Almeida, Patrícia

Alves Lopes, António

Carrillo, Elena

Gruneberg, Christian

Hirvonen, Armi

Kozakiewicz, Mariusz

Nimani, Endrit

Pekaric, Jasmin

English

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Using capstone approach to develop a curriculum in Healthy Ageing - SIENHA ProjectPatrícia Almeida1, António Alves Lopes1, Elena Carrillo2, Jasmin Pekarić3, Christian Gruneberg4 , Mariusz Kozakiewicz5, Armi Hirvonen6, Endrit Nimani71Escola Superior de Saúde do Alcoitão (Portugal), 2Blanquerna School of Health Sciences - Ramon Llull University (Spain), 3HU University of Applied Sciences (Netherlands), 4HSG Bochum University of Applied Sciences (Germany), 5Department of Geriatrics, Nicolaus Copernicus University (Poland), 6JAMK University of Applied Sciences (JAMK), 7Heimerer College (Kosovo)SIENHA (Strategic and Innovative European Network for Education inHealthy Ageing - HA), is an ERASMUS+ project, where seven HEIs aimto develop education for health care professionals that promote HAacross lifespan (Foster , 2021).The authors will present the process of developing the curriculum of60 ECTS for EQF level 7.Background and purposeProjeto financiado no âmbito do ERASMUS+ - 2020-1-ES01-KA203-083121Under the concept “competence-based education”, SIENHAdeveloped a competence framework, based on the Canmeds model,to be used as the guide on developing the educational curriculum forHA approaches.The following steps were unconventional. Instead of starting thediscussion about the content to achieve the competences, we startedthe discussion about how we would verify those competences., forwhich the capstone approach was used.Capstone stands for a project in real life (Chamberlain, 2020), wheredifferent disciplines, competences, skills and knowledge need to beintegrated, contextualized and applied. It makes clear what isexpected from students' performance and which type of content andlearning experiences are needed, promoting an alignment betweencompetences, teaching and assessment methods.After the definition of the models of verification of competences, wasdefined the content needed to prepare students to acquire thecompetences and perform at the desired level.We came to the structure of four capstones where competencies areassessed in practice and real context and content is learned based onneeds to develop the project.Most of the programme is developed in contact with practice andadjusted to the respectives contexts.The final product validation was done in two rounds of nominalgroups and validated by the consortium.Summary of useThe Healthy Ageing paradigm focusing on a process across lifespanrequires innovation in educational, social and health environments.Professionals, namely Physiotherapists, should be able to developcompetences that promote this process. Sharing the capstoneapproach can be of relevance to other programmes aiming toeducation that facilitates contextualized competences.When talking about competence-based learning or capstoneapproach, the focus is usually on the benefits for the students andhow much meaningful learning should be promoted from practice.In this project we used these concepts and approaches to facilitatethe development of education by guiding the reasoning fromteachers and educational developers.Importance• Liam Foster, Alan Walker, "Active Ageing across the Life Course: Towards a Comprehensive Approach to Prevention", BioMed Research International, vol. 2021, Article ID 6650414, 11 pages,2021. https://doi.org/10.1155/2021/6650414• Chamberlain, S., Gonzalez, N., Dobiesz, V., Edison, M., Lin, J., & Weine, S. (2020). A global health capstone: an innovative educational approach in a competency-based curriculum for medicalstudents. BMC Medical Education, 20(1), 1-8.ReferencesCOMPETENCES FORMS OF VERIFICATIONAssessment activitiesLearning  activities CONTENTCAPSTONEDescription31 2

Using capstone approach to develop a curriculum in healty ageing: SIENHA Project

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Using capstone approach to develop a curriculum in healty ageing: SIENHA Project

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