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

PARTNERSThe 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

•Terms and Definitions•Educational Methods and Materials•Examination Criteria•Tutor Criteria•Validation Criteria

EDUCATIONAL METHODS AND MATERIALS

Heidi Yisrael-FinlandTuula Karhumäki-FinlandAnu Tammemäe- Estonia

Anne Sirge-EstoniaErlin 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

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EDUCATIONAL METHODS AND MATERIALS FIVE COMPULSORY MODULES

MODULE 3INSPECTION,

ASSEMBLY AND PACKAGING OF

MEDICAL DEVICES AND FLEXIBLE

ENDOSCOPES

MODULE 2CLEANING AND DISINFECTION

MODULE 5ORAL HEALTHCARE MEDICAL DEVICES

MODULE 1GENERAL SUBJECTS

MODULE 4STERILISATION

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EXAMINATION CRITERIA

The work package group started their work in Reykjavik, Iceland in June 2012

Members:Heidi Yisrael, FinlandTuula Karhumaki, FinlandBirte Oskarsson, SwedenGundars Lacis, LatviaKari 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

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.

Work in Malmø, Sweden December 2012Appeal procedures

•Theoretical

•Practical

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 ÓSKARSDÓTTIRANNE 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. Higher education in vocational teaching or other high education in teaching and professional work experience in the field at least three yearsor

2. Higher education in the field of curricula, work experience in the field at least three years and passed course in vocational teaching or

3. Higher education in the field of curricula, work experience in the field at least three years

MENTOREach new tutor should have a mentor for at least one year; who meets the criteria •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

• Qualification– Minimun degree holder in the relevant field– Training / Lecturing experience in health care institutions, school or industrial companies.

• ExperiencePrevious 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 expertsI.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 requirementin one of the special courses

VALIDATION CRITERIA

Group members• 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.

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WHO GAINS FROM VALIDATIONEverybody 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 2011Infection 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 2012On 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 UPYEAR 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 UPCHALLENGES 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