<< Objectives >>Tartu Health Care College in Estonia and University of South Bohemia in Czech want to join efforts to make the life saving machine AED (an automatic external defibrillator) better known and more used. In general about 60% of European citizens don't know what it is or are afraid to use it. The partners of this project like to get a better overview of the real situation in Czech and Estonia, share experiences, learn from each other and teach people about AED usage. Everyone can save a life!<< Implementation >>Partners are planning to make the survey of situation (make online questionnaires and ask people in public places) what local citizens know about AED. There will be a study trip to Estonia and Czech to learn from both partners' best practices. We want to share our knowledge with local citizens through practical workshops where every participant can test the AED usage. For spreading the information Estonian partners will make educational videos to share the knowledge with a wider audience.<< Results >>After the project has ended, the partners will have detailed knowledge and specified methods to teach the usage of the AED to different focus groups. Creating new partnerships for the future is another valuable result. People who participate workshops, see educational videos, or take elective courses, will be more aware of the usage of the AED and can share their experience and knowledge to those around them.

Medication safety has been identified as one of the key development areas in the patient safety movement in Europe and globally. Medication errors are the most common types of errors in health care, the consequences can be a serious hazard to patients’ health and safety and increase the costs of health care significantly. Several factors related to health care systems have been identified to be associated with the occurrence of medication errors. However, deficiencies of registered nurses’ as well as graduating nurse students’ medication competence are one of the contributing factors on medication errors. Nurses need to have a solid medication competence to be able to provide safe, efficient and high-quality care. Therefore there is a need for developing undergraduate education. The challenge of developing nurses educational preparation is global, and due to the migration of the nurse workforce especially important for Nordic and Baltic countries.The eMed-PASS project aim was to improve the quality and relevance of higher education in bachelor level nurse education cross-borders in EU-level in the Baltic countries and Finland by modifying, implementing and evaluating the feasibility of portal-based digital learning tool eMedication Passport for ensuring the medication competence and adequate working life skills of the graduating nurses. The evaluation also included an evaluation of the impact of eMedication Passport into the development of medication competence of the students. As an outcome of the project a) shared, innovative culturally adapted and impact evaluated feasible learning tool - the eMedication Passport – with modifications to Estonia, Latvia and Lithuania to support the development of medication competence of nursing students in the partner higher education institutions has been created and used b) a model for adaption of culturally sensitive learning tool and c) a protocol for the implementation of a method ensuring medication competence development in countries regulated by the EU has been created, d) collaboration among Baltic countries and Finland has been increased. There were 307 nurse students, 37 clinical nurse mentors, 6 nurse educators, as well as 15 persons of the expert panel and 34 head nurses involved in the project activities.The eMedication Passport is one solution for creating common quality standards for medication competence, not only in one country but also over the borders in the Nordic and Baltic countries. By using the tool nurse teachers, nurse mentors in clinical practice, nursing students and students’ employers can follow students’ medication competence development during undergraduate education. It also enhances collaboration between the clinical practice placements and higher education institutions. Modifications, developed through this project, are culturally adapted versions of the non-profit electronic learning tool. The eMedication Passport has been initially created in Finland. The tool is unique and has the potential to be internationally shared learning tool.The project supported objectives of the Europe 2020 Strategy and EU Health Strategy Together for Health, by responding to the medication and patient safety challenges faced by member countries through strengthening the cooperation and coordination among universities and registering of nurses’ medication competence development during undergraduate education. The need for developing common education and nursing competence is evident in each of the partner countries. The project consortium consisted on Tartu Health Care College (THCC, Estonia), Turku University of Applied Sciences (TUAS, Finland), P.Stradins Medical College of the University of Latvia (LUPSK, Latvia), Kauno Kolegija/University of Applied Sciences (Lithuania).The impact of the project is an improvement in nursing students’ medication competence and increased collaboration among educational institutions and clinical practice placements. Although medication competence is one part of nurses’ overall professional competence, it contains elements which integrate into general professional competence. By developing medication competence, the results will also reflect on other professional competencies. Non-direct impact of the project is potential improvement of medication safety by improvement of nursing students’ medication competence and medication education in general. Also, the benefit of the project was transnational and interdisciplinary cooperation which brought the partners together and supported further collaboration in Europe and globally.

"The last decade was characterized by the rapid development of information technologies and the rapid development of digital learning tools which can help educators reach more potential learners, improve outcomes, and transform post-secondary education at universities, colleges, vocational schools, and job training programs. Digital learning tools in nursing education are particularly suitable for training clinical decision making skills (Peters et al. 2018), as clinical decision making cannot be captured through observation of direct action alone (Dechenes et al. 2011). In this context, decision making requires not only purely technical aspects, but in particular critical-reflexive and social-communicative skills. The younger generations that have grown up in our environment of rapid developments in mobile devices may become more motivated to learn when digital technologies are incorporated in education. The use in clinical environments of mobile devices loaded may help close the gap between theory and practice and enhance the evidence-based practice of undergraduate students. In the project the consortium intends to make use of an innovative serious game for training nursing skills and create relevant learning situations that fit well with nursing training in all partner countries and in general on a European level. The learning game ""Take Care” is designed to deal with complex nursing case work by letting the learners explore and experience simulated situations. This creates the possibility of training and testing professionally relevant skills in practice-oriented, but digitally simulated working environments. The game is an innovative way of training a variety of skills that cannot be learned from books very well but need to be trained before nurse practitioners see real work environments. Digital care simulations have been developed in which learners have the opportunity to practice decision-making in complex and multidimensional care situations without actually endangering themselves or people in need of care. The challenges in nursing education in Europe with regard to aspects of digitialisation are very similar. At the same time, there are hardly any tools in the form of 'Take Care' in the international arena. In order to support prospective nursing staff in the training of clinical decision-making and to train digital skills, we plan to further develop the tool for nursing education contexts on a European scale, adapting its situations to other countries. The game can be used in a multiplier mode that ensures that players can support each other. Players will be sensitized to recognize special needs of others in order to see that they will profit themselves through supporting others.The consortium will consist of a university as the coordinator with expertise in the field of nursing education and pedagogical methods (Germany), an SME with expertise in software development and serious game design (Germany), a school with practical teaching experience (Austria), a dementia care unit with practical work experience (Estonia) and a school with the opportunity to use the app on a large scale and to disseminate it widely (Ireland). In a first step, the curricula of the partner countries are analysed with regard to the topics contained in the game in the context of dementia. Another focus of the analysis is the systematic training of technical competence in the curricula of the partner countries. Further analyses with a view to uniform competences throughout Europe will be carried out on the basis of project synopses in the context of occupational mobility in Europe. The game concept will be further developed along the analysis results. Storylines and dialogues will then be adapted and further developed and translated into English. The iterative further development of the learning game will take place along the testing of the learning tool in institutions of project partners. At the end, the learning tool will be made available as a free app through Google Play and the Apple App Store. In addition, the project results will be presented and discussed in workshops at various international care education congresses.In the project a document analyses of relevant curricula and a project synopsis on nursing competences in the context of the topics of the learning game will be carried out. The synthesis of the results leads to the further development of the underlying pedagogic concept. The adaptation of the concept will be discussed and agreed with experts from different countries in focus groups. The testing of the adaptations of the tool will be carried out with learners from the partner countries' institutions.We use an innovative approach for addressing the student groups through attractive digital training opportunities that take into account individuals needs and expectations. Furthermore we would expect that learners can be supported individually (keyword learning analytics), but also that a critic"

<< Background >>Health care professionals encounter numerous individuals in their practice, and given the high rates of intimate partner violence within the population, it is important that they are aware of how to identify and respond to domestic violence (DV). Poor adherence to treatment can have negative effects on outcomes and healthcare cost. Adherence with treatment is an important factor which can influence the outcome of that treatment (Hayden et al., 2005). Poor adherence to treatment has been identified across many healthcare disciplines including physiotherapy (Vasey, 1990, Friedrich et al., 1998, Campbell et al., 2001). According to various studies, depression, anxiety, feelings of helplessness and poor social support have all been found to be important factors blocking treatment adherence. (Jack et al 2010) Studies have found that all are common with victims of DV. Thus, it is quite safe to assume that being a victim of abuse can hinder progress in physiotherapy programmes. Thus, being able to identify such situations and properly address them would be a highly useful skill for physiotherapists to have in treating patients.Additionally, healthcare providers, such as physiotherapists, are in a unique position to identify and help victims of DV, “as victims often discuss their experience related to violence if inquired about it in a non-judgmental, empathic and direct way.” (Alshammari et al 2018) Despite this, multiple studies point towards the lack of IPV/DV enquiry in the majority of the outpatient settings (Clark, Lynette, & Mary, 2017 ; Ballan & Freyer, 2019 ). In addition to patient-related barriers, research has indicated that several staff-related barriers weaken healthcare systems’ ability to identify and support victims. One of the major barriers is lack of formal training (Alvarez et al, 2016 ). This includes education that starts in vocational schools and continues during their career, to ensure that best practices are used. In response to this, educational content on domestic violence has started to be developed for some healthcare providers such as nurses and midwifes. However almost no courses are being offered to physiotherapists in Europe and especially in our partner countries (Estonia, Greece, Spain, Cyprus). Health care professionals who work with their patients one-on-one, regularly, and have good rapport with them, such as physiotherapists, are well suited for noticing signs of DV in their patients. This becomes especially important as the average time a physician spends with their patient has decreased over the years (Wood, 2017) , narrowing the opportunity to discuss important things affecting patients’ health. This trend has not affected physiotherapists and similar health care professionals due to the nature of their work, making them well-suited for also addressing concerns about DV .Research has shown that in addition to a lack of skills of healthcare workers, their attitudes towards and beliefs concerning DV can hinder their ability to properly serve DV victims. Thus, we are targeting the gap in the skills of the physiotherapists so they can provide better service and improve the resultativeness of treatment the patients receive.<< Objectives >>OPEP-DV focuses on professional education and training of physiotherapy professionals working with women so that they can identify and provide assistance to victims of domestic violence (DV). The projects goal is to develop a standalone training course and an online education module on domestic violence for current and future physiotherapists and other healthcare workers (e.g. nurses, midwives and careworkers) working closely and on regular basis with female patients. The secondary goal is to improve and unify the physiotherapists’ education in EU countries on topics connected to identifying and supporting victims of IPV/DV. Indirect goal of the project is that more victims of domestic and interpersonal violence are identified and helped in the whole EU. We shall resolve the gap in health care workers’ education by following key goals:1. Understand the operating contexts and current attitudes of health care workers, especially physiotherapists in each partner country and propose solutions to address these gaps2. Understand the current content of physiotherapists’ education and how much IPV/DV related topics are currently integrated in the programmes.3. Using this information to create training curriculum for healthcare workers that differentiates between their different contexts, especially aimed for physiotherapists in diverse regional and cultural backgrounds4. Using these materials to create an accredited online course that can be used within continuing education programs for physiotherapists and other healthcare professionalsWe believe that by providing policy makers and VET training providers with practical and proven tools to improve the training of current and future physiotherapists will speed systemic adjustments needed in this field.<< Implementation >>OPEP-DV focuses on professional education and training of physiotherapy professionals working with women so that they can identify and provide assistance to victims of domestic violence (DV). We will propose a set of connected activities to achieve our main goals: 1. Study the training, operating contexts and current attitudes of health care workers, especially physiotherapists in each partner country and propose solutions to address these gaps2. Develop stand-alone training curriculum to address all key gaps in current physiotherapists’ training in relation to DV. It will be oriented to VET providers and would be implementable in different regional and cultural settings across EU. By the end of the project, it will be implemented at least in the training programs offered by M&M.3. Develop the curriculum into an attractive and real-life cases based MOOC to be used by current and future physiotherapy professionals and other similar health care specialists working closely and on regular basis with female patients. The MOOC would be accredited to prove the quality and it would be freely available by UTARTU after the project ends. It will also be incorporated into the physiotherapists’ curriculum by THCC.4. Promote the training curriculum and MOOC as well as the need to teach physiotherapists on the topic of DV among health care and education policy makers as well as among VET education providers in partner countries and EU. To support the implementation of these activities, set of transnational meetings, mutual training workshops and multiplier events has been planned. All the project results will be created in collaboration with associated partners in partner countries. This will enable us to increase the quality of our results and extend the reach of our activities beyond the partner organisations and their regions.<< Results >>The project will result in a training curriculum and respective MOOC addressing specifically the needs and context of our target groups – the physiotherapists and other health care specialists, and VET and professional training providers for physiotherapists and other health care providers. It is estimated that over 300 people from our key target audiences will be directly affected by the end of the project. As a result of our project activities, through training physiotherapists and other health care professionals more women who are victims of abuse will receive help and referrals to services they need to deal with DV. The participating professionals will benefit directly from the project results. They will attain new and improved knowledge on methods and tools related to identifying, referring (either externally or internally) and providing interventions to support people who experience domestic violence and abuse.By the end of the project, M&M will incorporate the training curriculum in their training programmes and THCC will add the MOOC to their physiotherapists’ curriculum. All project activities will feed into policy recommendations for healthcare policy makers, practitioners, and VET training providers (PR1) to improve the training of physiotherapy professionals, so that they can identify and provide high quality assistance to DV victims. The report and policy recommendations will make suggestions for better unification of physiotherapists’ training in the European countries. The project partners will launch project homepage, which will give access to all project outputs and related materials. The page will have interdisciplinary focus and it will bring together relevant physiotherapy, DV, and continuous professional healthcare education related information for our target groups. All the materials will be in English, Estonian, Greek, Spanish, Russian and Turkish. The overarching result of our project activities is that by training physiotherapists and other health care professionals more women who are victims of abuse will receive help and referrals to services they need to deal with DV.