Context For nurses with mobility in their career, defining nursing practice across Europe can be challenging. There is no requirement to demonstrate how each country might facilitate transcultural elements of nurse mobility within their healthcare setting (and thus promote growth of jobs and mobility to meet demand in accordance with 2011 EU Communication on the Modernisation Agenda for Higher Education (COM(2011) 567 final) and Europe 2020 (2010). This innoproject will provide a suite of five tested and evaluated Reusable Learning Objects aimed at increasing cultural awareness and cultural competence for nurses, nursing students and other health professionals. The project will also provide training for the technical and teaching staff in five partner school on the development of Reuseable Learning Object RLOS using the ASPIRE model, which may be transferred locally for teaching and learning development. Aim TransCoCon aims to facilitate learning relating to transcultural nursing competence and professional values for nurses, nursing students and other health professionals. through developing five sustainable Reuseable Learning Objects (RLOs) illuminating patient care within a transcultural model (Narayanasamy, 2002). Objectives 1. 90 Nursing, students, practitioners, teachers and service users from 5 different nations will work together to develop Open Education Resources transcultural awareness and promoting professional competence in the context of nursing. These will be sustainable and disseminated widely for use by the global healthcare profession. It is anticipated that the materials will reach more than 3000 nurses and students of nursing and healthcare globally through the RLO portal, EPALE and the project and school websites. 2. Multimedia materials for blended learning and 5 Reusable Learning Objects (RLOs) will be developed, test and implemented using a participatory design workshop approach applied within a practical framework (ASPIRE) (https://www.futurelearn.com/) 3. Case study scenarios and narratives will focus on professional nursing situations typically requiring competences identified by EC/36/2005 amendment EU/55/2013 Directive to explore nursing actions. A selected transcultural model will frame professional values (eg Narayanasamy, 2002). 4. Written and video materials will be available in five languages of the partnership. RLOs will be available in English and the language of the lead developer country. 5. Inform and education will be provided through staff training which will offer sustainble knowledge for further multimedia development within each participating school. 6. Students will engage in a blended learning approach including completion and evaluation of the new RLO suite and face to face discussion groups based on extension work provided by the teachers within the partnership. Two international blended mobilities for students will offer the RLO suite for 50 nursing students in 'summer schools'. This will be based upon the developing material and upon good experiences from the previous co-operation. Students will work together from the five particIpant schools thus giving a face to face opportunity to explore their cultural views of other and reflect upon their own views. Student evaluation will be integrated in the material development. Process The working process is in phases relating to intellectual outputs with the transnational meetings acting as “milestones”. Every meeting will include the collation and sharing of results from the previous work, relating to outputs as well as processes. Results will be discussed and agreed and following from this the next phase will be planned. At least 2 partners will share responsibilities at any meeting: the hosting partner is responsible for organising and hosting the meeting, 1 partner is the lead for the previous work packages and responsible for the conclusion. 1 partner is the lead for the next work package and responsible for the preparation and introduction. This way, any potential risks or problems such as time keeping or communication problems will be identified and addressed. Project outcomes such as the development, implementation and evaluation of the RLO as the central working phases will be documented and will influence further work. Impact is expected on different levels. The Network will have an eLearning tool which can be used by all partners to prepare mobility: this ensures quality in the teaching/learning process regarding mobilities. It is hoped that using the RLO will motivate and encourage students and nurses for mobilities, thereby bringing back from abroad important experiences which will change their professional performance in nursing and also makes them more reflective European citizens.
Context. For nurses with mobility in their career, defining nursing practice across Europe can be challenging. While nursing is regulated sectorally in terms of determining competence, there is no specific requirement to demonstrate how each country might facilitate trans-cultural elements of nursing within their healthcare setting. This is particularly important when it comes to mobility of nurses, as movement to meet workforce demand promotes healthcare improvement and growth of jobs in accordance with 2011 EU Communication on the Modernisation Agenda for Higher Education (COM(2011) 567 final) and Europe 2020 (2010). This innovative project provided a suite of five tested and evaluated Reusable Learning Objects plus supplementary resources and training aimed at increasing cultural awareness and cultural competence for nurses, nursing students and other health professionals. The project provided training for technical and teaching staff in five partner school on the development of Re-usable Learning Object RLOS using the ASPIRE model, which may be transferred locally for teaching and learning development. Aim To facilitate learning relating to transcultural nursing competence and professional values for nurses, nursing students and health professionals, through developing five sustainable Re-usable Learning Objects (RLOs) illuminating patient care within a transcultural model (eg Narayanasamy, 2002). Activity 1. More than 650 Nursing students, practitioners, teachers and service users from five nations participated in developing and reviewing Open Education Resources promoting trans-cultural awareness and professional competence in nursing. It is anticipated that the materials will reach more than 3000 nurses and students of nursing and healthcare globally through the RLO portal, EPALE and the project and school websites. 2. Multimedia materials for blended learning and five Reusable Learning Objects (RLOs) were developed, tested and implemented using a participatory design workshop approach applied using theoretical frameworks focused upon cultural learning and a practical framework for the development of digital learning materials (ASPIRE) (https://www.futurelearn.com/). Underpinning frameworks for development implementation and evaluation are published (McSharry et al 2020; Brown et al, 2018; 2020) 3. Case study scenarios and narratives for the RLO’s focus on professional nursing situations requiring competences identified by EC/36/2005 amendment EU/55/2013 and enable learners to explore trans-cultural expectation within nursing action. 4. Written and video materials summarising and presenting the project are available on the TRANSCOCON website (www.transcocon.ac.uk). Five RLOs are hosted in perpetuity by the University of Nottingham on the HELM Open Website and linked to the TRANSCOCON website for ease of access. Materials are available within the four languages of the project. 5.Staff training offered sustainable knowledge for further development within each participating school. This innovative approach to cross cultural digital learning development was evaluated using a SWOT analysis of the project presented at INTED 2019 and published (Brown et al, 2019). 6. Students were engaged in blended learning approaches and face to face discussions based on extension work. Two international blended mobilities (Germany and Nottingham) offered RLO content to 78 nursing students. Students also worked together from participating schools and with visiting exchange students throughout the project, giving face to face opportunities to explore cultural views. Student evaluation of C3 was integrated in the material development and is published (Ho et al, 2021). Process: TransCoCon worked in cycles relating to intellectual outputs with transnational meetings acting as “milestones”. Each meeting included sharing of outputs and process results from the previous meeting. Outcomes were agreed and the next cycle planned. The hosting partner organised the meeting; the lead for the previous work package led their conclusion and the lead for the next work package prepared and introduced the team accordingly . This sharing enabled risks such as time keeping and communication issues to be addressed. Outcomes including development, implementation and evaluation of the RLO were central to working cycles and were documented within minutes. These also form the basis for emerging publications. Longer term Impact: The team has developed high quality, free to use and evidence based suite of RLOs, which can be used globally to prepare healthcare students and others to appreciate the impact of professional trans-cultural mobility. The RLOs motivate and encourage student and nurse participation in trans-cultural working and in mobility, thus enabling international sharing of important experiences which can improve patient care quality, enhance professional performance and create more reflective citizens.