Within EDTNA/ERCA we are committed to working with renal teachers and those who deliver a variety of renal education programs to evaluate and accredit educational activities offered to healthcare staff working within the renal field. The purpose of the accreditation project is two- fold. Firstly, to enable renal healthcare staff seeking to apply for courses, programs of continuing education to understand both the type and quality of the course being offered.
Secondly, to provide clear feedback to educators, helping them develop their skills as teachers to be informed about best educational practice.
The accreditation team comprises full-time University based nephrology lecturers and one full-time nephrology clinical teacher. All have considerable experience in offering different types of general and nephrology education for basic and post basic nurses and nephrology healthcare workers. Members of the team have individually been involved in educational and clinical research, and curriculum development that has informed their educational and clinical practice. All members of the accreditation team are also experienced renal nurses and thus bring to EDTNA/ERCA the expertise required for this accreditation project.
Post basic education in general terms contributes to the equipping of nephrology health professionals with the requisite knowledge and skills to care for the diverse range of care requirements needed by those with renal failure and their families. In more specific terms a teacher shapes cognitive, emotional and professional development of individual adult learners for their multiple roles within the care community (Knowles (1990). In order to offer effective education the interdependent processes of the interactions of the teacher and the education process impacting nephrology care delivery need to be considered. It is these interactions that EDTNA/ERCA Educationalist staff, consider to be the philosophy of good education practice and form the basis of the EDTNA/ERCA accrediting scheme.
…’great teachers create a common ground of intellectual commitment. They stimulate active, not passive, learning and encourage students to be critical, creative thinkers, with the capacity to go on learning….indeed, as Aristotle said, ’teaching is the highest form of understanding.’
(1. Boyer 1990 b pg:13)
Hence teaching must ensure that learning and understanding has occurred in the ‘student’, and is utilized to enhance and develop the care offered to our patients in the clinical environment.
Accreditation of higher education teaching is often seen as a means of stemming concerns about the quality of teaching, and provides an overarching framework that identifies a set of core elements in order for teachers to be recognised as competent (Gregory 1998), and the educational provision of value to the student. Broadly these elements are:
- Designing and planning a curriculum
- Teaching and supporting learning in the subject field
- Assessing students learning achievements
- Maintaining the institutions system for supporting students
- Evaluating and improving the teaching-learning process (Pennington 1998)
There are a number of national and international quality organisations already established to assess educational opportunities or clinical activity. However, there are no such organisations to award educational opportunities for courses that are offered within the renal speciality across Europe. Given the geographic and clinical diversity within the field of nephrology and the EDTNA/ERCA membership these ‘quality organisations’ may be confusing for clinical managers, clinical practitioners and patients to understand.
To this end the accreditation team have adapted Hounsell’s evaluation cycle (2001) to provide the basis of the EDTNA/ERCA accreditation scheme.
- To clarify context and focus of education package being offered
- Accreditation team review data submitted by course teacher and assess according to accreditation criteria.
- Accreditation team to review supporting evidence submitted by course teacher.
- Accreditation team to analyse and interpret 2 & 3 according to accreditation assessment categories.
- Accreditation team agree on classification of accreditation to be awarded to the course.
- Give the course teacher feedback according to award and identify suggestions for continuing development for the course and individual teacher.
By understanding these foundations and concepts of the EB accreditation team it is hoped that the teacher applying for accreditation of their course is better prepared to apply for the accreditation process.
- Boyer EL (1990) b Teaching’s renewed role in the evaluation of learning. Times Higher Education Supplement, p13, 21/12/90
- Gregory K (1998) (Ed) Development and Training for Academic Staff. Goldsmiths College. London
- Hounsell D (2001) p172 in ‘Handbook for Teaching and Learning in Higher Education Enhancing Academic Practice’. H Fry, S Ketteridge, S Marshall (eds) Kogan Page. London
- Knowles M (1990) The Adult Learner: A Neglected Species. 4th ed. Gulf Publishing Co, Houston.
- Pennington G (1998) Towards a National Accreditation framework for Higher Education Teaching in ‘Evaluating Teacher Quality in Higher Education’ eds R Aylett and K Gregory pp13-18. Falmer, London
Meet the Accreditation Team
John has worked within the field of Nephrology since 1989 working within haemodialysis and transplantation. John was Chair of the Education Board [EDTNA/ERCA] 2006 – 2010 and is currently the Education Consultant (Middle East & Africa) for EDTNA/ERCA and leads the accreditation team.
John has worked with in higher education both on pre-registration nursing programmes, specialised nursing programmes and postgraduate programmes. His professional experience has included both posts within clinical practice (Dialysis & Transplantation) and education within the UK as well as working internationally within Oman on the first ever Nephrology nursing programme within the Middle East.
Margaret was a member of the Education Board of the EDTNA/ERCA and is also a member of the Accreditation team. She was involved in editing the 2nd edition of the Post Basic Core Curriculum for Nephrology Nursing which was published in 2004. Margaret currently leads on a number of educational projects including the development of Continuing Education Publications within the Journal of Renal Care.
Margaret completed her training in 1984 and from 1985 to 1992 worked within acute and chronic nephrology, haemodialysis, peritoneal dialysis and transplantation (renal and pancreatic). From 1992 to 1996 Margaret was a full time student at University College Dublin where she was awarded a Bachelor of Nursing Studies Degree (Hon).
Michael’s School was actively involved in the EDTNA/ERCA accreditation pilot project, and was successful in being awarded a full 3 year accreditation from EDTNA/ERCA in 2002. Michael became a member of the EDTNA/ERCA in 2002 becoming actively involved in the Education Board, and the German branch Executive committee.
Maria coordinates de Research Department at the Escola Superior de Enfermagem de Lisboa (ESEL) Portugal where she is presently working as Principal Lecturer. Maria is on the Editorial boards of the Journal Nephro’s in Portugal, integrates the pool of assessors of SciELO for the University of São Paulo, Brazil, Scientific Committee of Enfermeria Nefrologica from SEDEN, Spain as reviewer and (Revista Brasileira de Enfermagem-REBEn as peer reviewer.