT offers as a means to learning and access to resources. RENOVA also seeks to apply new competencies and objectives of the eLearning process to be added to those of the traditional learning. Our solution offers not only knowledge, information, communication, interactivity but also a friendly virtual environment, a place for changing experience, and a community where one can to belong.


The Pilot

 

The core of our project is the pilot that will be organised in Romania and Poland and will consist of activities around the organisation, deployment and conclusions of the nurses training.

The pilot is designed as a framework with different activities:

1. Selection of certified trainers

(a) There will be 4 trainers in each case, in both Poland and Romania

2. Selection of nursing trainees.

(a) In Poland nurses will be selected in collaboration with the Central Association of Nurses and Midwives through an open call.

(b) In Romania nurses will be selected with the help of Carol Davila University.

(c) The estimated number of trainees will be 100 in total, 60 in Romania and 40 in Poland.

3. Course deployment.

(a) The course will have four modules and the duration of the course will be 76 hours.

(b) 40 of the 76 hours will be face-to-face, and 36 hours will be online.

4. Certification.

(a) According to Polish law, there is no need of certification.

(b) In Romania, the Midwives Association will authorise the course.

5. Evaluation

(a) There will be a process to gather feedback, proposed changes and amendments to the pilot with the help of the participants.

(b) The project will formalise results, cases, presentations and make them available through the Portal.

(c) Evaluation of the pilots and assessment of the global methodology through interviews and semi structured interviews will be done in part through on line questionnaires.