care4mobility Units of Learning Outcomes for Geographical Mobility in the Health and Social Care Sec by care4mobility

Promoting the Efficiency of VET Learner Mobilities in health and social care professions by implementing ECVET Project Number 2015-1-DE02-KA202-002483

Units of Learning Outcomes for Geographical Mobility in the Health and Social Care Sector Professionally applying first aid in emergency situations (basic life support) ............................................................................................................................... 2 Professionally applying first aid in emergency situations (advanced life support) ........................................................................................................................ 4 Complementary Care .................................................................................................................................................................................................................... 7 Nutrition: Easy Cooking ................................................................................................................................................................................................................ 9 Health promotion skills ................................................................................................................................................................................................................ 14 Work-life-balance: How to maintain my personal health in my profession ................................................................................................................................. 16 Communication and cooperation skills for health and social care workers................................................................................................................................. 18 Conflict and complaints management in health care professions ............................................................................................................................................... 21 Skills in Behaviour....................................................................................................................................................................................................................... 23 Dealing with feelings ................................................................................................................................................................................................................... 25 Time Management for healthcare workers ................................................................................................................................................................................. 28 Career planning across borders.................................................................................................................................................................................................. 31 Co-working in an International Therapeutic Team ...................................................................................................................................................................... 34 Communication with Patients in a Foreign Language................................................................................................................................................................. 38 Computer Skills for Healthcare Workers ..................................................................................................................................................................................... 40 Business start-up for medical carers........................................................................................................................................................................................... 42 Annex: Relevance of Units for health and social care professions in Germany, Poland, the Netherlands, Italy, Turkey and Lithuania..................................... 44

These Units of Learning Outcomes have been developed as an intellectual output of the Erasmus+ Strategic Partnership: care4mobility â&#x20AC;&#x201C; Promoting the Efficiency of VET Learner Mobilities in health and social care professions by implementing ECVET (2015-1-DE02-KA202-002483). This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA

Title of the Unit:

Professionally applying first aid in emergency situations (basic life support)

Reference to the qualification:

< Title of qualification>

EQF-Level: 3 NQF-Level: Description of the Unit: After completing the unit, the learner will be able to self-responsibly apply basic lifesaving measures. The acquired knowledge skills and competences can be applied in a variety of contexts – both at the work place (hospital, care homes, medical offices etc.) and in private life, no matter whether the casualty is encountered indoors or outdoors. Recommended training hours: 30 (including assessment). For learners with prior knowledge of anatomy and physiology, less training hours might be sufficient. Necessary equipment: Anatomy charts Casualty simulation kit (moulages of bleeding and non-bleeding wounds) Equipment for wound care CPR manikin – adult and infant with face skin

AED Unit Rescue blanket Motorcycle helmet

Knowledge

Skills

Competence

He/she is able to:  Identify how and when to call for help when encountering a casualty or when arriving at the place of an accident  Demonstrate basic knowledge of anatomy and physiology of the human body  Describe how to make a primary survey of a casualty  Explain the most important hygiene rules in emergency situations

He/she is able to:  Rescue a casualty from the danger zone with appropriate measures (e.g. rescue grasp according to Rautek)  Assess the state of consciousness of a casualty and to decide on appropriate immediate actions  Place an unconscious casualty in recovery position  Demonstrate Cardio Pulmonary Resuscitation  Apply AED (Automated external defibrillator) for resuscitation

He/she is able to:  Self-responsibly assess dangers to oneself and others when arriving at the place of an accident  Recognize life-threatening conditions of a casualty  Autonomously apply lifesaving emergency measures when encountering a casualty

Page 2 of 45

Knowledge

Skills

He/she is able to:  Describe how to minimise the risk of infection to self and others  Outline legal aspects of first aid  Explain the duty of care in emergency situations

He/she is able to:  Treat open wounds and control bleeding  Take off the helmet of road traffic victims  Demonstrate first aid measures for children

Competence

Recommended training and learning methods: Demonstration Practically exercising emergency treatments Simulation Case studies Assessment of learning outcomes : Assessment of the acquired learning outcomes will take place on the last training day of the mobility period. It will be carried out according to the following criteria: Assessment instruments: Oral presentation, skills demonstration and discussion in groups of ca. 4 students. Assessment task: One of the following medical emergency situations should be assigned to the student group. Topic can be determined by drawing lots. a. Encountering an injured person, assessing the state of consciousness and putting him / her in recovery position b. Demonstrate Cardio Pulmonary Resuscitation, with and without applying an AED c. Treat open wounds and control bleeding The students are to: a. Describe how to diagnose the above medical emergency b. Conclude which immediate life-saving measures are to be taken c. Describe the proceedings step by step d. Demonstrate each step with the help of their fellow students, manikins and other equipment e. Use appropriate terminology when describing first aid measures f. Answer the assessor’s further questions referring to the acquired knowledge of the unit Assessor: The responsible assessor has to be a certified first aid instructor. Additional information: / Developed by: care4mobility, WBS TRAINING AG, Dresden, Germany

Page 3 of 45

Title of the Unit:

Professionally applying first aid in emergency situations (advanced life support)

Reference to the qualification:

< Title of qualification>

EQF-Level: 4 NQF-Level: Description of the Unit: After completing the unit, the learner will be able to self-responsibly apply first aid measures for the following incidents: airway obstruction, injuries to bones, joints and muscles, shock, poisoning, internal medicine emergencies (e.g. stroke, diabetes, asthma). For applying most of the acquired knowledge skills and competences specialised medical equipment is necessary, so that learners will only implement these at their workplace, i.e. in a hospital or in emergency rescue service. Please respect the legal framework for carrying out the below mentioned emergency treatments at all times! Necessary previous knowledge: Unit of learning outcomes “Professionally applying first aid in emergency situations – basic level” or equivalent knowledge, skills and competences Recommended training hours: 60 (including assessment) Necessary equipment: Casualty simulation kit (moulages of bleeding and non-bleeding wounds) Equipment for wound care ALS training manikin AED Unit Blood pressure meter

Rescue blanket Stethoscope Stretchers (vacuum mattress, scoop stretcher) Equipment for intravenous and intraosseous access

Knowledge

Skills

Competence

He/she is able to:  Justify different techniques of positioning and transporting a casualty

He/she is able to:  Monitor and measure vital functions and to recognize deviations (Breathing, consciousness, circulation (blood pressure, pulse))

He/she is able to:  Provide primary medical care in emergency situations

Page 4 of 45

Knowledge

Skills

Competence

He/she is able to:  Describe symptoms and first aid measures in case of o Shock o Airway obstruction o Injuries to bones, joints and muscles+ o Poisoning o Internal medical emergencies (e.g. stroke, diabetes, asthma) o Drowning

He/she is able to:  Position a casualty using stretchers and vacuum mattress  Apply subcutaneous injections  Establish an intravenous access  Recognize symptoms of shock and to apply a customized treatment  Recognize symptoms of full or partial airway obstruction and to apply appropriate measures  Recognise and manage a casualty suffering from injuries to bones, joints and muscles  Recognize symptoms of poisoning and to initialize appropriate measures  Recognize internal medicine emergencies (e.g. stroke, diabetes, asthma) and to initialize appropriate measures  Attend to a casualty that was in risk of drowning

He/she is able to:  Support medical staff in further medical emergency treatments

Recommended training and learning methods: Demonstration Practically exercising emergency treatments Simulation (e.g. of a complex emergency situation, such as a Mass Casualty Incident) Case studies

Page 5 of 45

Assessment of learning outcomes : The assessment of the acquired learning outcomes will take place on the last training day of the mobility period. It will be carried out according to the following criteria: Assessment instrument: Oral presentation and skills demonstration in groups of ca. 4 students. Assessment task: One of the following situations should be assigned to the student group. Topic can be determined by drawing lots. a. Monitoring and measuring vital functions and recognizing deviations b. Recognize symptoms of shock and applying a customized treatment c. Recognize symptoms of full or partial airway obstruction and applying appropriate measures d. Recognize symptoms of heart attack and applying appropriate measures The students are to: a. Describe how to diagnose the above medical emergency b. Conclude which immediate life-saving measures are to be taken c. Describe the proceedings step by step d. Demonstrate each step with the help of their fellow students, manikins and other equipment e. Use appropriate terminology when describing first aid measures f. Answer the assessorâ&#x20AC;&#x2122;s further questions referring to the acquired knowledge of the unit Assessor: The responsible assessor has to be a certified first aid instructor. Additional information: / Developed by: care4mobility, WBS TRAINING AG, Dresden, Germany

Page 6 of 45

Title of the Unit:

Complementary Care

Reference to the qualification:

< Title of qualification >

EQF-Level: 3 / 4 NQF-Level: Description of the Unit: The nurse assistant is able to intervene in patient’s suffering and / or increase patient’s well-being. The care is focused on stimulation and promotion of a healthy lifestyle, in which the patient is able to use his/her own human sources. Based on modern and holistic health care. Knowledge

Skills

Competence

He/she is independently able to:

     

Use the knowledge of complementary care in the context of the profession. Define and vocationally apply theoretical background of holistic human being. Realise intercultural and religious aspects Understand and give reasons for natural products and skills used for relaxation (e.g. etheric oils, classic massages, hand and foot-massages, music, honey) Describe indications and contra-indications of the used methods and products. Use and understand safety aspects

 

Create a fitting complementary program (advise) based on selected data (anamneses) Perform the program according to the rules o Make herbal tea o Give a classic, hand- and foot massage o Use herbs and oils o Prepare a bath o Use music for relaxation or (grieve) support Choose the right mix of products and devices, complementary to the patient’s needs. Evaluate the performance on the product and the process.

   

Stimulate the self-healing power of the patient’s body. Make choices based on intercultural differences and needs Be empathic in different situations and backgrounds Be open-minded for other religions and used complementary possibilities

Page 7 of 45

Recommended learning and training methods    

Theoretical study (complementary care, holistic human being, herbs, indications and contraindications and interactions of different therapies) Exercises of different therapies Presentations about different therapies Visit to complementary care organisations

Assessment of learning outcomes :  

Assessment, by using a case study Prove of performing 2 different sorts of treatment

Additional information: additional based on Qualification dossier 2016 the Netherlands the learning outcomes correspond to what has been agreed in the learning agreement and OER. (examination rules, approved by inspection of education) Developed by: care4mobility, ROC de Leijgraaf, Veghel, the Netherlands

Page 8 of 45

Title of the Unit:

Nutrition: Easy Cooking

Reference to the qualification:

< Title of qualification>

EQF-Level: 3 NQF-Level: 3 Description of the Unit: Cooperating with cooking and housekeeping Nutrition is a vital piece of health and social care, it has been linked with emotional, physical, and cognitive health. A healthy diet is a big part of any successful (self)care plan. Eating a healthy diet gives oneâ&#x20AC;&#x2122;s brain and body the vitamins and minerals needed to stay well. The last two decades have seen obesity, unbalanced diets and their associated diseases become a serious public health concern. Nutrition plays a key role in many chronic conditions and diseases, including obesity, type II diabetes, hypertension, osteoporosis, and many others. While pharmacological advances continue for many of these conditions, cumulative evidence shows that much of the morbidity and mortality of these conditions is preventable through healthy diet and lifestyle choices. With rates of obesity and other risk factors soaring, it is increasingly important to equip health and care providers to support healthy choices, addressing risk factors while primary prevention is still possible. This unit will enable learners to gain appreciation of the benefits of healthy cooking and foundation for providing adequate motivation to the patient for healthy eating lifestyle and economic grocery shopping, and how to prepare simple healthy meals â&#x20AC;&#x201C; which is essential knowledge when working within health and social care. Key points in bringing about a culture change in food, nutrition and mealtimes is adequate training. The aim is to ensure that patients have a choice of food that is prepared safely and provides a balanced diet; and that individual nutritional, personal and clinical dietary requirements are met. People who use services have a diverse range of nutritional needs and food preferences. With this unit learners will gain knowledge and understanding of how those needs may be met through the provision of food and guidance on healthy eating and economical grocery shopping. This unit covers the main competencies needed for preparing and cooking food safely, and informing and motivating the patients for a healthy diet and eating habits. It focuses on the four main areas of control - cooking, cleaning, motivating and economical groceries shopping.

Page 9 of 45

Knowledge     

He/She understands the main nutritional concepts (including nutritional requirements, the food groups, cooking and preservation methods, the principal types of diet, etc.)

Skills 

Competence  

Providing and preparing meals



He/She is able to Distribute meals in accordance with hygiene and ergonomics principles Prepare simple and varied menus that take account of nutritional needs and different diets Provide the patient with assistance at mealtimes while encouraging independence and adapting to any individual disabilities Respect the eating habits of care recipients

  

      

Describe housekeeping principles (quality/price ratio); Analyze products and their characteristics; Explain basics of diet and food preparation; Give examples on recipes and main menus; He/She knows food preparation techniques; Describe prevention and safety basics (HACCP, etc.);

    

Apply food preparation and preservation techniques, respecting health and nutrition habits of the service user; Apply household safety procedures; Apply food supply techniques;



Assist the service user in preparing meals

 

Know the basics of motivational counselling Know internal motivation techniques (e.g. motivational interviewing and collaborative goal setting) Know healthy nutrition management



Support people with gaining the skills and confidence to make simple meals for themselves Provide appropriate support and information to the individual to enable them to make informed choices throughout the management of their nutrition



Motivate and encourage people to cook

He/She knows elements of home economics Know how to save money on groceries shopping (Planning ahead, buying products in season) Know how to reduce food waste



He/She is able to support the patient in making economical choices in groceries shopping



Economical groceries shopping



  



Page 10 of 45

Know the importance of healthy nutrition Know the guidelines and procedures for preparing simple healthy meals Know baseline levels of nutrition for individuals Know the services and resources available for dealing with nutrition



 

Know the elements of an inviting table setting Know the basics elements of inviting food presentation (Placing a candle or some fresh flowers in the centre of the table, using a colourful tablecloth)

 

  

Be able to demonstrate the importance of healthy nutrition Support patients in preparing simple healthy meals Offer appropriate assistance and advice concerning dietary intake Implement the most appropriate interventions to use with the individual to manage their nutrition



Offer effective nutritional counselling

 

Be able to prepare an inviting table setting Be able to prepare inviting, colourful meals



Make meals look inviting

Know the basic elements of personal hygiene Know why it is important not to handle food if you have open wounds, and what to do if you have an open wound Know why it is important to report illnesses and infections promptly Know the behaviour to avoid when cooking: touching face, nose or mouth; blowing your nose; chewing gum; eating; smoking - when you are working with food

 

wear clean and hygienic clothes Avoid unsafe behaviour that could contaminate the food you are working with He/She is able to wash his/her hands safely Make sure any cuts, boils, skin infections and grazes are treated and covered with an appropriate dressing



Keep himself / herself clean and hygienic

why surfaces and equipment must be clean, hygienic and suitable for the intended use and how to ensure this why it is important only to use clean and suitable clothes when cleaning between tasks, and how to ensure this is done why it is important to clear and dispose of waste promptly and safely, and how to do so



Make sure surfaces and equipment are clean and in good condition Use clean and suitable cloths and equipment for wiping and cleaning Dispose of waste promptly, hygienically and appropriately



Keep the working area clean and hygienic

  

 

Page 11 of 45



why it is important to make sure food deliveries are undamaged, at the correct temperature and within their `use-by date' and how to do this why it is important to prepare food for storage – for example by removing and disposing of outer packaging why food must be put in the correct storage area, and the temperatures that different foods should be stored at why it is important that storage areas are clean and tidy

     

how to recognise conditions leading to food safety hazards during preparation and cooking and what to do if they find any why it is important to know that certain foods can cause allergic reactions and the procedures you should follow to deal with these foods how cross-contamination can happen between, for example, raw food, food in storage and preparation and food that is ready to eat - and how to avoid this cooking/reheating methods, temperatures and times you must use for the food you work with He/She knows why it is important to make sure food is at the correct temperature prior to serving it to the patient, and how to do so the types of cooked foods you may need to chill or freeze because they are not for immediate consumption and how to do so safely

    

He/She is able to check that food is undamaged, is at the appropriate temperature and within its `use- by date' on delivery Look at and retain any important labelling information Prepare food for storage and put it in the correct storage area Make sure storage areas are clean, suitable and maintained at the correct temperature for the type of food He/She is able to Store food so that cross contamination is prevented, Safely dispose of food that is beyond its `use-by date'



Store food safely

Check food before and during operations for any hazards, and follow the correct procedures for dealing with these Prevent cross-contamination, such as between raw foods, foods already cooking/reheating and ready-to-eat foods He/She is able to apply cooking/reheating methods, temperatures and times you must use for the food you work with He/She is able to provide food at the correct temperature when serving it to the patient He/She is able to apply the techniques of chilling and freezing cooked foods that are not for immediate consumption safely



Prepare, cook and hold food safely

Page 12 of 45

Recommended training and learning methods: Experiential training methods (e.g. practical training in an industrial kitchen, visits to local nursing homes) Simulation and creative play Case studies Individual and group reflections

Assessment of learning outcomes : SIMULATION â&#x2020;&#x2019; The candidate must simulate with the required equipment some key actions for the care of a patient. The assessor must verify the BASIC ELEMENTS of the simulated action. For some procedures, also the performing of the basic elements in the CORRECT ORDER will be evaluated and the proper use of EQUIPMENT. CASE STUDY â&#x2020;&#x2019; Professions working in social care field must be assessed through a practical test (simulation) in order to assess the concrete abilities of the candidates. At the same time these skills require some theoretical knowledge. For this reason, it is also important to include the case study as an instrument in order to guarantee a complete evaluation. Additional information: Some competences present in the Health Care Assistant and Family Assistant training plans. Developed by: care4mobility, ET Labora, Italy

Page 13 of 45

Title of the Unit:

Health promotion skills

Reference to the qualification:

< Title of qualification >

EQF-Level: 3 NQF-Level: 3 Description of the Unit: The old model of healthcare, which is a reactive system that treats acute illnesses after their occurrence, is evolving to a more centred one, which concentrates on the prevention and ongoing management of chronic conditions. Across the globe, a fundamental shift in a healthcare risk is taking place, driven by an aging population and the increasing incidence of behaviourally induced chronic conditions. In order to successfully work on the prevention of illness conditions it is vital for the medical carers to be equipped with proper health promotion skills, able to get patients to change their behaviour in terms of making healthier lifestyle choices. A medical carer is a person whose professional tasks require him/her to present a pro-health attitude in their everyday work. This quality is essential in each profession in which a worker deals with other human beings. To fulfil their task properly, medical carers should possess a proper knowledge concerning health promotion, healthy eating and a hygienic way of life. Knowledge

Skills

Competence

He/she is able to:

       

identify basic concepts and issues concerning health, illness and disability recognize health education methods applying to patients indicate the cultural, social and economic health factors classify global and individual health determinants and consequences of illness and disability recognize the principles of rational nutrition describe diseases associated with the progress of civilization, as well as social diseases and know their causes decode the essence of prophylaxis and disease prevention describe the health risks in the immediate, as well as education and work environment

        

develop a list of fundamental health determinants assess the impact of the disease, hospitalization and other difficult situations on people's physical and mental state, as well as their everyday functioning carry out education concerning healthy eating and a healthy lifestyle calculate health needs and organize activities in the field of prevention and health promotion apply health-related activities in the immediate, as well as education and work environment show the patient how to conduct self-health control employ the principles of health and safety rules at work demonstrate the skills in health education and the development of pro-health attitudes relate the patients' diet with their current health situation

    

systematically develop the knowledge concerning prohealth education employ the patient to demonstrate pro-health behaviour construct and develop good practices in the field of health promotion and healthy lifestyles modify patients' pro-health attitudes manipulate the patient in the subject of health education and promotion of healthy lifestyles

Page 14 of 45

implement health, prevention and educational programmes

Recommended learning and training methods     

Theoretical input (lectures, students’ presentations) Group work to acquire knowledge Simulation Case study Diary work

Assessment of learning outcomes : Recommended assessment instruments: Combination of oral assessment (discussion) and case study 1. Oral Assessment: discussion on the basic concepts and issues concerning healthy eating and a healthy lifestyle, different health education methods etc. 2. Case study: creating a health promotion programme for a patient Additional information: / Developed by: care4mobility, CZKiU, Skarzysko-Kamienna, Poland

Page 15 of 45

Title of the Unit:

Work-life-balance: How to maintain my personal health in my profession

Reference to the qualification:

< Title of qualification >

EQF-Level: 3 NQF-Level: Description of the Unit: When starting the training course in a nursing or health care profession, the students already realize that their tasks are not only physically challenging, but can also be a psychological burden. The physical challenge is mainly present when transferring partially or completely immobile patients. The ongoing facing of death, dying people and grieving, on the other hand, is to be understood as psychological burdens for students. The presented learning situation serves to sensitize the students for both aspects of vocation-related challenges. In this context, the concept of pathogenesis is to be dealt with, leading over to the concept of Antonovsky’s salutogenesis. Aspects that support students’ health and their integration and realization in vocational everyday life should be in the foreground as well. Working for different relaxation techniques and methods supports the students to get in touch with opportunities of relaxation and to find their favourite technique(s) on an individual basis. Furthermore, the relaxation methods “progressive muscle relaxation” and “yoga” are practically trained. The following questions are to be put in this learning situation’s foreground:  What does health mean for me, personally?  How can I maintain and support my individual health in challenging vocational situations?  How can I apply techniques that support and protect my back in vocational everyday life?  How can I support my mind/psyche in challenging vocational situations?  How can I relax so that my body and my brain can recover? Knowledge

Skills

Competence

He/she is able to:

    

explain the principles of back-protecting transfers of residents/patients and justify them define the terms “health” and “disease” oppose and apply the concepts of pathogenesis and salutogenesis define the terms “distress” and “eustress” and name opportunities of coping describe development of stress and possible coping strategies

  

apply back-protecting transfers apply different concepts of health and disease in everyday life develop an individual work-life-balance for their professional daily routine



 

understand the difference between the concepts of pathogenesis and salutogenesis and therefore concentrate on health-promoting aspects within their health care work and in other areas of their life coping with constant exposure to illness and death based on both professional knowledge in health care and basic knowledge about psychological concepts on coping maintain the personal work-life-balance by applying stress coping and relaxation techniques Page 16 of 45

realize that work-life-balance differs between all individuals name relaxation methods and justify the different opportunities of application, dependent on the situation describe the principles and benefits of relaxation techniques such as yoga and PMR



apply relaxation methods such as yoga and PMR and put them to practice in tensioning situations

Recommended learning and training methods     

Theoretical input (lectures, presentation by the students) Case studies (e.g. using videos) Group work Role plays Practical training of yoga and PMR techniques

Assessment of learning outcomes : Recommended assessment instruments: Skills demonstration and written assessment 1. Demonstrating a relaxation method practically (10 min), 2. Theoretical written assessment about salutogenesis and pathogenesis 3. If applicable, writing a work-life-balance-diary during a phase of practical training after the mobility period. Assessment to be carried out by sending institution. Additional information: / Developed by: care4mobility, WBS TRAINING; Dresden, Germany

Page 17 of 45

Title of the Unit:

Communication and cooperation skills for health and social care workers

Reference to the qualification:

< Title of qualification>

EQF-Level: 3 NQF-Level: Description of the Unit: Good communication between health and social care professionals and patients is essential for the successful outcome of individualized nursing care of each patient. To achieve this, health and social care professionals must understand and help patients and their families, demonstrating courtesy, kindness and sincerity. Accordingly, this course offers an engaging look at the inseparable connection between communication and the Health and Social Care Sector. Developing good communication and cooperation skills are an essential part of every relationship, affecting everything from professional development to personal interactions. Whether verbally or nonverbally, it's important to understand how we share information and emotions with patients. Also health and social care professionals should devote time to the patient to communicate with the necessary confidentiality, and must not forget that this communication includes persons who surround the sick person, which is why the language of communication should be understood by all those involved in it. Its practice requires not only scientific knowledge, but also interpersonal, intellectual and communication abilities and skills. This course helps students take a closer look at important concepts of communication in general and helps develop communication skills most effectively. This course also provides practical instruction on communicating interpersonally and in groups, and improves students’ communication abilities. At the end of this course, students should be knowledgeable about major concepts, theories of communication and will get practice skills: listening, speaking, being responsible, and consensus building. Knowledge

Skills

Competence

He/she is able to:  Describe the main communication theories, principles, concepts and models;  explain the importance of communication in the Health and Social Care Sector;  identify contexts, situations and barriers that impede communication self-efficacy;  elaborate on the impact of non-verbal and verbal behaviour and the consequences of listening well on the patient and consultation outcome;  explain that respect is a core value for how we can put patients at ease;  identify meanings embedded in messages and recognize the influence of messages;

He/she is able to:  Communicate clearly and effectively adapting messages/information to the needs, culture and expectations of target groups while observing ethical standards;  articulate appropriately and effectively within various contexts, cooperate with colleagues;  express thoughts in responsible and consistent manner;  apply non-verbal and verbal skills in consensus building and conflict resolution;  apply non-verbal and verbal skills in active listening;  demonstrate communication skills to show respect to patients;  adapt messages to the diverse needs of individuals,

He/she is able to:  Assess the effectiveness of different forms of verbal and non-verbal communication for patients with different needs;  demonstrate communication skills including oral (speaking and listening) and problem-solving and positive thinking skills in a variety of contexts;  apply communicative measures to remove barriers to communication, with reference to a selected case;  demonstrate communicative competence through one-toone and group interactions in health and social care  accept social innovations, changes and adapt them in various health and social care activities;  communicate in professional way and participate in Page 18 of 45

identify ways to listen actively in spite of busy work environments.



groups and contexts; strengthen communication skills in self-reflection.

 

discussions with colleagues, make suggestions and decisions; demonstrate interpersonal skills, including the ability to lead and to work cooperatively with others and Intellectual flexibility, an openness to new ideas; demonstrate ethics, including an awareness of personal and others’ values and how they relate to ethical decision-making.

Recommended training and learning methods Individual work (reading, writing, listening), working in pairs/groups (active listening, writing, speaking, cooperation), watching and analysing video material (active listening and seeing, speaking, cooperation), drama based activity (speaking, listening, cooperation), warming-up games for concentration build up. Assessment of learning outcomes: Recommended assessment instruments: Case Study. Assessment criteria should be detailed in a rubric. Maximum points per learning outcome: 10. Minimum acceptable points: 50 % Assessment task: Working on a case study about communicative issues in a typical situation in health and social care, presenting the results orally or in written form. The case study should enable the assessment of at least 4 of the following 8 competences:  Assess the effectiveness of different forms of verbal and non-verbal communication for patients with different needs;  demonstrate communication skills including oral (speaking and listening) and problem-solving and positive thinking skills in a variety of contexts;  apply communicative measures to remove barriers to communication, with reference to a selected case;  demonstrate communicative competence through one -to-one and group interactions in health and social care  accept social innovations, changes and adapt them in various health and social care activities;  communicate in professional way and participate in discussions with colleagues, make suggestions and decisions;  demonstrate interpersonal skills, including the ability to lead and to work cooperatively with others and Intellectual flexibility, an openness to new ideas;  demonstrate ethics, including an awareness of personal and others’ values and how they relate to ethical decision-making.

Page 19 of 45

Additional information: Draft training plan: Why do we communicate? Personal and interpersonal communication. Maslowâ&#x20AC;&#x2122;s basic needs: Physical, Safety, Social, Self-esteem, Self-actualization. Communication theories, principles, conceptions. Linear and transactional views Linear View: Sender, Encodes, Message, Channel, Receiver, Decodes, Noise â&#x20AC;&#x201C; external. Definition of Communicative competence. Characteristics of competent communicators. Ability to choose most appropriate behaviour. The basis of communication is the interaction between people. Verbal communication is one way for people to communicate face-to-face. Components of verbal communication are sound, words, speaking, and language. Characteristics of Non-verbal communication. Types of non-verbal communication. Body movement, Voice. Touch. Appearance. Physical Space and Environment. Time. Co-cultures include nationality, age, race/ethnicity, occupation, ability, religion, activity. Learn specific cultural and ethics rules. Develop motivation, tolerance for ambiguity, open-mindedness, knowledge and skills. Influences on Emotional expression. Accept responsibility for feelings. Managing difficult emotions. Guidelines of expressing emotions. The nature of Conflict. Conflict styles. Conflict in Relation Systems. Variables in Conflict Skills. Constructive conflict; Questions and Answers. Developed by: care4mobility, ERCC Klaipeda, Lithuania

Page 20 of 45

Title of the Unit:

Conflict and complaints management in health care professions

Reference to the qualification:

< Title of qualification >

EQF-Level: 3 NQF-Level: Description of the Unit: Obviously, in any group situation, in every organisation, conflicts occur. Numerous studies include communication as a major cause of interpersonal conflict among nurses (Almost, 2006; Johnson, 2009; Warner, 2001 and others). Almost (2006) point to the style of communication within the health care field as lending to the development of conflict, and that style could certainly consist of a lack of communication, but can also include verbal or non-verbal communication. Conflict resolution is a dynamic process of constructively mediating opposite points of view so that people can work together to reach mutually acceptable compromise. One of the essential elements of effective conflict resolution is the recognition that there are stages of conflict. The stages of conflict can range from robust argument within a single meeting to longstanding opposing, entrenched positions of medical staff, administration, and/or patients. Depending upon the culture or needs of the organization and the type of conflict, can be used various communication strategies and techniques to manage a conflict. The goal in healthcare facilities is to develop and implement a conflict management process. This course will give students a deeper understanding of conflict, and provide them with practical tools to identify, manage and resolve conflict at an early stage. Knowledge

Skills

Competence

He/she is able to:

      

describe the nature of conflict and sources of conflict; understand the key practical and theoretical concepts of managing and resolving conflicts; understand the types of conflict and complaints management styles; describe main sources and types of conflicts in health and social care institutions; examine and understand the difference between destructive and constructive conflict, positive effects of conflicts; relate the importance of assessing one’s own conflict management style; explain the importance of good communication skills; the influence of gender and cultural, differences, perception

      

identify conflicts at an early stage; understand the various warning signs and triggers of conflict; manage conflicts in effective and tolerant manner with colleagues and patients and their families; resolve conflicts, including how to have “difficult” conversations, where to have these conversations, and how to give “difficult” feedback. make himself understandable in language issues; apply key communication skills that help to de-escalate conflict situations; help the patient understand how his/her behaviour negatively affects the therapeutic nurse-client relationship; professionally dealing with complaints according to the

     

Integrate a broad understanding of conflict resolution theories, models, and principles relating specifically to the Health and Social Care areas; have an understanding of the structured alternative approaches of conflict and complaint resolution; develop key strategies and confidence in managing everyday workplace conflicts; demonstrate competency in conflict and complaints resolving management; reflect on one’s own conflict management style consult with those involved about the meaning of their experiences during the incident with the intent to heal themselves and the patients and their families. Page 21 of 45

and power in conflict resolution; explain the importance of emotional intelligence; describe different approaches of dealing with complaints in health and social care institutions point out the importance of a complaints management system in health and social care.

nursing facility’s approach

Recommended training and learning methods Individual work (reading, writing, listening), working in groups (active listening, cooperation), watching and analysing video material (active listening and seeing, speaking, cooperation), drama based activity (speaking, listening, cooperation), warming-up games for concentration build up. Assessment of learning outcomes Recommended assessment instruments: Case Study. Assessment criteria should be detailed in a rubric. Maximum points per learning outcome: 10. Minimum acceptable points: 50 % Assessment task: Working on a case study about a typical conflict-prone situation in health and social care, presenting the results orally or in written form. The case study should enable the assessment of at least 3 of the following 6 competences:  Integrate a broad understanding of conflict resolution theories, models, and principles relating specifically to the Health and Social Care areas;  have an understanding of the structured alternative approaches of conflict and complaint resolution;  develop key strategies and confidence in managing everyday workplace conflicts;  demonstrate competency in conflict and complaints resolving management;  reflect on one’s own conflict management style  consult with those involved about the meaning of their experiences during the incident with the intent to heal themselves and the patients and their families. Additional information: Draft training plan: The nature of Conflict. Conflict-handling Styles. Conflict management and resolution. How do people respond to conflict? What modes do people use to address conflict? What factors can affect our conflict modes? How might you select your conflict management style? Typical types of conflict in health and social care. Conflict with colleagues. Conflict with patients. Constructive conflict: questions and answers. Unresolved or repressed conflict. Prevention of conflict. Emotional intelligence. Conflict resolution recommendations. The role of quality and complaints management in health and social care. Complaints management procedures. Developed by: care4mobility, ERCC Klaipeda, Lithuania

Page 22 of 45

Title of the Unit:

Skills in Behaviour

Reference to the qualification:

< Title of qualification >

EQF-Level: 3 NQF-Level: 3 Description of the Unit: The nurse assistant learns about behaviour in the widest meaning of the word. He/she is able to know who they are, and what the strengths and weaknesses of their profession are. The student will be supported in developing a professional self-image, in which professional knowledge and attitudes lead to responsible behaviours in health care. He / she will learn about the importance of emotions – both of the patient and of him- / herself. He / she will know about the different roles a health or social care worker can fulfil while working (e.g. supportive, physically or psychological, conflict solving, calming, cheerful), and critically reflects the health care worker’s responsibility that comes with that. He/she can use different levels of communication in different circumstances, even in different international backgrounds. In crises situations he/she able to intervene in a professional way. Knowledge

Skills

Competence

He/she is independently able to:

      

Present their self-images and differentiate their professional and private self Define their strengths and weaknesses Reflect on different types of personality and its implications for pros and cons in health and social care professions (e.g. based on the DISG model) Be aware of and reflect on different cultural aspects and their possible implications in health care Outline and differentiate emotions a patient may have in typical care situations Reflect on typical situations in health or social care and the patient’s expectations in that situation Describe the role a health or social care worker may take over from the patient’s perspective

   

Adopt a professional health or social care worker’s role Apply personal strengths during work for the benefit of oneself and others Recognise verbal and non-verbal expression of emotions and reacting in a proper way Be empathic when needed

   

Evaluate one’s own professional behaviour and take a different perspective (e.g. colleagues' and others'). Strive for strengthening strengths in daily work Be empathetic for a patient’s emotions Take on a professional role

Page 23 of 45

Students’ presentations: Who am I and what makes me a good health / social care worker? Discussions about different subjects as: Influences on personality development (during childhood, through education etc.). What is good behaviour? What is bad behaviour? Role plays: how to react in different situations, e.g. what is my personal space, and what happens if someone crosses that personal border? Teambuilding activities Case study Theoretic study (emotions, role concepts, behaviour…)

Assessment of learning outcomes : Recommended assessment instruments  Prove of social skills in case study  Self-reflection in written form about the (learning) process during mobility  Role play Additional information: -/Developed by: care4mobility, ROC de Leijgraaf, Veghel, the Netherlands

Page 24 of 45

Title of the Unit:

Dealing with feelings

Reference to the qualification:

< Title of qualification >

EQF-Level: 3 / 4 NQF-Level: Description of the Unit: Dealing with feelings is an essential part of the vocational everyday life when doing the training course to become a geriatric nurse. This profession is not only about working with people but integrates the ongoing interaction between caregiver and patient or resident. Hence, it is not only hard physical work that needs to be done as a geriatric nurse, but the daily professional life also comprises immense psychological challenges. This learning situation serves to sensitize the students for different attempts of dealing with feelings. The aim is to enable them to deal with feelings within the caring processes on a professional basis. The main emphasis of this learning situation is put on dealing with people who are dying, on dealing with and solving conflicts and finally, on rationalizing situation that are challenging in any kind. The students are supposed to realize that dealing with feelings is already a service that is economically determined within the field of care, however, it is neither established in the way caregivers see themselves, nor in the field of action, yet. Therefore, dealing with feelings is hardly taken into consideration in catalogues of services. The following key questions are to be put in the focus of this learning situation:  In what degree are my feelings of importance during my daily work as a caregiver?  How is dealing with feelings turned out within my professional acting?  Which meaning does dealing with feelings have concerning my professional development?  Which meaning does dealing with feelings have concerning my own health?  Is dealing with feelings an economical service embedded in my nursing work that is not appreciated? Knowledge

Skills

Competence

He/she is able to:  Define and vocationally apply the terms “role”, “inter- and intra-role-conflict”  Define and vocationally apply the term “conflict”, the different kinds and the different outcomes of conflicts

He/she is able to:  Realize and reflect on different feelings in the caring process  Realize dealing with feelings and working on relationships as an important part of their vocational field of acting and integrate them into their daily professional life

Social skills: He/she is able to:  Realize own feelings such as anxiety, rage, humour, pain, sadness within their nursing work, as well as those feelings others have, and are able to reflect on them

Page 25 of 45

Promoting the Efficiency of VET Learner Mobilities in health and social care professions by implementing ECVET Project Number 2015-1-DE02-KA202-002483 Units of Learning Outcomes for Geographical Mobility in the Health and Social Care Sector He/she is able to:  Describe and realize concise feelings in nursing work such as anxiety, rage, cheerfulness, pain, sadness  Illustrate the kinds and outcomes of conflicts and apply them to their professional life  Explain the theoretical concepts of dealing with feelings in nursing professions (Wittneben, Karin 2001; Becker, Wolfgang/Meifort, Barbara (1998); Büssing, Andre/ Glaser, Jürgen (1999); Klement, Carmen (2006) and assess them critically  Give reasons why dealing with feelings is an economical service in nursing professions

He/she is able to:  Realize the relationship between caregiver and patient/resident on the basis of different roles and their foundations, different ways of communication and different expectations

He/she is able to:  Reflect on phases of conflicts within the team, with residents or relatives and individually find strategies to cope with those conflicts  Realize their own dealing with conflicts and reflect this in their professional daily life Methodological competence: He/she is able to:  Develop individual strategies of how to deal and cope with feelings in professional everyday life on the basis of case discussions, supervision or mediation

Recommended learning and training methods    

Theoretical input (trainer / student presentation) working in groups (active listening, cooperation), watching and analysing video material (active listening and seeing, speaking, cooperation), Role plays / simulation

Assessment of learning outcomes : Recommended assessment instruments: Combination of self-reflective case study and reading comprehension 1. Judging reading comprehension on the basis of nursing science’s texts, dealing with working with feelings 2. Case study: Analysis of a patient’s and a caregiver’s feelings in a particular, typical situation in health care. 3. If applicable, after the mobility period: Creating a diary in practical training over a period of four weeks concerning the experiences with a particular resident. Assessment to be carried out by sending institution.

Page 26 of 45

Additional information: Learning how to deal with feelings is a long process that is probably never completely finished. It is thus advisable to encourage learners to continuously develop their personal competences in this field, using different instruments in their professional life:  Carry out several reflective conversations with the practical instructor, putting different emphases on dealing with feelings concerning the relationship between caregiver and patient/resident  Carry out case discussions or supervision or mediation in the professional life  Creating a diary over a period of our weeks concerning the experiences with a particular resident Developed by: care4mobility, WBS TRAINING, Dresden, Germany

Page 27 of 45

Title of the Unit:

Time Management for healthcare workers

Reference to the qualification:

< Title of qualification>

EQF-Level: 3 NQF-Level:

Description of the Unit: Time is money. This is true for all of us, but it has special implications for professionals in health and social care, too. Time for carrying out treatments or other care activities is limited, and this is also due to economic needs. Also, heath care workers have to manage their daily tasks, and be ready for emergencies at the same time. Students will learn how to deal with this increased need for a good time management, namely they will learn how to:  organize his/her work schedule and daily plans according to time management principles,  prioritize tasks,  avoid time-wasters,  use modern technology (software) to organize work, and  organize his / her workplace. Knowledge

Skills

Competence

He/she is able to:  Describe the concept of time management,  Explain the methods and procedures of time management

He/she is able to:  Implement such concept in all his/her activities  Organize his/her work schedule considering the procedures about time management  Create short and long term plans accordingly

He/she is able to:  Plan his/her duties employing the work schedule selfresponsibly.

He/she is able to:  Explain the steps in time management; and identify key tasks.

He/she is able to:  Effectively organize daily actions,  Use time management steps efficiently and employ them hierarchically in his/her work schedule.

He/she is able to:  Manages his/her time effectively to promote the quality of service offered to the patients.

Page 28 of 45

He/she is able to:  Set priorities and manage the time to meet the deadlines  Make smarter decisions faster and uncover better options

He/she is able to:  use Eisenhower box to prioritize tasks autonomously  Develop a Gantt chart or a “to do” list to organize goals and tasks and insure that time commitments are consistent with the chosen priorities.

He/she is able to:  Describe the most common sources of time wasters in health and social care.

He/she is able to:  Determine and identify time wasters both internally and externally and avoid them using an effective time management plan.  Block out “heads down” time by removing distractions. (log out of social applications like Facebook and Twitter; shut e-mails and instant messaging and chat applications down temporarily; turn off the phones and let messages go to voicemail).  Focus on the current task and avoid multi-tasking.

He/she is able to:  Carry out his/her tasks productively in accordance with his/her plan so as not to allow any possible time wasters.

He/she is able to:  Explain the ways to streamline healthcare practices using applicable software technologies.

He/she is able to:  Use various software technology systems (such as CareCloud) designed to streamline healthcare practices by optimizing practice management and health records.

He/she is able to:  Take advantage of technology and ensure the practice to be online and organized in order to save time for him/her and patients.

He/she is able to:  Describes how to organize his/her workspace

He/she is able to:  Use magazine organizers for papers; create sub-folders on the computer and set up filters in his/her e-mail to automatically move e-mails that meet certain criteria to a specific folder in his/her box.

He/she is able to:  Organize his/her workplace self-responsibly.

Page 29 of 45

Recommended learning and teaching methods      

Theoretical input (lectures, students’ presentations) Group work Simulation and creative play Individual and group reflections Computer work, e.g. writing exemplary work schedule Case studies

Assessment of learning outcomes : Recommended assessment instruments: Written assessment with at least three of the following four tasks:  Identify and describe typical time-wasters in health care  Illustrate time management methods  Prioritizing tasks in a given situation (case study)  Developing a to-do-list with estimated duration of tasks or a Gantt chart for a given situation (case study) Other tasks covering other learning outcomes can of course be added as well. Additional information: / Developed by: care4mobility, ERDEMLİ KANUNİ VOCATIONAL & TECHNICAL ANATOLIAN HIGH SCHOOL, Erdemli, Turkey

Page 30 of 45

Title of the Unit:

Career planning across borders

Reference to the qualification:

< Title of qualification >

EQF-Level: 3 NQF-Level: Description of the Unit: In terms of the international mobility of health professionals within the EU, the research shows that all 27 member states are experiencing migration of health professionals After all, getting healthcare experience abroad is a great way to contribute one's own skills in a different country, and get a different view of the healthcare systems around the world. For a successful mobility experience to take place it is important that healthcare workers are familiar with basic elements that can facilitate their positioning into the relevant labour market. The aim of this Unit of learning outcomes is to provide the students with a solid preparation for the entrance into a foreign labour market and planning for an international career. Knowledge

Skills

Competence

 

He / She knows the terminology and technical language; He / She knows the culture, customs and foreign institutions



He / She is able to communicate in a foreign language with the user, the family and the context of care;



Communicating in foreign language



He / She knows the structure and dynamics of the organizational system in which he/she operates; He / She knows the fundamentals of professional ethics; He / She knows his/her role and its relational implications.



He / She knows how to anticipate the expectations of their own role; He / She knows how to apply / recognize the principles of professional ethics; He / She is able to identify their need of updating in relation to the context in which it operates



Act one’s own role in international contexts

 

Page 31 of 45

   

  

He/She knows the demand on the local labour market He/She knows the elements of National and Regional health and social regulations He/She knows the job search techniques on the relevant job market He/She knows the how the National certification system works He/She knows working permit prerequisites in EU / nonEU countries He/She is aware of own professional updating needs He/She knows what training or support to update own professional skills might be relevant and who to approach to access it



He/She knows the necessary content of a local CV template He/She knows the elements of a good CV He/She is able to recall own skills and competences



 

He/She is able to autonomously search for a job on the given labour market, taking into account important regulations and the most appropriate communication channels. He/She is aware of own professional updating needs He/She regularly strives for updating own professional skills



Position oneself in the relevant labour market

He/She is able to outline the basic elements of the local CV template He/She is able to present own skills and competences in a foreign language in a coherent manner He/She is able to prepare a professional CV in a foreign language



Prepare a CV in a foreign language

Recommended training and learning methods:     

Experiential training methods (e.g. visit to an employment agency) Practical workshops Simulation Role-play Individual and group reflections

Page 32 of 45

Assessment of learning outcomes : Methods: 1. Simulation 2. Case study Instruments: SIMULATION â&#x2020;&#x2019; The candidate must simulate with the required equipment some key actions for the care of a patient. The assessor must verify the BASIC ELEMENTS of the simulated action. For some procedures, also the performing of the basic elements in the CORRECT ORDER will be evaluated and the proper use of EQUIPMENT. CASE STUDY â&#x2020;&#x2019; Professions working in social care field must be assessed through a practical test (simulation) in order to assess the concrete abilities of the candidates. At the same time these skills require some theoretical knowledge. For this reason it is also important to include the case study as an instrument in order to guarantee a complete evaluation. Additional information: -/Developed by: care4mobility, ET Labora, Italy

Page 33 of 45

Title of the Unit:

Co-working in an International Therapeutic Team

Reference to the qualification:

< Title of qualification >

EQF-Level: 3 / 4 NQF-Level: Description of the Unit: Act his own role and work effectively inside an international health care delivery team, with people from a different country or diverse cultures. Interdisciplinary teamwork is an important model for delivering health care to patients. Health care, by definition, is a multidisciplinary profession in which doctors, nurses, health professionals from different specialties work together, communicate often and share resources. Health teams are often made up of a variety of professionals each with specialized knowledge and responsible for different tasks. While one may enjoy and appreciate amiable teamwork among own health care colleagues, the patients rely on the ability to work together. What happens when one faces work in an international health care team? The value systems between cultures have been shown to vary significantly, people from different cultural backgrounds are likely to have different attitudes towards hierarchy, ambiguity, achievement-orientation, time and working with others. Differences in value systems can impact upon how effectively individuals work together. Other factors that may impact on the effectiveness of an international team include communication differences, individuals’ use of stereotypes and preconceptions, the use of technology and approaches to time management. The aim of this Unit is to help healthcare workers to develop a better understanding of the factors that influence successful cross-cultural communication and international team working and learn how to maximise their effectiveness when working in an international team. Knowledge    

He/She knows team-working: dynamics, roles, functions, tasks Understand protocols, grids, forms and software to report any events related to the service Describe health and social methodology Describe IT basics

Skills    

Competence He/She can work in team, detecting and respecting the different workers’ roles Actively participate in the finding a common solution for tasks Use protocols, grids, forms and software to report any events related to the service Use the most common computer programmes and software



Participate and cooperate actively with the care team

Page 34 of 45

He/She knows privacy regulations He/She knows strategies of caregiver/service user helprelationship; He/She knows basics of healthcare organization; He/She Understands relational and organizational procedures

   

 



 

Operate with discretion, respect of rights and needs of people in a fragile situation; Report correctly to the healthcare professional in case of emergency; Mediate to correctly deal with the needs of the different interlocutors, in order to foster the relationships and achieve the assistance objectives; Refer to the medical staff aiming at cooperating in the current intervention;



Carry out the working activities respecting privacy regulations

He/She knows communication and relation techniques (verbal and non-verbal) He/She knows the factors influencing communication, conflict resolution and working relationships (e.g. culture) within a team

    

Able to share information Able to listen attentively Use understandable communication Able to provide feedback to others Able to respond to feedback from others



Communicate effectively, including giving and receiving feedback in a care team

He/She knows how your use of language, body language, gestures and tone of voice may appear to people from different countries or cultures and how theirs may affect your perceptions of them Know the possible results of a lack of understanding or ineffective communication tools Know the politeness conventions used by yourself and the people from the countries or cultures you are working with and how these may affect people’s perceptions of each other rudeness caused by non-use, apparent insincerity caused by over-use of ‘please’ and ‘thank you’) Know ways to minimise misunderstanding and improve communication with people with a different first language Know the challenges in communicating with people from another culture who share the same first language with you (For example differences in vocabulary, spelling, accent, expressions and directness.)



communicate in ways that can be understood by the people from the countries or cultures you are working with Able to respond flexibly and positively to engage and include people from different countries or diverse cultures use the common courtesies and greetings used by the people from the countries or cultures you are working with recognise how your use of language, body language, gestures and tone of voice may appear to people from different countries or diverse cultures and of how theirs may affect your perceptions of them reflect on the impact of your behaviour when working with people from different countries or diverse cultures and adapt them to improve results in the future



Use respectful language appropriate in an intercultural care team

  



Page 35 of 45

  

 

He/She knows the influence of cultural behaviour on expectations, communication and working practices How your own and other people’s values and beliefs may change as culture evolves or you and they are exposed to a different culture How to base your opinions and actions towards people from a different country or diverse culture on them as an individual and not on common perception, stereotypes, prejudice or old information How cultural stereotypes can be reinforced by the way you and others behave and present information about your country or culture Know that people from different countries or diverse cultures will have different attitudes, expectations and service ethics than those you are used to.

     

Recognise your own values, beliefs and cultural conventions and how they affect your perceptions and expectations in work situations Actively seek to understand how your values, beliefs, cultural conventions and language use appear to other people Base your opinions of people on your own interaction with them rather than on common perception, stereotypes, their accent or their dress Challenge and adapt your own assumptions about the behaviour of people from different countries or diverse cultures Challenge any stereotypes, prejudice or racism expressed by other people about yourself or others He/She is able to maintain respect for individuals when unable to understand or empathise with their views or behaviour



Work effectively with people from different countries or diverse cultures

Recommended training and learning methods:   

Simulation and creative play Role-play Individual and group reflections

Page 36 of 45

Assessment of learning outcomes : Methods: 1. Simulation 2. Case study Instruments: SIMULATION â&#x2020;&#x2019; The candidate must simulate with the required equipment some key actions for the care of a patient. The assessor must verify the BASIC ELEMENTS of the simulated action. For some procedures, also the performing of the basic elements in the CORRECT ORDER will be evaluated and the proper use of EQUIPMENT. CASE STUDY â&#x2020;&#x2019; Professions working in social care field must be assessed through a practical test (simulation) in order to assess the concrete abilities of the candidates. At the same time these skills require some theoretical knowledge. For this reason, it is also important to include the case study as an instrument in order to guarantee a complete evaluation. Additional information: -/Developed by: care4mobility, ET Labora, Italy

Page 37 of 45

Title of the Unit:

Communication with Patients in a Foreign Language

Reference to the qualification:

< Title of qualification>

EQF-Level: 3 NQF-Level: Description of the Unit: Communicating and relating with the patient and the household together with the caring staff in foreign language Knowledge

Skills

Competence

He/she is able to:

  

Know ways to minimise misunderstanding and improve communication with people with a different first language to you. (for example taking the time to listen closely to what they are really saying, learning the conventions for introductions and greetings, learning some simple phrases in their language, gesturing, avoiding idioms, explaining acronyms, using pictures and diagrams, learning their language.)

    



Know ways to keep the language (sentences chosen) simple and clear; keep word choice and sentences easily understandable and avoid run-on sentences

 

identify the differences and similarities in language and culture and political and historical factors that may impact on the relationship and plan how to address them communicate in ways that can be understood by the patients from the countries or cultures that they are dealing with welcome the patient and his/her family, can counsel and foster their access to services, can promptly inform about services and resources in foreign language find out about and use the common courtesies and greetings used by the people from the countries or cultures you are working with



Overcome Language and Cultural Communication Barriers

Communicate using basic words (such as good, give, take). Allow some silence between simple phrases and pause after asking a question.

 

Work with translators and interpreters Choose the most suitable communicative way and make the language as plain as possible autonomously.

Page 38 of 45

Describe the ways to give and seek feedback

  



Identify the ways to make the communication and the message more comprehensible

    

Ask clarifying questions to receive a feedback. Avoid using close-ended questions that can easily be answered with a simple yes/no or head nod. Ask open-ended questions for ensuring a better understanding in a communication.



Give and receive feedbacks to overcome any possible misunderstanding and ambiguity

Refer to some speaking techniques such as speaking slowly and clearly not loudly Repeat key phrases and summarize key points Avoid acronyms, idioms and abbreviations Write the message down and demonstrate while speaking Refer to LEARN mnemonic: listen, explain, acknowledge, recommend and negotiate.



Employ the best and the most effective communication techniques for the patient.

Recommended learning and training methods        

Pair work and group work Watching and analysing video material Simulation and creative play Role-play Individual and group reflections Experiential learning model Theoretical inputs (trainer and learner presentations) Case studies

Assessment of learning outcomes : Recommended Assessment Instrument: Role Play, enabling the assessor to observe at least 3 of the above 5 competences. Observation sheet should be prepared beforehand. Additional information: / Developed by: care4mobility, ERDEMLİ KANUNİ VOCATIONAL & TECHNICAL ANATOLIAN HIGH SCHOOL Page 39 of 45

Title of the Unit:

Computer Skills for Healthcare Workers

Reference to the qualification:

< Title of qualification>

EQF-Level: 3 NQF-Level: Description of the Unit: Explanation of the basics of information technology, utilization of basic computer and software operations, application of database method and procedures Knowledge

Skills

Competence

He/she is able to:



Explain the basics of information technology

 

Carry out basic computer operations Use the applicable software (Windows, Microsoft Office programs, browsers and etc.) at a basic level under specific training.



Carry out his/her duties using necessary software at his/her workplace.



Describe database method and procedures.



Create a database for keeping and monitoring the patient records, Develop and maintain records system, Keep the patient records periodically and systematically, Compile health statistics, Input diseases and procedures



Design and maintain electronic databases of patient care and results.

Keep electronic information safe and secure. Ensure patient records to be kept in a secure electronic environment and free from malware. Take privacy precautions on the hospital’s computer system.



Implement data security protocols and maintain data security autonomously

    

Explain how to use data security software and tools.

  

Page 40 of 45

Describe data sharing software and protocols and other network procedures.

 



Explain how to use mobile applications for research and development activities.



Receive and send orders and instructions to/from coworkers, doctors or other healthcare personnel electronically. Share patient care records or test results and relevant information on a common network and access them easily from the network in case of need.



Use the network effectively to share patient data, treatment plans and instructions and maintain electronic communication with his/her co-workers.

Use mobile applications for his/her research and development activities.



Make use of mobile applications for his/her research and development activities self-responsibly

Recommended learning and training methods:      

Practical computer work Presentations Simulation (Complex data processing tasks) Theoretical inputs Project work, individually or in a group Experiential learning model

Assessment of learning outcomes : Recommended assessment instrument: Practical assessment of computer work. Demonstration of handling relevant software, e.g. processing of patient data. Additional information: / Developed by: care4mobility, ERDEMLİ KANUNİ VOCATIONAL & TECHNICAL ANATOLIAN HIGH SCHOOL, Erdemli, Turkey

Page 41 of 45

Title of the Unit:

Business start-up for medical carers

Reference to the qualification:

< Title of qualification>

EQF-Level: 4 NQF-Level:

Description of the Unit: A medical carer is not always employed by a company owned by someone else. That is why he/she must be prepared to set up their own business. In order to do that he/she ought to have a basic knowledge connected with setting up and running their own company, as well as doing business activities. What is more, a properly prepared self-employed person should be able to carry out social care services in patients’ own homes. Knowledge

Skills

Competence

He/she is able to:

       

define the concepts of economic activity, an entrepreneur and a company identify the purpose of preparing a business plan and lists its elements discover the sources of enterprise support construct the procedures and requirements for setting up a company list and describe the responsibilities of self-employed people towards the contractors and offices recognize the environment in which the company operates present the objectives of the enterprise and the ways of their implementation name the factors affecting successes and failures of the company

      

contrast business activities with other ones carried out by people apply the existing legislation to take up and do business activities outline the draft of his/her own company based on the business plan identify opportunities and risks associated with doing business deal with stress and discrepancies between theory and practice identify the sources of risks associated with doing business and propose some forms of coping with the problems fill in the documents related to starting up and running a business

      

outline the actions leading to the achievement of objectives estimate his/her own activities arrange and carry out a business efficiently operate available computer programmes in the field of business take rational decisions based on the accessible information and assess the implications of their own actions differentiate between ethical and unethical behaviours associated with business activities estimate entrepreneurs' behaviour from the ethical point of view

Page 42 of 45

Recommended learning and training methods    

Theoretical inputs Group work Presentation and discussion of work results Project work (writing an own business plan)

Assessment of learning outcomes : Recommended assessment instruments: Written assessment: Creating a business plan. Additional information: / Developed by: care4mobility, CZKiU, Skarżysko-Kamienna, Poland

Page 43 of 45

Health promotion skills

Work-life balance

Communication and cooperation skills for health and social care workers

Conflict and complaints management

Skills in Behaviour

Dealing with feelings

Time management for health care workers

Career planning across borders

Co-working in an international therapeutic team

Communication with patients in a foreign language

Computer Skills for health care staff

Medical carer Opiekun medyczny

Disabled Person Assistant Asystent osoby niepeĹ&#x201A;nosprawnej

First Aid: Basic life support

First Aid: Advanced life support

Complementary Care

Units of Learning Outcomes

Social Care Assistant Sozialassistent

Nurse assistant Krankenpflegehelfer

Geriatric Nurse (NQF 4) Altenpfleger

Socio-assistance-assistant Opiekun w domu pomocy spoĹ&#x201A;ecznej

Qualifications

Germany

Poland

Business start-up for medical carers

Easy cooking

Annex: Relevance of Units for health and social care professions in Germany, Poland, the Netherlands, Italy, Turkey and Lithuania

Page 44 of 45

Netherlands

Italy

Social Assistant Maatschappelijke zorg

Nurse Assistant Verzorgende individuele gezondheidszorg (IG)

Nurse (NQF 4) Verpleegkundige

Family assistant Assistente familiare

Health Care Assistant Ausiliario socioassistenziale - ASA

Dental assistant Assistente alla poltrona

Turkey

Lithuania

Assistant nurse Hemşire Yardımcılığı

Assistant midwife Ebe Yardımcılığı

Healthcare technician Sağlık Bakım Teknisyenliği

Social Worker’s Assistant Socialinio darbuotojo padėjėjas

Nurse Assistant Slaugytojo padėdėjas

Page 45 of 45