Educational project
Educational project School-based Ergotherapy Internship
SUPSI Image Focus
The training project, proposed transversally during the three-year educational period, aims to promote in students, awareness of their own potential to develop transversal skills and to propose experiences that foster the growth of non-technical professional skills and life skills.
The course explores and solicits six competency domains that are interdependent and essential for dealing with complexity and continuous change in professional and personal settings.
In line with the extensive literature and recommendations of numerous international organizations that highlight the centrality of soft skills development in undergraduate education (Whittemore, 2018) and of future nursing professionals (Low et al., 2021), a specific module is proposed in the Bachelor of Science in Nursing course aimed at promoting in students, awareness of their own potential to develop soft skills and to propose experiences that foster the growth of non-technical professional and life skills.
The course, built with the active collaboration of (former) male and female students, is offered transversely to the three-year training period, in a hybrid form with a broad and differentiated offering of content in asynchronous mode (videos, short readings, podcasts, proposed activities and exercises, etc.), in-class group activities and accompanying meetings with a mentor of reference.
The course explores and solicits six interdependent domains of competence that are essential for dealing with complexity and continuous change in professional and personal settings:
Each student has the opportunity to follow at his or her own pace and needs what is proposed in the six competence domains. Along the way, the student will also have the opportunity, through a shared document (competency notebook), to activate in personal reflections and, jointly, have a space for exchange with their tutor.
The module thus also allows students to practice self-assessment as a method for identifying evolutionary trajectories of personal growth and reflective activity as an ongoing practice in their own training, focusing on individual autonomy and peer comparison.
Bibliography
In line with the extensive literature and recommendations of numerous international organizations that highlight the centrality of soft skills development in undergraduate education (Whittemore, 2018) and of future nursing professionals (Low et al., 2021), a specific module is proposed in the Bachelor of Science in Nursing course aimed at promoting in students, awareness of their own potential to develop soft skills and to propose experiences that foster the growth of non-technical professional and life skills.
The course, built with the active collaboration of (former) male and female students, is offered transversely to the three-year training period, in a hybrid form with a broad and differentiated offering of content in asynchronous mode (videos, short readings, podcasts, proposed activities and exercises, etc.), in-class group activities and accompanying meetings with a mentor of reference.
The course explores and solicits six interdependent domains of competence that are essential for dealing with complexity and continuous change in professional and personal settings:
- Awareness
- Emotion management
- Fatigue management
- Teamwork
- Body dimension
- Effective communication
Each student has the opportunity to follow at his or her own pace and needs what is proposed in the six competence domains. Along the way, the student will also have the opportunity, through a shared document (competency notebook), to activate in personal reflections and, jointly, have a space for exchange with their tutor.
The module thus also allows students to practice self-assessment as a method for identifying evolutionary trajectories of personal growth and reflective activity as an ongoing practice in their own training, focusing on individual autonomy and peer comparison.
Bibliography
- Low, S., Nash, R., Butler-Henderson, K. & Lloyd, S. (2021). Transversal competency development in healthcare professionals: A scoping literature review to identify effective educational paradigms, principles and strategies. Journal of University Teaching & Learning practice, 18 (8). Doi: 10.53761/1.18.8.5
- Whittemore, S.T. (2018). Transversal Competencies Essential For Future Proofing The Workforce. White Paper. In www.skilla.co.uk