workplace learning in healthcare educationnote de compétences 2010 cghe, conseil général des...
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Workplace learning in healthcare education
dr. Kuldip Bharj & dr. Mieke Embo14/10/2016
[email protected]@arteveldehs.be
Highlighting the directives aimed to strengthen midwifery education worldwide and to provide common benchmarks for midwifery education and practice globally.
Consider how workplace learning can be organised to ensure ongoing competency development within the curriculum and that learners are prepared for lifelong learning.
Objectives
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Strengthening Midwifery globallywww.internationalmidwives.org
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Belgium
Europe
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How the EU directive is guiding midwifery education in Europe today
European Directives
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Belgium
3 offical languages: Duch, French, German
Federal state: Everything connected with public interest1 Minister of health
Community: Everything related to culture in the broad sense2 Minsters of Education
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Belgium: Public Health
1 Minister of Public Health Maggie De Block
federale overheidsdienstVOLKSGEZONDHEID,
VEILIGHEID VAN DE VOEDSELKETEN
EN LEEFMILIEUservice public fédéralSANTE PUBLIQUE,
SECURITE DE LA CHAINE ALIMENTAIRE
ET ENVIRONNEMENT
Professional Profile2006 - 2015
www.health.fgov.be14/10/2016 International Midwifery Week Ghent
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FOD vroedvrouwen
Belgium: EducationMinister Crevits HildeVlaamse gemeenschapAccreditation: NVAOAccreditation Organisation of the Netherlands and Flanders
Flemisch Educational profileMidwifery: 3 years - bachelor - Dutch9 schools (12 departments)
Minister Marcourt Jean-ClaudeEnseignement Supérieur
Fédération Wallonie-BruxellesAccreditation: AEQESl'Agence pour l'Evaluation de la Qualité de l'Enseignement Supérieur
Note de compétences 2010 CGHE, Conseil Général des Hautes Ecoles
Midwifery: 4 years – bachelor - French9 schools
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Professional Organisations
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To strengthen midwifery worldwide by preparing fully qualified midwives to provide high quality, evidence-based health services for women, newborns, and childbearing families.
ICM, 2010 amended 2013
Global Standards for Midwifery Education
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1. Reflect on the ICM statement and consider how workplace learning enables you to achieve this.
2. Consider what facilitates this learning.
3. Consider the barriers which hinder this learning.
Group work
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Essential underlying educational conditions
Legislation Theory Competency framework
Programme Stakeholders & RolesProcesses: learning, assessment, supervision
Essential underlying educational conditions
Observation Feedback-cultureTraining
Quality PeersInstrument (E-portfolio)
Language [labour market and education]1
Structure [profession & curriculum] 1
Integrating [knowledge, skills, attitudes in a context]2
Professional competence3
A Lifelong Competence Learning Journey4
C = Outcome-based education
1. Harden RM. Learning Outcomes as a tool to assess progression. Med Teach 2007;29(7):678-682.2. Lane IF. Professional competencies in health sciences education: from multiple intelligences to the clinic floor. Adv Health Sci Educ 2010;15(1):129-146.3. Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA 2002;287(2):226-235.4. Embo M., Valcke M. . Continuing midwifery education beyond graduation: student midwives’ awareness of continuous professional development. NEP 2015; 10.1016/j.nepr.2015.08.013
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ICM Essential competencies for basic midwifery practice1. C in Social, Epidemiologic and Cultural context of
Maternal and newborn Care
2. C in Pre-Pregnancy Care and Family Planning
3. C in Provision of Care During Pregnancy
4. C in Provision of Care During Labour and Birth
5. C in Provision of Care for Women During the Postpartum Period
6. C in Postnatal Care of the Newborn
7. C in Facilitation of Abortion-Related care
www.internationalmidwives.orgC = competency
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This framework was based on:
the European Directives,
the International Confederation of Midwives (ICM) Essential Competencies for Basic Midwifery Practice (ICM 2010, amended 2013),
the relevant Belgian professional legislation and professional competencies (2006),
and the existing education programmes (2008).
Competency Framework in Belgium
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1. Physiology, care and guidance2. Risk detection and Risk selection3. Pathology, care and guidance4. Psycho-social context5. Ethics and legislation6. Health educator7. Collaboration and Communication8. Coaching9. Personal and professional development10. Evidence-based care11. Quality and care
Competencies or learning outcomes
http://www.royalcollege.ca/portal/page/portal/rc/canmeds14/10/2016 International Midwifery Week Ghent
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CanMEDS Competency Framework
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1. Physiology, care and guidance2. Risk detection and Risk selection3. Pathology, care and guidance4. Psycho-social context5. Ethics and legislation6. Health educator7. Collaboration and Communication8. Coaching9. Personal and professional development10. Evidence-based care11. Quality and care
Competencies or learning outcomes
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Midwifery education: Workplace Learning
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Embo et al. Integrating Learning, Assessment and supervision in a competency framework
education. Nurse Education Today 2014; http://dx.doi.org/10.1016/j.nedt.2014.11.022
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Digitalising workplace learning
Future researchContinuous Professional Development
Embo M, Valcke M. 2015. Continuing midwifery education beyond graduation: student midwives’ awareness of continuous professional development. Nurse Education in Practice; 0.1016/j.nepr.2015.08.013.
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Embo M, Valcke M (2015) Workplace learning in midwifery education in Flanders (Belgium). Midwifery; http://dx.doi.org/10.1016/j.midw.2015.11.021
Embo M, Valcke M (2015) How to Organize Continuous Workplace Learning in Clinical Practice? J Comm Pub Health Nursing 1: 102. doi:10.4172/ jcphn.1000102
Embo M, Valcke M ( 2015) Continuing midwifery education beyond graduation: student midwives’ awareness of continuous professional development. Nurse Education in Practice; http://dx.doi.org/10.1016/j.nepr.2015.08.013
Embo M. 2015. Werkplekleren in de gezondheidszorg: een geïntegreerd model om continue competentiegroei te stimuleren. Tijdschrift Vlaamse Organisatie van Vroedvrouwen;21(3):168-173.
Embo Mieke. 2015. Integrating workplace learning, assessment and supervision in health care education. Maastricht University Press; : http://pub.maastrichtuniversity.nl/700fdd2c-b660-48cf-ad32-2a9f4effff95
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References
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Thanks & Good luck!
Kuldip & Mieke