The focus of the present study is the extent to which an internship or study abroad contributes to students’ development of international competencies, such as interpersonal and intercultural competencies, foreign language skills, and international academic and professional competencies.
Background: Telehealth is viewed as a major strategy to address the increasing demand for care and a shrinking care professional population. However, most nurses are not trained or are insufficiently trained to use these technologies effectively. Therefore, the potential of telehealth fails to reach full utilization. A better understanding of nursing telehealth entrustable professional activities (NT-EPAs) and the required competencies can contribute to the development of nursing telehealth education. Method: In a four-round Delphi-study, a panel of experts discussed which NT-EPAs are relevant for nurses and which competencies nurses need to possess to execute these activities effectively. The 51 experts, including nurses, nursing faculty, clients and technicians all familiar with telehealth, were asked to select items from a list of 52 competencies based on the literature and on a previous study. Additionally, the panelists could add competencies based on their experience in practice. The threshold used for consensus was set at 80%. Results: Consensus was achieved on the importance of fourteen NT-EPAs, requiring one or more of the following core competencies; coaching skills, the ability to combine clinical experience with telehealth, communication skills, clinical knowledge, ethical awareness, and a supportive attitude. Each NT-EPA requires a specific set of competencies (at least ten). In total, 52 competencies were identified as essential in telehealth. Discussion/Conclusion: Many competencies for telehealth, including clinical knowledge and communication skills, are not novel competencies. They are fundamental to nursing care as a whole and therefore are also indispensable for telehealth. Additionally, the fourteen NT-EPAs appeared to require additional subject specific competencies, such as the ability to put patients at easewhen they feel insecure about using technology. The NT-EPAs and related competencies presented in this study can be used by nursing schools that are considering including or expanding telehealth education in their curriculum.
Teachers have a crucial role in bringing about the extensive social changes that are needed in the building of a sustainable future. In the EduSTA project, we focus on sustainability competences of teachers. We strengthen the European dimension of teacher education via Digital Open Badges as means of performing, acknowledging, documenting, and transferring the competencies as micro-credentials. EduSTA starts by mapping the contextual possibilities and restrictions for transformative learning on sustainability and by operationalising skills. The development of competence-based learning modules and open digital badge-driven pathways will proceed hand in hand and will be realised as learning modules in the partnering Higher Education Institutes and badge applications open for all teachers in Europe.Societal Issue: Teachers’ capabilities to act as active facilitators of change in the ecological transition and to educate citizens and workforce to meet the future challenges is key to a profound transformation in the green transition.Teachers’ sustainability competences have been researched widely, but a gap remains between research and the teachers’ practise. There is a need to operationalise sustainability competences: to describe direct links with everyday tasks, such as curriculum development, pedagogical design, and assessment. This need calls for an urgent operationalisation of educators’ sustainability competences – to support the goals with sustainability actions and to transfer this understanding to their students.Benefit to society: EduSTA builds a community, “Academy of Educators for Sustainable Future”, and creates open digital badge-driven learning pathways for teachers’ sustainability competences supported by multimodal learning modules. The aim is to achieve close cooperation with training schools to actively engage in-service teachers.Our consortium is a catalyst for leading and empowering profound change in the present and for the future to educate teachers ready to meet the challenges and act as active change agents for sustainable future. Emphasizing teachers’ essential role as a part of the green transition also adds to the attractiveness of teachers’ work.
The European creative visual industry is undergoing rapid technological development, demanding solid initiatives to maintain a competitive position in the marketplace. AVENUE, a pan-European network of Centres of Vocational Excellence, addresses this need through a collaboration of five independent significant ecosystems, each with a smart specialisation. AVENUE will conduct qualified industry-relevant research to assess, analyse, and conclude on the immediate need for professional training and educational development. The primary objective of AVENUE is to present opportunities for immediate professional and vocational training, while innovating teaching and learning methods in formal education, to empower students and professionals in content creation, entrepreneurship, and innovation, while supporting sustainability and healthy working environments. AVENUE will result in a systematised upgrade of workforce to address the demand for new skills arising from rapid technological development. Additionally, it will transform the formal education within the five participating VETs, making them able to transition from traditional artistic education to delivering skills, mindsets and technological competencies demanded by a commercial market. AVENUE facilitates mobility, networking and introduces a wide range of training formats that enable effective training within and across the five ecosystems. A significant portion of the online training is Open Access, allowing professionals from across Europe to upgrade their skills in various processes and disciplines. The result of AVENUE will be a deep-rooted partnership between five strong ecosystems, collaborating to elevate the European industry. More than 2000 professionals, employees, students, and young talents will benefit from relevant and immediate upgrading of competencies and skills, ensuring that the five European ecosystems remain at the forefront of innovation and competitiveness in the creative visual industry.
De onderzoeksprogramma’s van de Aeres Hogeschool (Gezond leven in de groen stad [Almere], Duurzaam Ondernemen [Dronten] en Wijsheid [Wageningen]) willen we verder professionaliseren. Veranderingen rondom de Centres of Expertise, de kansen uit de Nationale Wetenschapsagenda en de toenemende samenwerking met Wageningen UR dragen bij aan de doorontwikkeling van deze onderzoeksprogramma’s. We willen opschalen naar meer en betere koppelingen aan (inter)nationale en regionale ontwikkelingen, maatschappelijke trends en wereldvraagstukken. De kwaliteitsborging van onderzoek willen we binnen Aeres Hogeschool en in directe samenwerking met andere hogescholen verder ontwikkelen en implementeren. Hierdoor creëren we een innovatie-ecosysteem met verschillende actoren die het HBO-onderzoek verder doen groeien. Vanuit de hogeschool worden de in impulsgelden gebruikt om een goede infrastructuur te ontwikkelen voor CoE Groen (Aeres, HAS Hogeschool, Inholland en Van Hall Larenstein) en CEW (CoE waar Aeres Hogeschool in wil participeren). Deze impuls aanvraag is bedoeld om de basis te leggen voor de invulling van een meerjarige infrastructuur. Doel is optimale versterking via hao-brede onderzoeksclusters om bij te dragen aan focus en massa op relevante maatschappelijke thema’s in het groene domein. Vanuit faculteit Wageningen wordt onderzoek verricht naar kennisopbouw en –uitwisseling ten aanzien van bekwaamheid van beginnend HBO professionals op het terrein van de Sustainable Development Goals (SDGs) en hoe HBO’ers hun rol als docenten, opleiders of adviseurs zouden kunnen invullen om de SDGs bekwaamheid van beginnend HBO professionals zeker te stellen. De onderzoeksinfrastructuur wordt daarin versterkt door verdieping in breder verband en versterking van de samenwerking met zes hogescholen in het Competencies for Sustainable Development (Goals) Consortium verder te verstevigen en te intensiveren. Doel is om dit te vervullen door inzet van Impuls gelden in te zetten voor een NWO-regeling of RAAK Pro aanvraag. Strategisch is het voor Aeres Hogeschool belangrijkrijk om het unieke van onze faculteit in Wageningen verder te ontplooien.
