Background: Breast cancer (BC) detection should be carried out by a team involving a number of health professionals from various medical, nursing and allied health disciplines. Students from different health disciplines have often a limited understanding of what other health professionals’ roles are. Interprofessional learning promotes this understanding, giving also an understanding of the interpersonal skills needed for liaison and communication.Aim of the project was to study and develop the competences of health professionals, lecturers and students in the field of BC detection. To achieve this aim four objectives were planned and carried out: 1) research activities about mammography education and clinical practice regarding BC screening and diagnostics; 2) educational package about early BC detection and diagnostic procedures among nurses, radiographers and biomedical laboratory scientists and lecturers in the field; 3) multimedia educational package on breast screening, imaging and quality assurance competences for radiographers; 4) multimedia educational package on further imaging and laboratory examinations for radiographers and biomedical laboratory scientists. In addition, a 5-day intensive training programme conducted for lecturers and clinical professionals who are going to implement the developed e-learning materials.Methods: In order to fulfil objective 1, the methodology of systematic literature reviews and surveys with questionnaires (for lecturers, students and radiographers) were used. Three e-learning packages were developed in the evidence-based way, i.e. at first the best available knowledge (regulation documents, literature reviews, research results, expert knowledge, best practices and user views) were searched for and reviewed. This evidence-based method serves also as a pedagogical principle in line with e-learning pedagogy. On the basis of the best available knowledge, the core competences, learning outcomes and material contents were developed. Target groups involve health professionals working in the service chain of breast cancer detection, primarily in European countries, but open access e-learning materials make the education also available to professionals all over the world. However, the prepared e-learning modules or single items from the modules can be integrated into undergraduate or specialist programmes and used under lecturer tutoring. All the educational institutions belonging to the project consortium are already using or are planning the implementation of the developed learning materials in some way. The intensive programme that was aimed to the implementation of the learning materials was participated on-site by lecturers and clinical professionals from the countries involved in the project, but also by a number of online participants from various European countries. Impact: Impact of the project is twofold, the impact of the published research results and the impact resulting from the process and outcomes of learning material development. Research results have been made public through open access research articles as well as at congresses and conferences in Europe and beyond. These results have identified the current difficulties in mammography education and clinical practice – this kind of evidence can underpin the promotion of education and clinical practice beyond the institutions participating in the project. The development process of e-learning packages supported the promotion of understanding regarding the nature and importance of interprofessional education and practice among the lecturers and health care professionals participating in the project. In addition, the curricula of participating educational institutions have a component of mammography educations that can be used in various ways.

"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 >>Electrical stimulation (ES) techniques are commonly used approaches in physiotherapy and rehabilitation (PTR) sciences. Electrical stimulation of the tissue is carried out by time-varying voltage or current pulses. The specific functional objectives and capability of target structures are the primary criteria for choice of stimulus parameters. Unit pulses of applied charge are characterized by polarity, width, intensity, frequency, amplitude (volts or amperes), duration (pulse width), shape (rectangular, triangular, sinusoidal), transcutaneous or invasive application, and stimulation site (the nerve, muscle). The methodologies and applications concerning these parameters are mainly focused on the functional and bodily treatment and assessment objectives. Electrical stimulation approaches have advantages from conventional and movement-based rehabilitation, mainly in terms of accuracy and stimulation of the movement, especially with the participation of all muscle fibers. Electrical stimulation has been used for many years for neuromodulation, strengthening, pain and somatosensorial management in rehabilitation programs, although the mechanisms of action are still not well known. Although electrical stimulation approaches are widely used in physiotherapy and rehabilitation, unfortunately there is no standardization even in definitions, such as electrical stimulation, neuromuscular electrical stimulation, transcutaneous electrical stimulation, somatosensorial electrical stimulation...etc. Because of different denominations and treatment protocols (frequency, intensity, etc…) high quality evidences could not be gained still, while it was used frequently. However, in general, the application procedures are mainly not standardized but have great potential for use in clinical practice as a : aid to diagnosis, progress monitoring of patients, guidance for further guidance for further rehabilitation therapy depending on the capabilities affected, and allowing rehabilitation where the active motion is forbidden or could not be initiated, etc. The academic background of physiotherapists (PT) has a clear clinical focus, so the lack of knowledge in the field of electrotherapy, cause them to ignore an approach that could be very useful in their job performance. This situation is well known by professional associations at national and European level, as Turkish Physiotherapy Association, Order of Physiotherapists in Romania, Lithuanian Physiotherapy Association, and Estonian Association of Physiotherapists, who believe in the importance of providing their associates with additional training to complement their professional skills. This knowledge in electrotherapy already exists and is commonly used in universities. The Pamukkale University (PAU), Hatay Mustafa Kemal University (HMKU), Suleyman Demirel University (SDU), Baskent University (BU), Craiova University, Šiauliai State College, and Tartu Health Care College have been working for years in the electrotherapy and electrophysical agents’ field and have also provided several training courses and workshops in this area to undergraduate, master science and philosophy of doctorate physiotherapist students and physiotherapists. This transference of knowledge from the universities to the professionals is, however, punctual and the actual training needs in electrical stimulation applications of physiotherapists are not fully met. Besides, it is known that there are regional differences in professional training and transference of knowledge from the universities around Europe. Pamukkale University (PAU) promotes the development of a training course that intends to fill that gap of knowledge in electrical stimulation approaches of physiotherapist and also do a regional transfer of knowledge throughout Europe, aiming to minimize the differences among countries.<< Objectives >>The project's main objective is to collect existing training contents in electrical stimulation approaches for assessment and treatment, and adapt them to the specific rehabilitation requirements of physiotherapists in European dimension, by this way development of job specific skills needed in the current and future will be supported with continuing vocational education and training by digital education for excellence. To provide to the specialist in physiotherapy and rehabilitation with the necessary knowledge on electrical stimulation approach, a greater awareness and understanding of protocols applied to the functional rehabilitation, enhancing their professional skills and improve the quality of service offered to patients are also the objectives of the project. These aspects will contribute to the acquisition of skills and key knowledge in European professional training in physiotherapy and rehabilitation by supporting development of professional networks across Europe. Sharing best practices and promoting the use of new and standardized electrical stimulation protocols and technologies, and supporting the professional development of physiotherapists (as lecturer, trainer, mentor or other staff) could be realized with the internationalization strategy.This project aims to address a need for shared training that has been detected in the target audience that steers the course and can be solved efficiently by sharing and transferring of best practices and selected materials in teaching to the European dimension for excellence. Academic and researcher from different European Universities (PAU, MKU, SDU, BU, Craiova University, Šiauliai State College and Tartu Health Care College) will be in cooperation as partners, with the aspect of bringing positive and long-lasting effects on the participating Universities and national physiotherapist associations. It is expected that planned course program with 5 module will improve the quality of the adult education offer through professionalization of its staff and building capacity of physiotherapy and rehabilitation education providers to implement high quality learning programs by digital education.This project aims to address a need for shared training that has been detected in the target audience that steers the course and can be solved efficiently by sharing and transferring of best practices and selected materials in teaching to the European dimension for excellence. Academic and researcher from different European Universities (PAU, MKU, SDU, BU, Craiova University, Šiauliai State College and Tartu Health Care College) will be in cooperation as partners, with the aspect of bringing positive and long-lasting effects on the participating Universities and national physiotherapist associations. It is expected that planned course program with 5 module will improve the quality of the adult education offer through professionalization of its staff and building capacity of physiotherapy and rehabilitation education providers to implement high quality learning programs by digital education.<< Implementation >>The project is divided into six work packages, each of which has a clearly defined goal. The WP 1-4 form the core of the project, are linked sequentially and correspond to the development and validation phases of the online course.Proper identification of the needs of the target group (beneficiaries and future users of the results of the project) will enable better targeting of project activities, and respond effectively to their training needs. In addition, the analysis of needs is a fundamental starting point in the process to obtain the best results in the dissemination and exploitation plan, promoting the production of useful and sustainable results and greater impact end. Although the initial phase of the project consists on the searching of the user needs, is particularly relevant to ensure the correct implementation and adaptation of content to the particular professional groups in the countries of the consortium members (Turkey, Romania, Lithuania, and Estonia). Turkish Physiotherapy Association, Order of Physiotherapists in Romania, Lithuanian Physiotherapy Association, and Estonian Association of Physiotherapists will help to apply a questionnaire, regarding their knowledge and application of electrical stimulation techniques and parameters in specific pathologies, to physiotherapists in their country. By this way frequently used electrical stimulation approaches and their parameters will be determined. Moreover, the participation of the physiotherapist associations guarantees the suitability of the course to meet the training demand detected in this group at European level.•Course material will be prepared regarding the results of this questionnaire. And course will have 5 modules (module 1: healthy and denervated muscles physiology, module 2: currents used for electrical stimulation approaches, module 3: electrical stimulation for healthy muscles, module 4: electrical stimulation for de-innervated muscles, and module 5: electrical stimulation for re-innervated muscles). The training modules will consist of working sessions, which require 2 to 3 hours of study each. • The learning methodology will focus on the student. It will be based on structured learning, which implies an effort, ability to analyze and maintain the student interest. This type of learning is particularly suited to provide knowledge in the first place or to strengthen the knowledge acquired, enabling to control the level of understanding of the knowledge that students achieve.• There will be a validation through pilot courses with professional users and experts. On one hand, check the adequacy of telematic course developed against the capabilities and needs of potential users, and secondly, it will validate the usability of the online learning platform developed.• Pilot course will be applied to 30 physiotherapists from each country. The implementation of the pilot course will take place in the online learning platform.• The project details the real training needs of clinicians in their professional performance in the workplace, with a remarked clinical profile, and knowledge and skills from academic and researcher experts in the development and implementation of these approaches, with an academic profile. Furthermore, the presence of professional association guarantees the impact at European level.• The training course will be available in four countries (in their respective languages) after project completion: Turkey, Romania, Lithuania and Estonia. The complete course will also be translated to English for the exploitation and dissemination to all the countries in the rest of Europe. The diffusion through the channels available in professional association will give to the project results an immediate impact on practitioners across Europe.<< Results >>It is expected to achieve the following specific results:•To identify specific training needs in the field of electrical stimulation approaches of European physiotherapists from each of the project’s partner countries. •To develop study plan that enables effective training and achieve real existing needs.•To provide basic knowledge in electrophysical agents to physiotherapists.•To adapt the training material and integrate clinical profile within a telematic course theoretical and practical content that promotes the assimilation of knowledge.•To provide knowledge to the physiotherapists about electrical stimulation approaches in the different fields (healthy, denervated and re-inervated muscle) related to physiotherapy and rehabilitation medicine: assessment of injuries, objectification of the patient's progress and treatment etc.•To provide knowledge to the physiotherapists in order to allow them to be able to apply and interpret the results of electrical stimulation and electrodiagnosis.•To validate the usability and adequacy of course content through pilot testing with users and professionals.•To offer protocols for standardization, and as a result of this to to increase the quality of evidences from low level to higher levels.•To transfer the existing knowledge between Turkey, Romania, Lithuania and Estonia.•To develop, transfer and implement innovative practices at university, national and European levels.•Encouragement of cooperation between vocational education and training (VET) and the universities, through the participation of the professional physiotherapist associations and subsequent dissemination of the project results directly through professional communication channels.•To offer a the course with an online interactive teaching format that favors the ubiquitous accessibility and flexibility in learning, and having a study plan updated to the existing knowledge today in universities and research centers in Europe.•To facilitate the transfer of these innovative practices to partner countries (Turkey, Romania, Lithuania and Estonia) and to the other European countries.•To harmonize the education in electrical stimulation approaches of the physiotherapy and rehabilitation in a common European dimension for the participation, cooperation and exchange of specialists’ experiences in different countries and types of organizations.

Background: Breast cancer treatment is complex, incorporating all modern day treatment options which means that many different professions are involved in this pathway. However it is widely known that the patients’ care and service pathway associated with breast cancer through early detection, diagnostic procedures and treatments to the follow- up phase is still discontinuous. Cancer detection, diagnosis and care coordination comprise timely and appropriate care, provided by interprofessional team including medical, nursing and allied health professionals. There is a need for this kind of education both at the basic education level of these health care professionals, in-house training of cancer clinics and learning materials for independent continuous professional development (CPD). An online learning package is a great resource to resolve the issue at some level.Objectives, methods to achieve them and outcomes of the project:Objective 1. (IO1) To review and create evidence based knowledge about interprofessional breast cancer care and treatments. For this purpose, methodology of integrative literature review, observational study and qualitative questionnaire study are used. As a result, the project will produce new research knowledge to develop healthcare teachers’ and staff understanding about breast cancer care and therapies.Objective 2: Improving the quality of breast cancer care and therapies and health care staff education related to this.To fulfill this objective, three e-learning modules comprising of 13 ECTS credits are developed by using evidence-based approach. The pedagogical principle with the interprofessional orientation to be used in the e-learning course will also follow the same evidence based approach. Module 1/IO2 focuses on interprofessional aspects of cancer care and treatment (3 ects). Module 2/IO3 focuses on breast cancer treatments and therapies (5 ects) Module 3/IO4 focuses on ensuring patient safety in breast cancer care and therapies (5 ects). Using evidence-based approach in the development and implementation of the e-learningpackages will facilitate the development of life-long learning competences among the students and health care professionals who are taking part of the courses.Objective 3: Testing and implementing the e-learning package at the European level. For this purpose, e-learning modules created in the process will be developed, tested within the partnership, improved based on the feedback obtained from the participants, experts and the steering committee members, and made available as open access resources. This will lead to the most obvious results of the project, which is better competences related to interprofessional co-operation in breast cancer therapeutic phase among the teachers, students and health professionals who take part in the preparation and testing of the educational packages. Also, teaching and training activity C1- an intensive week will be carried out (on site + online) to introduce the course content and usage to potential users of the online course Target groups of project for IO1 to IO4. Inside the partnership: two cancer clinic nurses, biomedical laboratory scientists (n=about 30), higher education institutions staff (n=20) and students (n=about 80 annually) who will be participating, teaching and studying the topics. Outside the partnership, target groups are European (+wider globally) cancer clinics’ staff and higher education institutions teachers and students (n= several thousand in Europe only). At intensive course activity C1, there will be 15 participants who`s expenses are covered by project grant taking part on site + at least 15 participating with their own cost on site and about 10 online. In addition, HESAV (Swiss associate partner) will apply for funding from Swiss national agency Movetia to send 4 to 5 teachers for the Intensive course.Impacts: The most important impact on the participating organizations as well as on other organizations that take the e-learning package in their educational use will be the harmonization of quality and contents of education in the field of interprofessional breast cancer treatment and its safety. The e-learning package linked also to EU EPALE dissemination platform gives open access resources for education also for such educational and health care institutions who otherwise could not afford or for some other reason are not able to have that kind of learning resources. At participant level this means equal possibility for health care professionals like radiation therapists, radiographers, biomedical laboratory scientists and nurses and their educators to acquire competences on e-learning in general, interprofessional breast cancer treatment and how to ensure its safety. In addition, studying from such of e-learning materials increases health care staff and ordering clinical units’ understanding about different phases, procedures, actors and safety issues associated with breast cancer therapeutic phase.