Quality development

Quality assurance really matters to Careum. This is why training concepts and learning and teaching material are reviewed and updated on a regular basis.

Careum Training Development performs ongoing evaluations of both curricula and learning and teaching material. This is done in collaboration with the training institutions in the curriculum association for problem-based learning and with other specialists.

Evaluation of teaching material for care and community health assistance professionals

Careum Training Development has evaluated the existing teaching material for care and community health assistance professionals on behalf of Careum Publishing. This was done in parallel with a revision of the training ordinance applicable to care and community health assistance professionals.

The main focus was on investigating whether the level is right and on updating things to reflect the latest specialist developments. This meant conducting a full census. Of the 67 learning centres approached across the various linguistic regions, 41 said they would be prepared to participate in the online survey, with 25 eventually completing it. Replies were received from all linguistic regions.

An analysis of the results picked up on specialist content, the transfer between theory and practice, and active learning as the main topics. Based on feedback regarding specialist content, topics are duly supplemented/regrouped and content updated/adapted to the level associated with care and community health assistance professionals. The investigation found that the transfer from theory to practice needs to be demonstrated using examples, images and graphics, and situations from professional practice. Active learning is all about getting learners to adopt a more active outlook by giving them learning tasks and food for thought.

Ahead of the national survey, a pilot project addressed the issue of how an active take on learning might be enhanced within the new edition of the teaching material for care and community health assistance professionals. Experts believe the following core aspects are critical: consistent inclusion of “illustrative situations” in the training plan, structured activation of existing knowledge, and integration of tasks involving learning and reflection. This ensures factual knowledge is supplemented by a more applied and practical knowledge of how to do things. Professional competencies are promoted as a result. The results from the pilot project have been compiled in a guide by the relevant authors. The results from the Switzerland-wide survey and the guide by the authors are helping Careum Publishing edit the teaching material for care and community health assistance professionals with a view to a publishing a new edition.

Evaluation of the Higher Vocational College for Nursing

Those graduating from the Higher Vocational College for Nursing who were trained in accordance with the concept of problem-based learning tend to prove their worth in professional practice. They have good or even very good behavioural competencies and are valued by their managers as competent specialists. This is revealed by a Ustudy undertaken by the Institute of Business Education and Educational Management at the University of St Gallen (in german) in 2011. The study involved a survey of 58 qualified nursing staff (and their immediate line managers) one year after they completed their training at the Careum Training Centre in Zurich or the Bildungszentrum Gesundheit und Soziales (Training Centre for Health and Social Care) in Chur. The self-assessment element is more critical and varied than the third-party assessment by the line managers.

Careum first asked the Institute of Business Education and Educational Management to perform an evaluation as long ago as 2004. The idea was to investigate the implementation of problem-based learning and the problem-based model curriculum for the Higher Vocational College for Nursing. The results showed that implementing problem-based learning can be challenging for students and teachers, while the findings fed directly into the implementation and further development of learning and teaching material for all training courses at the Higher Vocational College.


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