CPD Course Module Development
SUSWELL assumes a necessary change in the organisation and positioning of the care for health, it’s accompanying care systems and the role taken by the involved stakeholders, from the professional to the patient. This includes higher education institutes.
Our consortium agreed that continuous professional development (CPD) courses are an effective tool to support the shift towards a systems perspective and to bridge the learning from local communities of practice with the existing formal education systems in Kosovo and Russia.
CPD is understood as a lifelong learning process that addresses the educational needs of individuals. It is important as it helps to ensure that further learning is progressed in a structured, practical and relevant way. And it allows an individual to focus on what specific skills and knowledge they require over a manageable period.
Through a learner-centred approach, CPD is essential to the delivery of safe and effective healthcare by all health and social care professionals. Variety in learning formats and methods ensure the applicability of the learning for the settings in practice.
Therefore, it is a main objective of SUSWELL to develop evidence-based and relevant CPD training modules for (future) health professionals. The aim is to enhance lifelong learning and to improve the skills and competences of students and health and social care professionals across the different fields of health and well-being. The course modules’ scope ranges between EQF 4 and EQF 7 and covers 5 ECTS each.
| MODULES | TOPICS |
|---|---|
| Digital Health Literacy | Digital health literacy is the ability to seek, find, understand, and appraise health information from electronic sources and apply the knowledge gained to addressing or solving a health problem. Digital health literacy is the application of both health and digital literacy skills to confidently and accurately use tools and information to manage health related questions or care. |
| Futures Literacy | Future’s Literacy is about “having the capability using the future to innovate the present”. In other words: what do we need to know about the characters of the future, the personality of the future that helps us having an idea what it means for us in present. Future´s literacy is about being open towards desired futures. |
| Transition Leadership | Transition Leadership is seen as a new leadership model that applies methods and approaches for navigating and coping with multidimensional processes of transitions. The model is rooted in the concepts of inspiration and cocreation. Transition leaders embrace uncertainty, allow for failure, and look positively towards an unknown future. They are able to exploit social innovation environments that are driven by strong sense of agency and empowerment capacity, to engage multifaceted stakeholders, and to facilitate strategies towards the achievement of common transition goals in the health and well-being sector. (cf. Guett and Bennen, 2023) |
| Interprofessional Collaborative Work | The World Health Organisation (WHO) recognizes interprofessional collaboration in education and practice as an innovative strategy that plays an important role in mitigating the global health workforce crisis. This is, because productive cooperation between occupational groups representing different professions and disciplines is necessary to provide optimal and effective patient care. To accomplish this successfully, interprofessional collaboration must be promoted during education. Interprofessional education occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. It is a necessary step in preparing a collaborative practice-ready health workforce that is better prepared to respond to local health needs. |
