Transfer of Innovation – Leonardo Da Vinci
Programme 2010
Vocational Education in Disinfection and Sterilisation
• Granted funding of €341.575
• Project period 1 oct, 2011 - 30 nov, 2013
PARTNERS
The branch, educational organizers, authorities, infection control
BACKGROUND
• Assuring high-quality healthcare across the Europe is an
important topic
• Patients safety and strategies against HAI is highly linked to
good quality
• Advanced surgical instruments are complicated to sterilize
• A variety of different courses and trainings in sterile
techniques
AIMS
• Increase patient safety and improve status of sterilisation
work
• Create constructive relationships with partners from other
countries and increase mobility and employability
• Improve the performance, quality and attractiveness of VET
• Education enables us to act in compliance with laws and
regulations
THE OBJECTIVE
To create a mutual transparent curriculum for sterile technician
education, in order to enable equal competence and work
across borders.
The curriculum would include modules, educational methods
and literature, tutor criteria, examination criteria and validation
criteria for our seven countries.
PRE MEETINGS
Göteborg 2009
Oslo 2010
• Guidelines are drawn
• Workpackages structured and
workpackage leaders appointed
• All members had mandate to act
FIRST PROJECTMEETING IN HELSINKI
• Project kick-off 2011
• Meeting with EU/ ToI representatives
3 YEARS LATER
• A lot of hard work ……. but a very fruitful period
• Some compromises – national laws, financial resources
• We have a complete document
CONTENT
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Terms and Definitions
Educational Methods and Materials
Examination Criteria
Tutor Criteria
Validation Criteria
EDUCATIONAL METHODS AND MATERIALS
Heidi Yisrael-Finland
Tuula Karhumäki-Finland
Anu Tammemäe- Estonia
Anne Sirge-Estonia
Erlin Oskarsdottir- Iceland
Helga Kristin Einarsdottir- Iceland
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EDUCATIONAL METHODS AND MATERIALS
SCOPE AND METHODS
80 ECTS
Theoretical methods
40 credits
Practical methods
40 credits
Reference: If you have a reference, please display it down here
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EDUCATIONAL METHODS AND MATERIALS
FIVE COMPULSORY MODULES
MODULE 1
GENERAL SUBJECTS
MODULE 4
STERILISATION
2015-04-13
MODULE 2
CLEANING AND
DISINFECTION
MODULE 3
INSPECTION,
ASSEMBLY AND
PACKAGING OF
MEDICAL DEVICES AND
FLEXIBLE
ENDOSCOPES
MODULE 5
ORAL HEALTHCARE
MEDICAL DEVICES
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EXAMINATION CRITERIA
The work package group started their work in Reykjavik, Iceland in June 2012
Members:
Heidi Yisrael, Finland
Tuula Karhumaki, Finland
Birte Oskarsson, Sweden
Gundars Lacis, Latvia
Kari Sletten Helgesen, Norway (WP leader)
Number of meetings:
8 (4 telephone meetings)
Work meeting in Riga, Latvia August 2012
Scope
•Define the content of the theoretical and
the practical examination
•Identify the skills and knowledge of the students
for passing examinations
•Identify the qualifications of the assessors
EXAMS
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Theoretical
To obtain the marking Pass, a minimum of 50 %the questions must be answered
correctly
Practical
Is performed in a real work situation- the objective is to evaluate the students skills.
The student must refer to theoretical knowledge and demonstrate methods and
routines
Exam regulations must according to every educational organiser must be followed.
Appeal procedures
• Theoretical
• Practical
Work in Malmø, Sweden December 2012
Meeting in Ålesund, Norway April 2013
Discussions about ECTS and ECVET
ECVET
The European Credit system for vocational
Education and training.
ECVET
Connection between ECVET and ECTS?
It has to be taken in to consideration if ECVET should be used in connection with ECTS
TUTOR CRITERIA
ERLÍN ÓSKARSDÓTTIR
ANNE SIRGE, ANU TAMMEMÄE
KARI SLETTEN HELGESEN
TUTOR CRITERIA
• The tutor criteria are to clarify the level and standards of knowledge for
those who will teach and guide students, intending to work within
decontamination and sterilization.
• To establish a mutual curriculum, it is necessary to continuously provide
high quality training.
• In order to achieve this objective, the learning institution nomination
qualified tutors for this purpose must moderate all courses and lectures.
Therefore all tutors must be fluent in the teaching language and be
familiar with the adequate national standards and guidelines in the
relevant country.
SCOPE
• The primary requirement for the tutor criteria is that the person who
teaches the profession has the right to teach at the learning institution
where the course will be taught.
• To be a responsible tutor in education and work within the special field
requires that one has to be authorised.
• The main tutor must have teaching qualification (theoretical and
pedagogical competence) in one of the subjects.
MAIN TUTORS´QUALIFICATION REQUIREMENTS
1.
2.
3.
Higher education in vocational teaching or other high education in
teaching and professional work experience in the field at least three
years
or
Higher education in the field of curricula, work experience in the field at
least three years and passed course in vocational teaching
or
Higher education in the field of curricula, work experience in the field at
least three years
MENTOR
Each new tutor should have a mentor for at least one year; who
meets the criteria
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Professional Competence and Experience
Attitude and Character
Communication Skills
Interpersonal Skills
The learning Institution has the responsibility for the
moderation of the tutor.
Evaluation regular feedback help the tutors to grow as
professionals, and the institution to built a strong instructional
teams
CRITERIA FOR EXPERTS
invited as Lecturers and Tutors
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•
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Qualification
– Minimun degree holder in the relevant field
– Training / Lecturing experience in health care institutions, school or industrial companies.
Experience
Previous experience must be adequately linked to the training topics or courses
– Minimum 1 years work experience in a healthcare environment
– Minimum 1 years work with technical skills and experience, preferably with healthcare
equipment and medical devices
– Minimum 1 years work experience in Industrial Technical environment
Other experts
I.e. specialists from industrial companies or companies supplying the medical devices or services to
the decontamination industry are expected that they can prove their knowledge of the subject;
– With a proven track record in theoretical decontamination training or similar segment
– With a proven training record in technical/ practical decontamination training or
– Similar segment
Example of the special requirement
in one of the special courses
VALIDATION CRITERIA
Group members
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Anu Tammemäe, Estonia
Anna Sirge, Estonia
Erlín Óskarsdóttir, Iceland
Helga Kristín Einarsdóttir, Iceland
Heidi Yisrael, Finland
Tuula Karhumaki, Finland
THE WORK PROCESS FOR THE CHAPTER
• Gathering information from different Scandinavian countries and the NVL network
• Term and process of validation varies between the Scandinavian countries.
Therefore it was a need for the group to have a discussion about the terms
regarding validation so that everyone had the same understanding
•Acknowledging each one of the Scandinavian countries, to have their own
regulations and legislations regarding validation
•All the countries can use the products for the validation process even though the
regulations vary
VALIDATION
Validation means a process of confirmation by an authorised body that an
individual has acquired learning outcomes measured against a relevant
standard and consists of the following four distinct phases:
1. IDENTIFICATION through dialogue of particular experiences of an
individual;
2. DOCUMENTATION to make visible the individual's experiences;
3. a formal ASSESSMENT of these experiences; and
4. CERTIFICATION of the results of the assessment which may lead to a
partial or full qualification.
Reference: If you have a reference, please display it down here
WHO GAINS FROM VALIDATION
Everybody gains from validating, the real competence of the working force, the
individual, companies and educational providers .
•The individual gains the most.
•Employees will be motivated to make full use of their competencies and to develop
them further.
•The workplace can develop its human resources operation, strengthening the
workplace and give it a better position in the competitive market.
•Educational providers will be more effective in reaching adults if they validate
competence to shorten study paths.
•It assists schools in developing and adjusting its educational offers.
•Society as a whole will benefit because if employees know that their competencies
will be acknowledged, they will be encouraged to make full use of their skills and
work towards reaching their potential. This will increase overall productivity and
welfare in the workforce.
DESCRIPTIONS OF LEARNING
• Formal learning: Competence that is acquired in the formal school system
and acknowledged with a diploma or other kind of recognition from school
authorities.
• Non-formal learning: Competence that is acquired through studies outside
the formal educational system, for example at public educational centres or
courses taken at the workplace. This competence is often documented with
some kind of a diploma or attendance certificate.
• Informal learning: Competence that the individual has acquired during
daily routine in relation to work, family or leisure time. Competence that the
individual has acquired but is not documented or declared in another way.
Informal learning is mostly unintentional from the learner’s perspective.
SUCCESSFUL VALIDATION
The factors that can make a validation process for non-formal and informal
learning successful are:
• Partnership working and consultation;
• Sufficient financial and human resources;
• Training and guidance for staff involved to support policy and legislation;
• Use of clear reference points such as standards and qualification levels;
• Developing methodologies which are learning outcomes-based;
• Quality assurance, monitoring and evaluation to ensure fairness and build
confidence;
• Learning from others and sharing experiences
THE VALIDATION PROCESS OVERVIEW
EXAMPLE OF PRODUCT – THE CHECKLIST
Educational experiences during project
EDUCATIONAL EXPERIENCE IN LATVIA WHILE THE
PROJECT WAS DRAWN UP
YEAR 2011
Infection Control and Sterilization Association work groups prepared following
recommendations and legislative initiatives, necessary for VEDAS implementation:
• Professional Standard for Sterile technician (Decontamination technician) Level I
• Professional Standard for Sterile technician (Decontamination technician) Level II
• Medical Device reprocessing guideline in Latvian language
• Medical Device reprocessing guideline published on website www.Sterivita.lv
Gundars Lacis
Gundars Lacis
EDUCATIONAL EXPERIENCE IN LATVIA WHILE THE
PROJECT WAS DRAWN UP
YEAR 2012
On VEDAS based Educational Program Pilot version established:
• Educational
program for Sterile technician (Decontamination technician) Level I
announced in Ministry of Health and Ministry of Education
• Educational program for Sterile technician (Decontamination technician) Level I
registrated in Latvian Nurse Association as Vocational Education program
• Educational program for Sterile technician (Decontamination technician) Level I
approved by Riga East University Hospital and Riga Medical College
• VEDAS draft version translated in Latvian language
Gundars Lacis
Gundars Lacis
EDUCATIONAL EXPERIENCE IN LATVIA WHILE THE
PROJECT WAS DRAWN UP
YEAR 2013
On VEDAS based Educational Program Pilot version in realization:
• Education
Program first annoucement in January;
• The Pilot course implemented in Riga East University Hospital starting from March 2013
• 5 training courses, 30 hours each proceeded for Latvian Healthcare staff;
• 3 training courses, 30 hours each proceeded for Riga East University Hospital Healthcare
staff;
• VEDAS presented in Annual Latvian Doctors, Nurses and Midwives congress;
• Educational program for Sterile technician (Decontamination chief technician) Level II
registrated in Latvian Nurse Association
• New project – Riga East Hospital Medical Device Reprocessing School – is in progress;
Gundars Lacis
Gundars Lacis
EDUCATIONAL EXPERIENCE IN LATVIA WHILE THE
PROJECT WAS DRAWN UP
CHALLENGES FOR YEAR 2014
Riga East Hospital Medical Device Reprocessing School:
• Educational base - VEDAS
• Practical training base – Riga East University Hospital
• Legal base – Medical Device reprocessing training as mandatory for staff in
healthcare facilities
• Necessity – approx. 60 new and trained Medical Device Technicians in
healthcare facilities
• Implementation of Level II – for chief technicians
Gundars Lacis
Gundars Lacis
ICELANDIC EDUCATION- THE BEGINNING
In the Icelandic group that worked at the VEDAS project we were two
managers at the biggest surgeries departments of Landspitali – University
Hospital of Iceland (www.landspitali.is).
The main role of Landspitali is threefold; service to patients, teaching and
training of clinical staff and scientific reasearch.
VEDAS project would help to keep the quality standards that is wished for at
Landspitali. With improved technology there is a need for educated staff in
all areas.
In Iceland there is no formal education for steriletechnicians, the staff has
only learned from the more experienced employees.
SUPPORT AND FUNDING
The VEDAS project would enhance the quality at our hospital. A side project
to VEDAS started in cooperation with the Comprehensive
College/comprehensive Secondary School at Ármúli (www.fa.is).
Support from our administrator of Landspítali and from the Ministry of
Education, science and culture (www.mrn.is).
Fnancial funding from the Ministry of Education for 1,5 million ISK and the
hospital offered one staffmember from the human resource department.
STRUCTURE OF THE COURSE
The curriculum is 115 credits, and there of:
• 18 credits in general subjects
• 37 credits in health/nursing subjects
• 35 credits in core subjects
• 25 credits for working at the worksplace
Average learning time is 2 years, 3 semesters at school and then working for 15 weeks
at a healthcare institution.
The learning at the workplace is devided between 5 station where there is different
tools and machines to work on depending on speciality:
- Reception
- Cleaning and disinfection
- Inspection, assembly and packing
- Sterilisation
- Deliveries
THE CONTINUING WORK IS IN PROGRESS
• The syllabus has been written according to the requirement of
the Ministry of Education
• The syllabus is in its final stage and is being evaluated
WHAT CAN THE FUTURE BRING?
WHAT CAN THE FUTURE BRING?
• We believe to have contributed to WHO and EU strategies
against the threats of HAI, by increased patient safety through
a sustainable and transparent education
• We can speculate the implication of the curriculum and what
it will carry
WHAT CAN THE FUTURE BRING?
• Patients (us?) and surgeons depend
on the competence
• To standardise all educations for sterile technicians
seems natural
WHAT CAN THE FUTURE BRING?
• No matter how far the technology takes us, human
beings need to take decisions
• Science progress rapidly and the
professions is so different from
the past
WHAT CAN THE FUTURE BRING?
• It is hard to be a sterile technician
• Taking decision without or little knowledge could be
very difficuly
WHAT CAN THE FUTURE BRING?
• Scientific studies fill the lack of knowledge
• Focus on the implementation of this knowledge.
THE TOOL
• The curriculum is a tool to enforce laws and
regulations and aim for patient safety
• Need help from authorities
• Interest and financial investments from authorities
and associations take time and engagement
FUTURE DISCUSSIONS
• With the dissemination to key stakeholders, the
public, adequate authorities, educational providers
and funders we hope to gain a wider interest and
raise the question regarding the correct competence
for CSSD staff
• I would invite you all to join us in this discussion
and…..
It is approved by…..
Viru Hotel Tallinn
www.VEDAS.se