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TC-NURSE

TRANSCULTURAL NURSING: A EUROPEAN PRIORITY, A PROFESSIONAL RESPONSIBILITY

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This project has been co‐funded from the Erasmus+ programme of the European Union. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Project Results

  • IO1 Perception and Experience of Transcultural: A Qualitative Study
  • IO2 Handbook for intensive teaching and learning
  • IO3 Practical guide for HE-teachers
  • IO4 Manual for the TC-Nurse learning platform
  • IO5 Guide for the TC-Nurse Module
  • IO6 The CCMEn Model-article
  • IO6 Nursing students’ experience of learning cultural competence
  • IO6 Nursing Lecturers’ Perception and Experience of Teaching Cultural Competence

Disclaimer:  
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 

post joint final event prep & tc-nurse projects

Check out more posts below

Intensive programme in Portalegre 2019

In July 2019, 24 students  gathered in Portalegre, Portugal, for an Intensive  Programme. Each day was filled with developing and learning on topics such as their understanding of  transcultural nursing, cultural competence and  health inequality.

Taking advantage of the students’ own cultural  similarities and differences, there was a promotion of  knowledge, understanding and acknowledgement  of the beliefs and practices of other cultures with  which we all coexist. Students were enabled to  identify similarities and accept cultural differences in order be able to provide excellent quality care to all  patients regardless of their cultural background.

Also,  the CLIL-based teaching and learning approach was apllied, with a focus on transcultural care, as  contextualised within Papadopoulos, Tikki and  Taylor’s (PTT) model of developing cultural  competence. Their was an increase of cultural  competence, language skills and awareness of  global health issues. 

During this project I became more culturally aware. It was a very good experience that I can certainly use later on!

Participant from the IP in Portalegre 2019

It was a wonderfull experience. Getting to know the colleagues and students from other Educational Institutions…. Learning and teaching on the subject of different cultures and experiencing this at the same time. I returned a happy teacher…..

Teacher from the IP Portugal 2019

Intensive program 2020, digital edition

The TC Nurse IP 2020 is a special edition. This project is all about experiencing the cultural diversity and learning with and from each other. Due to the COVID-pandemic, we were challenged to create an online experience that would level up with the real thing.

A lot of online activity took place during the TC Nurse online Intensive Program

The context of the IP

The world is culturally diverse. There is a growing recognition of the importance of cultural safety and competency among health care providers. Therefore, the need for education in cultural safety and competence is universal for all nurses, regardless of their own personal background.

This online intensive learning programme on cultural competence aims to:

* Create an academic and culturally diverse environment of collaboration and learning, where cultural similarity is highlighted and cultural difference is used to promote knowledge, understanding and acknowledgement of the beliefs and practices of other cultures with which we all coexist. Improve language skills through the implementation of a Content and Language Integrated Learning (CLIL) approach to teaching and learning. 

* Provide opportunities for cultural encounter, both inside and outside the classroom, between the students and the lecturers, and between the students themselves.

* Enhance the acquisition of knowledge, skills and attitudes leading to the promotion of a culturally mindful behaviour and a culturally safe professional nursing practice.

* Develop new materials and teaching and learning activities, including case studies, on transcultural nursing, and evaluate impact on the students’ learning and the teachers’ practice. 

Intensive Programma TC-Nurse in Portalegre

During this meeting, the TC-Nurse team will have a short-term joint staff training which will consist in the implementation and delivery of training in CLIL to the teaching team that will be responsible for the design and delivery of the second intensive training course for higher education learners . Two lecturers from each participating university will take part in the training programme.
The main contents of the workshop will be:
– Introduction to CLIL approach in higher education.
-Designing a CLIL session.
– Adapting teaching materials to CLIL programmes.
-Teaching strategies for the implementation of CLIL in higher education.
– Delivering a CLIL session.
By the end of the course, participants will:
-Identify and apply the theoretical principles of CLIL, Plan a teaching and learning activity through a CLIL approach, Adapt teaching materials to facilitate content learning through CLIL and apply teaching & learning and assessment strategies to promote the integration of English in the content.

Collaboration with PREP

Our collaboration with other projects and organisations  is increasing. We started working together with the PREP-project. The Physiotherapy and Refugees Education Project (PREP) addresses the mismatch between the competence of physiotherapists and the complex rehabilitation needs of a growing population of refugees and migrants in Europe. This project is a collaboration between educational institutions, organisations and other projects.

By working together we can share material and ideas, we can get a more interprofessional role and the impact of what we do gets larger.

Our Final Event will take place in Antwerp and will be a joined event.

We will keep you posted!

Intensive programme in Portalegre 2019

In July 2019, 24 students  gathered in Portalegre, Portugal, for an Intensive  Programme. Each day was filled with developing and learning on topics such as their understanding of  transcultural nursing, cultural competence and  health inequality.

Taking advantage of the students’ own cultural  similarities and differences, there was a promotion of  knowledge, understanding and acknowledgement  of the beliefs and practices of other cultures with  which we all coexist. Students were enabled to  identify similarities and accept cultural differences in order be able to provide excellent quality care to all  patients regardless of their cultural background.

Also,  the CLIL-based teaching and learning approach was apllied, with a focus on transcultural care, as  contextualised within Papadopoulos, Tikki and  Taylor’s (PTT) model of developing cultural  competence. Their was an increase of cultural  competence, language skills and awareness of  global health issues. 

During this project I became more culturally aware. It was a very good experience that I can certainly use later on!

Participant from the IP in Portalegre 2019

It was a wonderfull experience. Getting to know the colleagues and students from other Educational Institutions…. Learning and teaching on the subject of different cultures and experiencing this at the same time. I returned a happy teacher…..

Teacher from the IP Portugal 2019

Intensive program 2020, digital edition

The TC Nurse IP 2020 is a special edition. This project is all about experiencing the cultural diversity and learning with and from each other. Due to the COVID-pandemic, we were challenged to create an online experience that would level up with the real thing.

A lot of online activity took place during the TC Nurse online Intensive Program

The context of the IP

The world is culturally diverse. There is a growing recognition of the importance of cultural safety and competency among health care providers. Therefore, the need for education in cultural safety and competence is universal for all nurses, regardless of their own personal background.

This online intensive learning programme on cultural competence aims to:

* Create an academic and culturally diverse environment of collaboration and learning, where cultural similarity is highlighted and cultural difference is used to promote knowledge, understanding and acknowledgement of the beliefs and practices of other cultures with which we all coexist. Improve language skills through the implementation of a Content and Language Integrated Learning (CLIL) approach to teaching and learning. 

* Provide opportunities for cultural encounter, both inside and outside the classroom, between the students and the lecturers, and between the students themselves.

* Enhance the acquisition of knowledge, skills and attitudes leading to the promotion of a culturally mindful behaviour and a culturally safe professional nursing practice.

* Develop new materials and teaching and learning activities, including case studies, on transcultural nursing, and evaluate impact on the students’ learning and the teachers’ practice. 

Intensive Programma TC-Nurse in Portalegre

During this meeting, the TC-Nurse team will have a short-term joint staff training which will consist in the implementation and delivery of training in CLIL to the teaching team that will be responsible for the design and delivery of the second intensive training course for higher education learners . Two lecturers from each participating university will take part in the training programme.
The main contents of the workshop will be:
– Introduction to CLIL approach in higher education.
-Designing a CLIL session.
– Adapting teaching materials to CLIL programmes.
-Teaching strategies for the implementation of CLIL in higher education.
– Delivering a CLIL session.
By the end of the course, participants will:
-Identify and apply the theoretical principles of CLIL, Plan a teaching and learning activity through a CLIL approach, Adapt teaching materials to facilitate content learning through CLIL and apply teaching & learning and assessment strategies to promote the integration of English in the content.

Collaboration with PREP

Our collaboration with other projects and organisations  is increasing. We started working together with the PREP-project. The Physiotherapy and Refugees Education Project (PREP) addresses the mismatch between the competence of physiotherapists and the complex rehabilitation needs of a growing population of refugees and migrants in Europe. This project is a collaboration between educational institutions, organisations and other projects.

By working together we can share material and ideas, we can get a more interprofessional role and the impact of what we do gets larger.

Our Final Event will take place in Antwerp and will be a joined event.

We will keep you posted!

CLIL in the TC-Nurse Project
CLIL in the TC-Nurse Project

Click here to view the pdf version. 

Intro

Teaching and learning in a multicultural context in higher education is a challenging
endeavour as both students and teachers come from diverse linguistic backgrounds
and a common language or “lingua franca” is needed in order to support student
learning. 

To meet this challenge, we integrated Content and Language Integrated Learning (CLIL)
into the CCMEn model of the project as it would help support student learning of
content through an additional language. As defined by Coyle, Hood and Marsh, CLIL is “
a dual-focused educational approach in which an additional language is used for the
learning and teaching of both content and language. 

That is, in the teaching and learning process, there is a focus not only on content, and
not only on language. Each is interwoven, even if the emphasis is greater on one or the
other at a given time.” (2010:1). It is based on four core elements which are the
following:

· Content: What the students need to learn.
· Communication: The language skills and functions that the students need to
have in order to work on the content both autonomously and in the
classroom.
· Culture: The students’ cultural heritage shaping their previous experiences,
personal values, reflective processes and behaviours.
· Cognition: The thinking processes that the students need to use in order to
engage with and understand course content.

The CCMEn model of the TC-Nurse project includes these four elements but brings
Culture to the fore in order to reinforce intercultural learning and understanding. The
rationale for this change is twofold: the students’ culture must be carefully considered
when teaching and learning in a multicultural environment and it must be integrated in
the teaching plans to promote meaningful cultural encounters. (Antón-Solanas et. al.,
2020) 

However, in order to develop this effectively, training for content teachers of the
courses became a key priority as most teachers were not accustomed to teaching
through a second language and they needed to acquire the skills and strategies to
make learning accessible to such a diverse student population.

CLIL teacher training in the TC-Nurse Project

CLIL teacher training has been highlighted as a major deficit in CLIL planning (Dafouz,
2008; Lasagabaster & Ruiz de Zarobe, 2010; Ball, & Lindsay, 2012). Therefore, in order
to resolve this, three short intensive CLIL training courses were designed for the
content teachers and facilitators aimed at supporting them to develop and implement
CLIL modules for transcultural teaching/learning in nursing. These trained teachers
would then be responsible for designing and delivering the TC-Nurse intensive courses
for HE nursing students. 

During the project three staff training courses were delivered by a team of CLIL
trainers from two partner countries. Trainees were university lecturers who taught a
range of different subjects related to Nursing and had little or no experience of
teaching content through English.

The CLIL Training Courses

The first two short-term joint CLIL staff training courses were face-to-face events and
held in Portalegre (March 2019) and in Antwerp (December 2019). Owing to COVID 19,
the last course was delivered entirely on-line (June 2020). The first two courses
consisted of 25 hours, were divided into 10 hours of in class training and 15 hours
autonomous work with online support; in the case of the on-line training, with the
same number of hours, there were three synchronous sessions and then the
autonomous work.
The courses were designed to be practical, participative and hands-on, blending
lecture format and practical activities based on the CLIL approach. Throughout the
course, participants were encouraged to reflect on their own practice, consider
alternative practices and try out a variety of materials and classroom activities applied
to specific topics in their own teaching contexts
The learning outcomes of each course were:
– Identify and apply the theoretical principles of CLIL.
– Plan a teaching and learning activity through a CLIL approach.
– Adapt teaching materials to facilitate content learning through CLIL.
– Apply teaching & learning and assessment strategies to promote the
integration of English and content in the classes.

The CLIL Training Courses

The first two short-term joint CLIL staff training courses were face-to-face events and
held in Portalegre (March 2019) and in Antwerp (December 2019). Owing to COVID 19,
the last course was delivered entirely on-line (June 2020). The first two courses
consisted of 25 hours, were divided into 10 hours of in class training and 15 hours
autonomous work with online support; in the case of the on-line training, with the
same number of hours, there were three synchronous sessions and then the
autonomous work. 

The courses were designed to be practical, participative and hands-on, blending
lecture format and practical activities based on the CLIL approach. Throughout the
course, participants were encouraged to reflect on their own practice, consider
alternative practices and try out a variety of materials and classroom activities applied
to specific topics in their own teaching contexts. 

The learning outcomes of each course were:

– Identify and apply the theoretical principles of CLIL.
– Plan a teaching and learning activity through a CLIL approach.
– Adapt teaching materials to facilitate content learning through CLIL.
– Apply teaching & learning and assessment strategies to promote the
integration of English and content in the classes.

The learning units
  1. Introducing CLIL
    1. Background, objectives and learning outcomes of the TC- Nurse
    2. What is CLIL? An overview 
    3. The CLIL approach in Higher Education– the challenges
    4. The potential of CLIL for inter/transcultural development
  2. Exploring CLIL – theoretical framework and practical strategies
    1. Cognitive skills: LOTS and HOTS
    2. Core CLIL Features
    3. CLIL Learning strategies & activities
      1.  Promoting oral interaction and critical dialogue
      2. Forms of interdisciplinary cooperation/collaboration
    4. The stages of CLIL planning 
  3. CLIL Materials and Resources
    1. Selecting & adapting materials and resources to CLIL teaching programmes
    2. Scaffolding – a multimodal support system in the CLIL class
    3. Activating prior knowledge 
  4. Assessment in CLIL
    1. Monitoring and evaluating CLIL in action
  5. Planning the participants’ CLIL Module
Feedback from trainees (on-line course)

After the course, trainees were asked to evaluate their learning experience and this is
what they said:

– In general, all trainees rated the course highly and there was total agreement on what they had expected to learn. They were asked to choose from a series of words which described their opinion of the course and the most selected words were:

Interesting, practical, inspiring, beneficial and enjoyable

– They considered that the course objectives had been clearly stated and that they had had no major problems following it. They liked the teaching strategies and activities and appreciated the material and resources provided. Using English as a means of instruction did not cause any major problems and they felt that what they had learnt would certainly impact their teaching.

– When asked about the topics and activities they had found most interesting or useful they highlighted the following: 

Hots and Lots questions and the resources provided in Module 2 and 3

Everything! Scaffolding and learning theory to support practice and teaching

The video material is very appealing. Also, the microteaching revealed a lot of future challenges and opportunities. 

– When asked about what actions they would take as a result of the training they mentioned:

Probably I will modify my approach to CLIL

I am already using it, for example I created an activity in Kahoot; I give more time for students to think and talk; and so on

Be more aware of different backgrounds and make more use of various learning tools.

Focus less on the content (not too much content in one lesson) and keep lessons very interactive

– When asked about what could have been done better they said:

More time to digest the contents and do the activities

More sessions, because there is a long program

It would be good if the guiding ppt in the modules can stay at a fixed slide when you watch a video or do an exercise. Now, after completing an exercise, we had to search where we were in the ppt. Also, it would have been better to have all the exercises done before the microteaching.

Give more time between the tasks, lesson 2: more focus on content instead of experience. We already looked at all the materials to be able to do the tasks

– And finally they added some further comments:

Please, give this opportunity to other professors/ students
Very interesting course, I would definitely recommend this to my colleagues. Thank you! 

Great experience, great team, learned a lot!!!

Examples of teaching/learning activities used in the CLIL training courses

References

Ball, P. & Lindsay, D. 2012. ‘Language demands and support for English Medium Instruction in tertiary education’. English-Medium Instruction at Universities: Global Challenges. Eds. Doiz, Aiztane, Lasagabaster, David & Sierra, J. Manuel. Bristol: Multilingual Matters. 44-64.

Coyle, D., Hood, P. & Marsh, D. 2010. Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Dafouz, E. 2008. ‘La Universidad y el reto bilingüe. ¿Está preparada la educación superior para el aprendizaje en una lengua extranjera?’ AULA de Innovación Educativa, 168, 45-49. 

Lasagabaster, David. & Ruiz de Zarobe, Yolanda Eds., 2010. CLIL in Spain: Implementation, Results and Teacher Training, Cambridge Scholars Library: Newcastle. 

Antón-Solanas, I., Coelho, M., Huércanos-Esparza, I., Vanceulebroeck, V., Kalkan, I., Cordeiro, R., … & Sagarra-Romero, L. (2020). The Teaching and Learning Cultural Competence in a Multicultural Environment (CCMEn) Model. Nursing Reports, 10(2), 154-163.

News
NEWS
Newsletter TC-Nurse 2021
Newsletter TC-Nurse 2020
Newsletter TC-Nurse 2019
Newsletter TC-Nurse 2021

TC-Nurse-newsletter-spring-2021

TC-Nurse newsletter spring 2021
Newsletter TC-Nurse 2020

TC-Nurse-Newsletter-summer-2020

TC-Nurse-Newsletter-summer-2020
Newsletter TC-Nurse 2019

Newsletter-TC-Nurse-2019

Newsletter TC Nurse 2019
Newsletter TC-Nurse 2020
Newsletter TC-Nurse 2019
Newsletter TC-Nurse 2020
TC-Nurse-Newsletter-summer-2020
Newsletter TC-Nurse 2019
Newsletter-TC-Nurse-2019-1

 

Newsletter TC-Nurse 2019
Newsletter TC-Nurse 2019
Newsletter-TC-Nurse-2019-1

 

About TC-Nurse Project

About TC-Nurse Project

According to the European Commission, “social inclusion is at the core of the European Social Model and European values enshrined in the Lisbon Treaty”. However, in the past few years, social exclusion and inequality have emerged as a major concern in European society. European Higher education institutions (HEIs) have a responsibility to address these issues through the promotion of social, civil and transcultural competences, democratic values and fundamental rights, social inclusion, non-discriminating active citizenship and critical thinking. This project addresses cultural, linguistic and religious diversity, and promotes ownership of shared values, equality, non-discrimination and social inclusion through education and training at higher education level. In particular, TC-Nurse aims to:

– Foster the development of social, civic and transcultural competences, and critical thinking, not only amongst participant nursing students and both teaching and clinical staff, but also amongst key stakeholders and decision/policy makers at local and regional level in all the participating countries.

– Tackle discrimination, segregation, racism, bullying and violence in healthcare through the undertaking of preliminary research on this area, and subsequent creation of a multinational blended-learning module in transcultural nursing.

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Partners

Partners

Portugal Politecnico

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AP University

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USJ University

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Istanbul University

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University of Zaragoza

The University of Zaragoza is the main centre of technological innovation in the Ebro Valley and has great prestige among the group of both Spanish and European universities it has relations with. Through the Vice-Rectorship for Internationalization and Cooperation, the University of Zaragoza participates in various exchange programmes, collaborating with universities and research centres from Europe, Latin America and the USA, thereby strengthening its international standing.

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Portugal Politecnico

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AP University

VISIT WEBSITE

USJ University

VISIT WEBSITE

Istanbul University

VISIT WEBSITE

University of Zaragoza

The University of Zaragoza is the main centre of technological innovation in the Ebro Valley and has great prestige among the group of both Spanish and European universities it has relations with. Through the Vice-Rectorship for Internationalization and Cooperation, the University of Zaragoza participates in various exchange programmes, collaborating with universities and research centres from Europe, Latin America and the USA, thereby strengthening its international standing.

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The TC Nurse project is funded by:

Erasmus+

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Contact

Contact

If you have any questions about this project, feel free to email us at tcnurse@ap.be or get in touch with us by filling the form.

If you have any questions about this project, feel free to email us at tcnurse@ap.be

or get in touch with us by filling the form.

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