The OTCT project will build on the results and recommendations of the OPTIMALE network, an Erasmus Academic Network of 70 academic and language industry partners in the field of professional translation. The OPTIMALE online survey of language industry employers’ competence requirements showed that awareness of and the ability to implement professional procedures throughout the translation process are key factors in the employability of university translation graduates. This led to the definition of good practice in specific areas of translator training, in particular in the integration of professionally-oriented practices in the curriculum.The OTCT project (Optimising Translator Training through Collaborative Technical Translation) aims to enhance the professionally-oriented content of university translation degree programmes via intensive collaborative technical translation sessions in simulated professional conditions (referred to as “Tradutech sessions”), and by exchanging good practice and resources on the implementation of project-based teaching and learning in the field of translator training.The project will involve students and staff in advanced translation degree programmes from seven academic institutions (Rennes 2 University, France; HE Vinci, Brussels, Belgium; Swansea University, UK; Univerzita Karlova V Praze, Prague, Czech Republic; Universitatea Babes-Bolyai, Cluj-Napoca, Romania; Universita ta Malta, Malta; Universidad Pablo de Olavide, Sevilla, Spain). It will primarily involve 1st and/or 2nd year Master’s degree students (i.e. 20-80 students in each institution) but may also involve students in the final year of Bachelor’s degree programmes where relevant (i.e. Sevilla). Two to three members of the teaching staff from each institution will be directly involved, but a larger number will benefit from the outcomes of the project.The project will center on the “Tradutech” intensive sessions, with preparatory activities leading up to the sessions and material from the sessions feeding into further resources for use in the classroom. Four “Tradutech” sessions will take place during the project. Each five-day session will involve students setting up simulated translation companies (i.e. teams of 5-10 students, with specific responsibilities and roles assigned to each team member), who will then carry out large-scale multilingual technical translation projects according to the specifications and deadlines set by their “clients”. Source documents will be authentic technical manuals, reports or multimedia materials which will be translated into the main target language(s) of the partner institutions. The source documents will be in English or French as the case may be. Projects will be managed in turn by students from each partner institution, using collaborative software to exchange resource materials and files and computer-assisted translation software to carry out the translations. Prior to the Tradutech sessions, students will receive training in technical translation, project management, quality control and translation technologies, using resources produced by different partner institutions and shared with the other partners within the project. Participants will be briefed on the conditions and implementation of the Tradutech sessions, using tutorials produced by students from Rennes and Cluj with prior experience of such sessions. A joint terminology project will involve students from all the partner institutions, in order to promote cooperation and familiarize them with the use of the collaborative platform set up for the project. Output from the student “translation companies” will be assessed according to professional criteria by language industry professionals and feedback will be provided to the students and used as learning materials in classes following the Tradutech sessions. All students who have completed a Tradutech session (i.e. have successfully carried out the responsibilities and tasks allocated to them within one or several translation projects) and the preparatory work prior to the session, will be awarded 4 ECTS credits as part of their study programme.Two of Rennes Tradutech sessions will be attended by teaching staff from the other partner institutions, who will take part in a parallel training of trainer session. Two other sessions will be attended by students from the other institutions, who will be integrated as full members of the Rennes teams.Sustainability will be ensured by teaching and learning resource production and dissemination, the training of trainer sessions, and the production of a Handbook on the implementation of project-based translator training which will be made freely available to other institutions. Participating students will benefit from the hands-on experience and professional feedback, while teaching staff will gain experience of project-based collaborative learning methodologies.

There is an escalating need for a digitally competent and scientifically based foot health practitioner workforce to meet societal needs. For example, 24 to 30% of the EU population will have to turn to a foot health practitioner/podiatrist during their life, driven by changes due to ageing, diabetes and/or obesity (McRitchie et al., 2018). This matches global trends and together form more than half the EU population. European Commission statements on “enabling the digital transformation of health and care in the Digital Single Market” (2018) asked that we rethink health care systems to ensure that they remain fit-for-purpose. This requires innovative solutions making health care more accessible and patient-centred. In terms of achieving this in foot health care practice, several barriers exist. One barrier is the low levels of digital literacy in the foot health workforce, creating a mismatch between client/patient needs and expectations and the services on offer from health professionals. A second barrier is the risk of unchecked clinical practices being adopted leading to wasted treatments and money, ineffective practices, and at worst a risk to people’s foot and general health. Teachers of foot health practitioners recognise that education already lags behind the use of digital technologies in clinical practice. A key example that this project will address is the digital design and manufacture of foot orthoses (therapeutic insoles). These can now be prescribed using end-to-end digital systems, including opportunities for cloud based knowledge systems to support clinical, manufacture and supply decisions. These are the types of real world digital innovations available to students when they graduate and enter employment. However, they are too often inadequately prepared for either use of these systems or their critical appraisal against the needs of their own practice/employment. To address these issues, the partnership intends to:- improve the digital skills in the foot health professional community, both for undergraduates and postgraduates.- transfer research and scientific knowledge into clinical foot health practice educationThe results foreseen are: 1. Develop a new knowledge framework: the current knowledge framework related to clinical foot biomechanics and foot therapeutic insole practice is outdated, disproven and there is a major risk to professional standing and standards of clinical care. The current knowledge framework is too often divorced from the opportunities that digital technologies offer, a situation reinforced by low levels of digital literacy in some professional disciplines and territories.2. Develop 2 new undergraduate and postgraduate curricula to integrate the knowledge framework into pedagogical material dedicated to the subject: “Digital skills for clinical practice: foot orthosis and communication with the patients” and “Digital skills for business practice: entrepreneurial skills for students”.3. Develop one teacher training “Digital skills of teachers/educators to support the future digitally literate foot health workforce” to integrate the new digitally based knowledge framework, and materials into the educational practices of teachers. 4. Develop a web-based platform to connect foot health students, researchers and teachers in a peer-to-peer transnational digital learning community.The project targets specifically students (undergraduates, postgraduates), teachers, researchers and the foot health community in general.

Europe is facing important challenges such as cultural complex diversity in classrooms, early school leaving and disadvantaged backgrounds for some children. Quality early childhood education and care (ECEC) can be a bridge to tackle these challenges. Not only children’s presence in ECEC is important but also their level and quality of active participation and engagement in the social and learning activities of early childhood provision.HangingOUT! is an ambitious project that investigates the possibilities to use 'every' outdoor environment as a way to deal with the mentioned challenges. Eleven complementary strategic partners and different associated partners from five different countries (BE, LT, PT, UK, DK) want to give students, ECEC professionals and parents the confidence, tools and support to explore and create possibilities and experiments with different outdoor educational practices.Our HangingOUT! project has 4 objectives:(1) To further develop the professionalisation of educators in ECEC within our transnational network by strengthening the confidence of teachers and responsible adults in going outdoors.(2) To enhance the quality of ECEC through implementing and recognizing innovative pedagogies in outdoor education.(3) To discover the opportunities of different outdoor environments (from city streets to mindscapes and from forests over factories to school grounds) while recognizing the wide variety in local, cultural and ecological contexts by experimenting with concrete educational practices.(4) To install a culture of cooperation and co-creation between the different partners and stakeholders in early childhood education and care; deepening on the educational context of each country (care and education, formal and informal education, different stages in education,…).To reach our goals we will establish 6 associated local networks between a HEI and 2 field partners (pre-schools, kindergartens, organisations, ...). Each local network has its own focus depending on the interest, needs and expertise of the partnership: children's participation, diversity, 0-3 year old and ICT. Via this way of working we bring together a lot of expertise, co-create with the different stakeholders and have an impact that is really sustainable.The associated networks meet semi-annual F2F and online to share expertise, ways of seeing and knowing and experiment with each other's outdoor practices. Connected to the F2F meetings are international weeks where we can share and discuss our outputs and expertise with students and other lecturers from the different strategic partners and more broadly with all interested members of the Comenius Association, a European network of teacher training institutes of which all HEI's are longtime partners.The strength of working within the local networks in Belgium, Portugal, United Kingdom, Denmark and Lithuania is the diversity and quality of the intellectual outputs it will generate; 7 intellectual outputs in total. Ranging from an innovative GoPro-video database where we will gain insights in interactions between children and the material environment that can be used by teachers, parents but also policy makers, architects, etc. Over the development of inspirational flash cards showing children’s autonomy and that foster inclusion through outdoor activities. To an App that searches for (learning) opportunities in the outdoor environment (urban and rural), bridging the gap between the digital and natural environment. Or collecting outdoor inspiration for children aged 0-3 years old, overcoming the 0-3 yo & 3-6 yo divide in ECEC in many European countries.HangingOUT! has been conceived and designed with long term sustainability in mind. The consortium has the strong intention to integrate the outdoor topic in HEI curricula. This will ensure that what is implemented during the Hangout! project lifetime will endure and strengthen the profile of future ECEC professionals who will critically adopt an outdoor approach as the new normal.The dissemination and exploitation will be extended beyond the duration of the project. The transnational knowledge exchange between HEIs will be promoted and maintained beyond the completion of the project through the online platform including links to the local websites of the different partners. The project outputs will be further developed beyond the lifetime of the project and will be made available using Creative Commons licence.

CONTEXT: In Europe, Operating Room nurses don’t have necessarily a specific training before working in operating room. Specific trainings are heterogeneous or nonexistent. The 60-day mortality rate in operating rooms is substantially different between European countries ranging from 0.5% to 5%. Significant pressure on operating rooms is clear: staff turnover, development of ambulatory surgery, operating rooms multiculturalism. Staff and especially Head Operating Room Nurses (HORN) are subject to more and more demanding requirements on their practices. How to respond to these public health issues affecting operating room nurses (ORN) and therefore the patient? KSM, A FIRST PROJECT APPRECIATED: UNAIBODE (French national association of operating room nurses) and several European partners experimented and adapted the KSM (Key Skills Management) method in a previous project. KSM approach has been presented in ten European congresses. With KSM, HORN have a method, focused on key practices, used in high-risk environments. KSMOR, THE ISSUES OF THE NEW PROJECT: In 2015, the HAS (National Health Authority) strengthened requirements for certification auditors on human resources management in operating rooms. HAS made documented integration, regular individual assessment and updated training mandatories. Therefore HAS and ANAP (French National Agency for Performance Support) want a large scale KSM approach experimentation. In addition, HORN and UNAIBODE want to have a self-assessment tool to evaluate new ORN pedagogical paths in a field where they will have to master between 1500 and 2000 practices. To respond to these issues of skills and human resources management in OR, the CEPPRAAL (health quality and security regional support structure in France) decided to set up the KSMOR project. THE GOALS OF KSMOR project are: to elaborate an online self-assessment tool of OR nurses' practices allowing Head Operating Room Nurses (HORN) and nurse to position themselves in their practices and to evaluate their autonomy and thus their training course both for the common core and for surgical specialties. To experiment KSM approach in 5 to 10 French hospitals. Disseminate KSM approach to target audiences at congresses, professional journals, professional organizations and training organizations.PARTICIPATING ORGANIZATIONS: the project brings together 7 European partners. France is represented by CEPPRAAL: a health quality and security regional support structure; the UNAIBODE: the French national association of operating room nurses and DPG, a structure that brings the expertise of the KSM method designer. Professionals from leading countries in training and OR safety like Finland (Savonia University) combined Parnasse Vinci group (Belgium) whose representatives have participated at the first project. The University of Pardubice in the Czech Republic has experience in international research programs. A Greek partner (IDEC) specialized in quality and skills, has already worked on these issues with the project designer. DESCRIPTION OF MAIN ACTIVITIES IMPLEMENTATION: 4 European countries (Belgium, Finland, Greece, Czech Republic) have tested and assessed the “progression table” tool with working groups composed by nurses and head operating room nurses. A user guide has been written and an online application with the tools has been created. An experimentation of the KSM approach took place in 8 French hospitals in order to teste and evaluate the impact of KSM approach on the OR process. RESULTS AND IMPACTS: recommendations on the use of the tool emerged from workgroups; the online application is functional, the user guide is written and the implementation of KSM approach have been tested and evaluated in 8 French hospitals. The experimentation impact is positive with a better integration of the new nurses and the optimization of the skills management in OR. IDENTIFIED BENEFITS : French hospitals who have experimented KSM approach want to continue to use it and extend it to OR not included in the experimentation. The application and the user guide will allow any hospital to deploy the KSM approach within its OR. The long-term benefits are a better skill management in OR with benefits for staff, life quality at work and patient safety.

EUROPEAN OPERATING ROOM NURSES* ARE LACKING TRAINING AND ARE FACING PATIENT SAFETY ISSUES An operating room (OR) nurse works in a very special environment which is the operating theater. To simplify, she has two major functions as circulating nurse and scrub nurse. As a circulating nurse, she takes care of the patient and of everything in the OR. She is the link between the sterile team and coordinates the smooth running of the surgical program. As a scrub nurse, she assists the surgeon in the sterile area throughout the surgical procedure. Dressed in a sterile gown, she receives the sterile instrument trays, counts the instruments, arranges them on her table, etc.. She stands by the surgeon throughout the surgical procedure, which can last from 20 minutes to several hours. In order to do so, she hands to the surgeon the instruments or medical devices of all kinds needed. A good scrub nurse must anticipate the needs of the surgeon and understand what he is doing and must anticipate which instrument or medical device she will have to provide. The scrub nurse may also assist the surgeon during certain stages of the procedure. However, in most European countries, there is no compulsory training for OR nurses. If specialised training courses exists, it is not mandatory for a nurse to follow them before working in the OR !At the same time, patients are getting older, staff turnover is increasing, medical and technical innovations are becoming more and more advanced and frequent, the operating theatre environment is becoming more and more multicultural with more and more interim staff... Outpatient surgery requires fluid, fast and safe reactions. The tension among the OR staff is obvious. Integrating new nurses without training is a major challenge whereby patient safety issues are disregarded.In response to this existing situation, at the European level, the profession has set up two previous projects : KSM (Key Skill Management) and KSMOR (KSM in Operating Room).These two projects focus primarily on the CIRCULATING NURSE function. They provide OR managers with tools to manage the quality and practices of their teams thanks to an application that has been tested in about twenty establishments in Europe. The current project aims to complete and extend it also to the function of SCRUB NURSE.THE ANSWER: A MULTI-LANGUAGE TEACHING PLATFORM WITH VIDEOS ON THE PROFESSION OF CIRCULATING and SCRUB NURSE.The aim of the project is to provide a platform that allows any OR nurse to acquire the necessary practices to instrument and circulate in the OR environment. Teaching paths differentiated by surgical specialty and by instrument type, self-evaluation, versatility table, individual profiles, are all means that the OR manager or nurse can access to on the platform.PROFESSIONAL PARTNERS INVOLVED ON A DAILY BASIS IN THE FUNCTIONING OF OPERATING THEATRESThe coordinator of the project is a Belgian university college (Haute Ecole Vinci). Do also take part in the project : three universities training nurses (Fin, SW, CSR); a national association of OR nurses (GR) whose President is the Vice President of EORNA (European Operating Room Nurses Association); the designer of the KSM method (FR) and a technical partner for the videos (BE). Three professional groups representing the profession participate as associated partners: EORNA (Europe), AFISO (Belgium), UNAIBODE (France).A CAREFULLY PREPARED PROJECT BY OR NURSES FOR OR NURSESThe project was organized in the form of a network of processes, each led by a pilot and a co-pilot. All the activities were planned taking into account the improvement loops for each of the videos. The list of practices resulted from several months of preparatory work in order to have, from the start of the project, a non-exhaustive list of videos representing the essential function of the OR nurse.SCENARIOS DESIGNED BY OPERATING THEATRE PROFESSIONALS, PUT INTO IMAGES AND TESTED BY THE PROFESSION.All the videos are based on scenarios designed and validated by operating room staff with the advice of surgeons.Each scenario gives life to practices and gestures to which are added comments and realistic image processing.A UNIQUE EDUCATIONAL TOOL - TO SOOTHE AND FACILITATE THE INTEGRATION OF NEWCOMERS IN THE OR - TO MAKE THE SURGEONS AND NURSES WORK SAFER - TO IMPROVE PATIENT SAFETY. ANY OPERATING THEATRE IN THE WORLD CAN USE THE VIDEO CORPUS AND APPROPRIATE THE PLATFORM.* The term nurse is used in feminine gender for ease of spelling. While women represent 90-95% of the profession, nonetheless the profession remains open to men.