Presenter:
Session
PIRKKO KOURI PhD, PHN, RN
Principal Lecturer in Healthcare Technology
Member of eHealth Strategic Group at the ICN
Member of ICN Telenursing Advisory Board
Member of IMIA-NI Education Working Group
Secretary of Finnish Society of Telemedicine and eHealth Board
Nurse ISfTeH membership
Online education, organised by ISfTeH Telenursing Working Group, Jan 18th 2012
eHealth in Finnish Nurse Education Case Savonia UAS (University of Applied Sciences)
Contents
• Background
– Higher education in Finland
• eHealth in Bachelor Level Nurse Education
• Master’s Degree in Health and Welfare Technology
• SaWe – project
2
Professional higher education - Dual system in Finland
Doctoral degrees
& Licenciate degrees
Master’s degree
Master’s degree
Work experience 1-3 years
Bachelor’s degrees
Bachelor’s degrees
(’Theoretical’) Universities
Universities of Applied Sciences
Work experience
Matriculation examination
General upper secondary schools
Vocational qualifications
Vocational institutes and
apprenticeship training
Additional basic education
Specialist
vocational
qualifications
Further
vocational
qualifications
Work experience
Basic education (comprehensive schools) 7-16 year-olds
Pre-primary education, 6-year-olds
Whole Savonia University of Applied Sciences
was audited and awarded Nov 2011
UNIT OF HEALTH CARE
Got a Recognized for Excellence status by
Excellence of Finland Nov 11th 2010
given by the President of Finland
Recognition criteria were based on high level education and
implementation/results of EFQM model
EFQM = European Foundation for Quality Management
Nurse - Unit of Health Care
In Bachelor’s level 210 ECTS
•
Degree Programme in Nursing:
Registered Nurse 3,5 years (210 ECTS)
Public Health Nurse 4 years (240 ECTS) (nurse education built in)
Midwife 4,5 years (270 ECTS) (nurse education built in)
In Master’s level, 90 ECTS
•
•
Degree Programme of Health and Welfare Technology
Management and Development Education Programme for Healthcare professionals
5
Overall Structure of Nurse Studies
• Theoretical studies 120 ECTS
– Basic studies, 38 ECTS
– Subject specific 76 ECTS
– Elective studies 6 ECTS
• Practical studies 90 ECTS, including Thesis 15 ECTS
•
One ECTS means 27 hours student work, 23 h teacher work
6
Teaching/learning methods in Open Innovation
Space (OIS model)
• Blended learning (BL)
BL -systems combine face-to-face instruction with computer-mediated instruction
Integration in many ways: forms of knowledge and/or actions; teaching methods;
web-based and f2f, theoretical and practice, synchronous and asynchronous,
learning together or self-study
•
Class-room teaching
•
eLearning/eTeaching in web-based environment (MOODLE in use)
•
Social media
•
Student participation (versatile groups, peers, self-study)
•
Mobile phones used in tutoring students
7
eHealth in Nurse education 1/2
• Overall ICT usage in Learning skills (2 ECTS)
– Library
– Student services and social services for the students
– Peer tutoring
– Career plan tools (e.g Jobstep.net)
8
eHealth in Nurse education
2/2
•
Nursing information management 4 ECTS
•
Legislation of EPR (documentation, management, conservation)
•
Nursing Plan, Classifications, especially FINCC
•
Pegasos-Electronic patient record system
•
Legislation related to data security and data protection (in healthcare)
•
Web services in healthcare and EPR as part of seamless service chain
•
Special course included ’Data security in Kuopio University Hospital’
9
Master in Health and Welfare Technology
(HWT studies)
- 90 ECTS, 3yrs
- Relatively new second cycle degree leading to master’s degree, first
testing phase and based on results the law was launched 01.08.2005
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HWT studies, multidiciplinary
•
Minimum of three years of relevant work experience acquired after graduation
•
Students from social/health care field study 90 ECTS (Students from
engineering study 60 ECTS)
•
12/2005 latest course for both nursing and engineering field (each field has
its own students, but teaching is arranged in cooperation)
--------------------------------------------------------------------------------------------------•
8/2008 first course only for social and health care field
•
8/2011 newest course which is very heterogeneous (nurses, social workers,
Bachelor of Business Administration, Bachelor of Beauty and Cosmetics)
•
Teachers from various fields
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Objectives of HWT studies
•
•
Education is a ’response’ to the needs of Information Society
Education planned in cooperation with working life
•
•
Encourages to practice based research and development
Based on personal learning goals
•
Education combines both (ICT) technology and social+health care know-how
in a productive way
Education gives modern networking skills for multidisciplinary ICT
development groups (shared expertise)
•
•
•
Education is based on competences gained after HWT studies
Supports lifelong learning
•
The programme is adaptable internationally
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HWT studies 90 ECTS => Master of Health Care
HIGHER PROFESSIONAL STUDIES 55 ECTS
SPCECIAL COMPETENCES:
ORIENTATION 6 ECTS
Orientation to Health
and Welfare
Technology Studies
6 ECTS
HWT Competence, M&R&D
OPTIONAL
STUDIES
5 ECTS
competence,
THESIS 30 ECTS
Councelling competence
HWT COMPETENCE 20
ECTS
MANAGEMENT AND
DEVELOPMENT
COMPETENCE 20 ECTS
COUNCELLING
COMPETENCE 12 ECTS
Data Networks and Data
Security 5 ECTS
Research methodology 5
ECTS
Evidence based actions in
Health and Welfare areas
5 ECTS
Life span of information
systems and project
management 7 ECTS
Competence in personnel
policy strategy 5 ECTS
Standardization of HWT
Applications 5 ECTS
Anticipation and developing
methods in leading 5 ECTS
PUBLISHED
THESIS
Use of Social Media in
Promotion of Health and
Welfare 7 ECTS
Project Management 5 ECTS
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EU founded project: SaWe – To become a competent
nurse in networks and nets, 2010 - 2013
•
Length of studies 3,5 / 210 ECTS
•
Group:
– Consists of 39 students
– Educational background: Upper secondary education in the healthcare field e.g.
practical nurse/assistant nurse, mental nurse, ambulanceman
– Three years working experience
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SaWe project
• The aims of the project are:
– To develop an innovative education model to adult nursing
learners in collaboration with health care personnel
• 30 days of contact teaching / year, web-based learning, ePersonal learning
plan
– To construct a model which combines nursing students’ learning
with development of health care practices
• All tutoring is carried out via personal blogs
• MOODLE, Google docs, Google sites, Adobe Connect pro in use, simulations
15
In the background of the planning of the new kind
of nursing education there was
A need
• to rise to the challenges of both health care organisations and
nursing education:
 The complex demands of practice calls for better educated
nursing professionals
 An urgent demand for radical changes in nursing education
16
Blended learning in the simplest way can be defined
…as an integration of traditional face-to-face and online
approaches to education
17
Blended learning curriculum design
S
o
c
i
a
l
M
e
d
i
a
Face-to-face and online teaching, coaching and consulting
Assessment
Remembering
Face-to-face
learning
Face-to-face
learning
Face-to-face
learning
Understanding
Applying
Self-guided
learning
in groups and
individually
Self-guided
learning
in groups and
individually
Analyzing
Evaluating
Creating
Learning in work places, practical training
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In the programme:
•
the learning tasks that combine theoretical knowledge to practical problem
solving in authentic situations
•
the students are triggered to reflect critically their performance and progress
•
the learning tasks where the students are forced to use both theoretical and
practical knowledge and they have to reflect on the process and result
•
the students have practical training periods that have been planned
according to their personal learning and development planning
19
Student evaluation after one year of studi:
The positive aspects of the education have been:
• An opportunity to study while working
• A grown-up learning environment
• A developed sense of solidarity
“While we are not studying physically in the same environment,
we have, because of our learning environment, very deep sense
of fellowship and solidarity in this group”
• A heightened self-awareness
– “it’s been encouraging to notice that you are still able to learn
although you are not young any more”
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The negative aspects of the education
• Lack of time
– “it is sometimes difficult to find time for both work, family and
studying”
Number of contact days
– “A low number of contact days, I would like to have more “oldfashioned” teaching
• Difficulties in using technology especially at the beginning of studies
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Thank you for your attension!
Impressions from North Savo in the winter time…
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