'Tuning' and Bologna: Implications for undergraduate, postgraduate ...

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The Tuning Methodology appliedLine 1: Generic competencesThese were developed in Phase 1 through stakeholder survey.When applied to nursing, ‘application to practice’ and ‘ethicalcommitment’ were the highest ranked competencesLine 2: Subject specific competences (knowledge,understanding and skills)Through the mapping of the subject area, common reference pointsare established for subject specific competences. Please comment.Line 3: ECTS as a European credit accumulation system: newperspectivesDevelopment of ECTS as a tool for programme design: basis isstudent workload measured in time. How to apply to nursing/healthcare professions?Line 4: Mapping of approaches to teaching / learning andassessment in different countries - for health care groupsLine 5: Quality enhancement- to include practice based learningThe clinical learning environment makes us different
European Credit and TransferSystemStudent centred system based onstudent workload required to achievethe objectives of the programme(preferably expressed in terms oflearning outcomes and competences).The principle of Credit Accumulation isintegral to this approach.
Page 1 and 2: ‘Tuning’ and Bologna:Implicatio
Page 4 and 5: The TUNING project is a project by
Page 6 and 7: Bologna Key points1. Adoption of a
Page 8 and 9: TUNINGFocuses on the development of
Page 12 and 13: Workload of creditsBased on convent
Page 14 and 15: Nursing ChallengesEU Directive (see
Page 16 and 17: Decision of Nursing GroupUnanimousl
Page 18 and 19: Implications forprofessional profil
Page 20: Websites:http://europa.eu.int/comm/

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