Competency based training and simulation in Healthcare Education

We applied for the CBTS project to address key needs in healthcare VET and to improve the quality and relevance of education in partner institutions. We identified the need to exchange good practices at transnational level, to enhance teaching through shared expertise and resources. We also recognized the need to align education with labor market demands by mainstreaming simulation and offering teachers concrete models to apply it. The project responded to the need for standardized digital tools, such as electronic practice portfolios, to support the digital transition in VET. We also addressed the need for teachers and students to develop personal and professional skills through international learning activities. Additionally, we aimed to help students improve key employability skills like teamwork, communication, problem-solving, and time management through simulation and skills contests.Finally, the project addressed the need to integrate the 17 SDGs into healthcare education, raising awareness on their impact in the healthcare field and on sustainability. Through STJSTEs and blended mobilities, participants reflected on their practices, shared ideas, and developed the competencies needed for their future careers.

Through the implementation of the CBTS project, we aimed to improve the quality and relevance of healthcare vocational education by integrating simulation and competency-based learning and to raise awareness on the 17 SDGs and their impact on the field. All partners were healthcare education providers with experience in EU-funded projects, and our shared goal was to mainstream simulation as a standard learning method in VET. We sought to develop an integrated e-portfolio and a set of simulation activities for all modules in the curriculum, to support the monitoring and evaluation of students’ progress both in school labs and in practice institutions. The project was innovative as it addressed the 17 Sustainable Development Goals (SDGs) within healthcare training and provided a dedicated guide for their integration. By developing PraxManager, a digital tool derived from a Erasmus+ project (CoPE), we supplied educators with practical and sustainable resources. At the same time, we capitalized on the results of three previous Erasmus+ projects, E-(m)PACT, ExPRAX, ensuring their further use and long-term sustainability.

In addition to project management activities, we implemented a series of key actions to achieve our objectives. We conducted a needs analysis involving teachers and students from partner institutions, which formed the development of the project results. Three peer training activities were carried out for teachers, alongside two blended mobilities for students, offering both groups opportunities to learn and exchange good practices at transnational level. We also organized local activities focused on the use of simulation in healthcare training, the implementation of electronic portfolios, and the integration of the 17 SDGs into learning practices. Throughout the project, we ensured ongoing evaluation and quality assurance, and we actively carried out dissemination and valorisation activities to promote and sustain the results. The activities were organised in 5 work packages: WP1- Project management; WP2- Needs and compentencies analysis; WP 3- Development, testing and adjustment of PRs and local activities; WP4- Evaluation and Quality assurance; WP5- Dissemination and exploitation of results. The most complex WP was WP3, during which the main project results were developed, in local and 5 LTTAs.

The project produced several concrete outputs with direct impact on healthcare VET. We developed six model e-portfolios for internships, providing a standardized digital tool to document students’ practical learning, monitor progress, and support competency-based assessment. This contributed to the digital transformation of partner institutions and can be replicated in other VET fields. We also created a collection of simulation activities for key healthcare modules, helping align education with labor market needs and fostering active learning, collaboration, and critical thinking. A unique achievement of the project was the integration of the 17 Sustainable Development Goals (SDGs) into healthcare education. Based on this experience, we developed a guide to help teachers implement the SDGs in their practice, promoting sustainability and social responsibility among future healthcare professionals. Overall, these outputs supported the mainstreaming of simulation and competency-based learning across the partnership.