Intake assessment - Assessment of competences Contents Introduction
2
General awareness
3
Procedure for intake assessment
3
Assessment methods
5
-
Portfolio
5
-
Quick scan
6
-
Interview as an assessment method
6
-
Evaluation by (current/former) employer
6
-
Scenario set up by experts (e.g. through interview/role play)
7
-
Scenario set up by applicant (e.g. through interview/role play)
7
-
Observation in workplace
7
-
Skills lab/simulation
8
-
Test
8
Assessment tools
9
-
Quick scan
9
-
Interview as an assessment method
14
-
Evaluation by (current/former) employer
15
-
Scenarios set up by experts
19
-
Test
20
Appendix
21 CATE – Care Across The European Union DE/13/LLP-LdV/TOI/147634 1
Introduction The purpose of the CATE project is to enhance the mobility of care workers in Europe, and the objective of the assessment of the applicant’s formal, in-formal and non-formal competences is to evaluate whether the applicant’s competences meet the requirements to obtain a position as a care worker in the country of destination. This toolbox contains an overview and brief descriptions of assessment methods that can be used to evaluate the competences of an applicant applying for a position as a care worker abroad. These methods reflect the most typical tools used to assess formal, in-formal and non-formal competences. As an outcome of the CATE Project the participating partners agree that a degree as a care worker in the respective countries1 verifies that the applicant fulfills the criteria of the EU profile for care workers2. Thus the focus of the assessment is on an evaluation of the specific competences required as a supplement to the EU profile to obtain a position as a care worker in a particular country (referred to as “additionals” in the CATE Project)3. Since Germany and Finland are in need of care workers the focus of the project is on care workers from the partner countries traveling to Germany and Finland to work within the care sector. The specific
1
Denmark: Social- og sundhedsassistent Finland: Sosiaali- ja terveysalan perustutkinto, lähihoitaja Germany: Altenpfleger(in) Netherlands: Verzorgende-IG Spain: Tecnico en atencion a personas en situacion de dependencia
2
The partners have agreed on an EU profile for care workers which defines the core tasks needed to work as a care worker in elderly care in the partner countries. Also, the EU profile specifies the additional tasks required as a supplement to the EU profile to obtain a position as a care worker in a particular partner country. 3
The EU profile corresponds to the learning outcomes for EQF level 4. However, the Dutch degree as a care worker (Verzorgende in de ouderenzorg) corresponds to the learning outcomes for EQF level 3. Thus an evaluation of the competences of the whole EU profile is necessary for Dutch applicants. For the full EU profile see www.cate-project.eu.
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competences required as a supplement to the EU profile to obtain a position as a care worker in Germany and Finland are listed in the appendix4. Further information about the CATE project and the advantages of the EU profile to both care worker (who wants to work abroad) and potential employer (looking for care workers from abroad) is provided by partners in the CATE project5 and is available on the CATE project’s website www.cate-project.eu.
General awareness It is vital that the evaluation of competences is objective. That the assessment is carried out by an evaluation team who acts professional, factual and impartial. In order to achieve a true and fair evaluation it is also significant to make sure that the candidate has received sufficient and correct information about the assessment she is about to take part in and to create an environment in which she feels safe and secure.
4
For an overview of the core tasks and additional competences required to obtain a position as a care worker in the partner counties see the Matrix at www.cate-project.eu. 5 Vhs Mainburg (Germany), Landstede (The Netherlands), ROC Friese Poort (The Netherlands), Calibris, Centre of expertise (The Netherlands), SOSU C, Social- og sundhedsuddannelsescentret (Denmark), Kirkkopalvelut ry/Seurakuntaopisto (Finland) and Centro Cultural Nazaret (Spain)
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Procedure for intake assessment
Candidate
Vet school
Advisor/ evaluator
Evaluation team
Recognition of competences
Validation
The candidate may receive information about the CATE project from a partner vet school or from the CATE project’s website www.cate-project.eu. An advisor/evaluator in the form of a partner vet school or potential employer offers advice on the candidate’s creation of a portfolio/CV and assesses and recognizes the competences documented in the portfolio/CV. If further competences are required these are identified by the advisor/evaluator. If further competences are required in order to obtain a position as a care worker in a specific country, an evaluation team in the form of experts from a vet school or potential employer conducts an assessment of the competencies of the candidate in order to determine whether they meet the competences required/recognize the competences of the candidate.
Candidate
Vet school - information about Project CATE - preliminary checklist/quick scan of portfolio
Advisor/evaluator
CATE – Care Across The European Union DE/13/LLP-LdV/TOI/147634 4
- assistance/advice on CV preparation and presentation - assessment of documented formal, informal and non-formal competences
NO
YES
Doubt
NO Further training
Evaluation team - assessment of non-documented formal, informal and non-formal competences - accreditation
PASS
PASS
Recognition of competences / eligible to obtain position as care worker in country of destination
Assessment methods Portfolio (CV) The applicant is advised to create a portfolio (CV) to be used as an assessment tool. A portfolio should as a minimum contain: •
Curriculum vitae
•
Degrees, diplomas and certificates
•
European language portfolio
CATE – Care Across The European Union DE/13/LLP-LdV/TOI/147634 5
•
Europass CV -> -
List and documentation of work and vocational training and experience
-
List and documentation of competences/skills relevant for the specific position
-
List and documentation of personal competences e.g. intercultural competences
-
Statements from care recipients and employers etc.
Also see http://europass.cedefop.europa.eu/en/documents/curriculum-vitae. The vet school may use the portfolio as a preliminary tool/check list to advise the candidate whether she is likely to meet the requirements in order to work as a care worker in the respective countries. Furthermore, an expert, for instance, in the form of a partner college or potential future employer determines whether the (documented) relevant, reasoned and authentic evidence of the portfolio is sufficient in order to recognize the competences required to obtain a position as a care worker in a specific country and/or identifies the competences required which the applicant is not able to document in her portfolio and should be further tested on. Note that a degree as a care worker from one of the partner countries (see footnote 1 on page 2) verifies that the candidate fulfills the criteria of the EU profile. Thus the focus of the assessment of further (documented) evidence of the portfolio should be on the specific competences required as a supplement to the EU profile to obtain a position as a care worker in a particular country (referred to as “additionals” in the CATE Project).
Quick scan The purpose of the quick scan is to give an overview of an applicant’s competences acquired through prior learning and work experience – often as a supplement to a portfolio/CV or other assessment methods. The focus of the quick scan should be on the specific competences required as a supplement to the EU profile to obtain a position as a care worker in a particular country (referred to as “additionals” in the CATE Project). The applicant will be asked to document the skills she declares she is capable of. This may be in
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the form of certificates, degrees, job descriptions, contracts of employment, testimonies etc. Note that the quick scan should not stand alone. The quick scan may, for instance, be in form of a questionnaire. See example below (Assessment tools). Interview as an assessment method An expert, for instance, in the form of a partner college or potential employer may also conduct an interview as a test tool. By using questions which expose the professional practice, the applicant is able to show her comprehension of the practice, and by asking open and in-depths questions about actions, results, reflections and transfer (to future situations) the applicant is given the opportunity to demonstrate her professional competences. This method is especially suitable for testing informal and non-formal competences. An example of an assessment method conducted in the form of an interview is the STARRT method (see below (Assessment tools)). Evaluation by (current/former) employer The applicant may also be asked to obtain a statement from a current or former employer on relevant competences. This may, for instance, be in the form of a questionnaire in which the employer is asked to either tick off boxes or comment on a list of the specific competences required to obtain a position as a care worker in a specific country (referred to as “additionals” in the CATE Project). See example below (Assessment tools).
Scenario set up by experts (e.g. through interview/role play) Experts, for instance, in the form of a partner college or future employer draw up scenarios which correspond with the specific tasks required to obtain a position as a care worker in the specific country of destination. These scenarios may, for instance, be played out as a role play and/or in the form of an CATE – Care Across The European Union DE/13/LLP-LdV/TOI/147634 7
interview (also see above) and give the applicant the opportunity to demonstrate professional behavior, responds and reflections. Expects will determine whether the competences demonstrated by the applicant is sufficient to meet the requirements within the care sector of a specific country of destination. See example below (Assessment tools). The advantages of letting experts draw up scenarios include the opportunity to tailor the scenarios to the exact competences which are to be evaluated. Scenario set up by applicant (e.g. through interview/role play) The applicant herself presents/acts out scenarios from her own previous experiences as a care worker. These scenarios may, for instance, be played out as a role play and/or in the form of an interview (also see above) and give the applicant the opportunity to demonstrate professional behavior, responds and reflections. Experts, for instance, in the form of a partner college or future employer will determine whether the competences demonstrated by the applicant is sufficient to meet the requirements within the care sector of a specific country of destination. The advantages of letting the applicant herself draw up scenarios include a feeling of familiarity and ownership of the applicant and a greater possibility that she may feel safe and secure during the assessment. Observation in workplace The supervisor/assessor or future employer may also make arrangements for the applicant to practice as a care worker while being observed. This way it becomes evident whether the applicant is capable of performing the specific tasks required to obtain a position as a care worker in the specific country of destination.
Skills lab/simulation Tools in the form of dolls etc. are used to evaluate the competences of an applicant required to obtain a position as a care worker in the specific country of destination. CATE – Care Across The European Union DE/13/LLP-LdV/TOI/147634 8
This method of assessment is especially relevant for an evaluation of technical nursing skills but may also be used as part of, for instance, role play as an assessment method (see above). Test A test is provided to the applicant. The test may be oral or written. It may, for instance, consist of a questionnaire (for instance in the form of multiple choice) or in the form of an essay (for instance starting from a case). The questions in the test should correspond with the specific competences required to obtain a position as a care worker in the specific country of destination. See example below (Assessment tools).
Assessment tools Quick scan
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Below are examples of quick scans in the form of questionnaires. In these examples focus is on the specific competences required as a supplement to the EU profile to obtain a position as a care worker in a particular country (referred to as “additionals” in the CATE Project). Care workers with a degree from Denmark applying for work within the care sector in Germany: Answer: Question:
yes/no
Achieved:
Annex number:
Are you able to apply Occupational Health & Safety and AccidentPrevention Regulations and Fire Prevention and Behavior in case of fire? Are you able to describe the knowledge about: • Occupational Health and Safety? • Accident-Prevention regulations? • Prevention plans? • First aid? • Fire prevention Are you able to: • Apply Occupational Health and Safety? • Apply Accident-Prevention regulations? • Apply fire prevention and behavior in case of fire? Are you able to understand: • How to use prevention plans and regulations? • How to adapt to different situations? • How to follow procedures? • How to behave in case of fire? • How to evaluate the urgency of a situation and react accordingly? • How to notice and reduce accidents risks? • How to promote your own CATE – Care Across The European Union DE/13/LLP-LdV/TOI/147634 10
occupational safety and wellbeing? Are you able to plan and organize your work based learning pathway and readjust your planning without problems? Are you able to describe the knowledge about: • Lifelong professional training? • Organization of work? • Aids and tools necessary to plan? Are you able to: • Plan your work-based learning pathway? • Organize your work-based learning pathway? • Re-adjust your planning? Are you able to understand: • How to identify future problems? • How to take initiatives? • The importance of the adaptive capacity? • The importance of being punctual? • How to deal with problems? • How to plans one’s own learning pathway? Can you carry out the following activities: Percutaneous endoscopically placed gastrostomy (PEG) tube care? Urinary catheterization: female? Tracheostomy care?
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Care workers with a degree from Finland applying for work within the care sector in Germany: Answer: Question:
yes/no
Achieved:
Annex number:
Are you able to apply Occupational Health & Safety and AccidentPrevention Regulations and Fire Prevention and Behavior in case of fire? Are you able to describe the knowledge about: • Occupational Health and Safety? • Accident-Prevention regulations? • Prevention plans? • First aid? • Fire prevention Are you able to: • Apply Occupational Health and Safety? • Apply Accident-Prevention regulations? • Apply fire prevention and behavior in case of fire? Are you able to understand: • How to use prevention plans and regulations? • How to adapt to different situations? • How to follow procedures? • How to behave in case of fire? • How to evaluate the urgency of a situation and react accordingly? • How to notice and reduce accidents risks? • How to promote your own occupational safety and wellbeing?
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Care workers with a degree from the Netherlands6 applying for work within the care sector in Germany: Answer: Question:
yes/no
Achieved:
Annex number:
Are you able to apply Occupational Health & Safety and AccidentPrevention Regulations and Fire Prevention and Behavior in case of fire? Are you able to describe the knowledge about: • Occupational Health and Safety? • Accident-Prevention regulations? • Prevention plans? • First aid? • Fire prevention Are you able to: • Apply Occupational Health and Safety? • Apply Accident-Prevention regulations? • Apply fire prevention and behavior in case of fire? Are you able to understand: • How to use prevention plans and regulations? • How to adapt to different situations? • How to follow procedures? • How to behave in case of fire? • How to evaluate the urgency of a situation and react accordingly? • How to notice and reduce accidents risks? • How to promote your own 6
The EU profile corresponds to the learning outcomes for EQF level 4. However, the Dutch degree as a care worker (Verzorgende in de ouderenzorg) corresponds to the learning outcomes for EQF level 3. Thus an evaluation of the competences of the whole EU profile is necessary for Dutch applicants. For the full EU profile see www.cate-project.eu.
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occupational safety and wellbeing? Care workers with a degree from Spain applying for work within the care sector in Germany: Answer: Question:
yes/no
Achieved:
Annex number:
Can you carry out the following activities: Medication administration: oral, rectal, vaginal, skin administration, drug administration by inhalation and by the mucosa? Compression bandaging? Stoma care? Subcutaneous injection? Intramuscular injection? Supra-pubic catheter care? Use of insulin pen? Red and yellow wound care? Percutaneous endoscopically placed gastrostomy (PEG) tube care? Urinary catheterization: female? Tracheostomy care?
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Interview as an assessment method In the STARRT method selected competences are examined/tested in an interview to determine the level of an applicant’s competences. Based on a specific professional situation brought forward by the applicant she explains/demonstrates professional behavior, responds and reflections.
STARRT method
Situation: What is typical of the situation? • Where and when did it take place? • Who was/were present? • What resources/materials did you avail of? • What unexpected events occurred?
Task: What was your task? • What objective did you mean to reach? • Which role did you fulfil? • What responsibility/authority did you have?
Transfer: How will you apply this? • What will you change in the future?
Actions: What actions did you undertake? • What was your approach? • What resources and materials did you use? • What did you think and feel in this respect? • What did you intend to achieve by acting in this manner?
Reflections: What insights were revealed as a result? • What are you proud of? • What would you like to improve?
Result: What was the result? • What did the result look like? • What feedback did you receive from the client, colleagues and your executive?
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Evaluation by (current/former) employer Below are examples of questionnaires in which a current or former employer is able to varify whether a candidate possesses specific competences. In these examples focus is on the specific competences required as a supplement to the EU profile to obtain a position as a care worker in a particular country (referred to as “additionals” in the CATE Project). Care workers with a degree from Denmark applying for work within the care sector in Germany:
Competence Is the candidate able to apply Occupational Health & Safety and Accident-Prevention Regulations and Fire Prevention and Behavior in case of fire? Is the candidate able to describe the knowledge about:
Able to
Not able to
Tick off boxes
Tick off boxes
below
below
Occupational Health and Safety? Accident-Prevention regulations? Prevention plans? First aid? Fire prevention Is the candidate able to: Apply Occupational Health and Safety? Apply Accident-Prevention regulations? Apply fire prevention and behavior in case of fire? Is the candidate able to understand: How to use prevention plans and regulations? How to adapt to different situations? How to follow procedures?
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How to behave in case of fire? How to evaluate the urgency of a situation and react accordingly? How to notice and reduce accidents risks? How to promote her own occupational safety and well-being?
Competence Is the candidate able to plan and organize her work based learning pathway and re-adjust her planning without problems?
Able to
Not able to
Tick off boxes
Tick off boxes
below
below
Able to
Not able to
Tick off boxes
Tick off boxes
below
below
Is the candidate able to describe the knowledge about: Lifelong professional training? Organization of work? Aids and tools necessary to plan? Is the candidate able to: Plan her work-based learning pathway? Organize her work-based learning pathway? Re-adjust her planning? Is the candidate able to understand: How to identify future problems? How to take initiatives? The importance of the adaptive capacity? The importance of being punctual? How to deal with problems? How to plans one’s own learning pathway?
Competence
Is the candidate able to carry out the following activities:
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Percutaneous endoscopically placed gastrostomy (PEG) tube care? Urinary catheterization: female? Tracheostomy care?
Care workers with a degree from Finland applying for work within the care sector in Germany:
Competence Is the candidate able to apply Occupational Health & Safety and Accident-Prevention Regulations and Fire Prevention and Behavior in case of fire? Is the candidate able to describe the knowledge about:
Able to
Not able to
Tick off boxes
Tick off boxes
below
below
Occupational Health and Safety? Accident-Prevention regulations? Prevention plans? First aid? Fire prevention Is the candidate able to: Apply Occupational Health and Safety? Apply Accident-Prevention regulations? Apply fire prevention and behavior in case of fire? Is the candidate able to understand: How to use prevention plans and regulations? How to adapt to different situations? How to follow procedures? How to behave in case of fire? How to evaluate the urgency of a situation and react accordingly?
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How to notice and reduce accidents risks? How to promote her own occupational safety and well-being?
Care workers with a degree from the Netherlands applying for work within the care sector in Germany:
Competence Is the candidate able to apply Occupational Health & Safety and Accident-Prevention Regulations and Fire Prevention and Behavior in case of fire? Is the candidate able to describe the knowledge about:
Able to
Not able to
Tick off boxes
Tick off boxes
below
below
Occupational Health and Safety? Accident-Prevention regulations? Prevention plans? First aid? Fire prevention Is the candidate able to: Apply Occupational Health and Safety? Apply Accident-Prevention regulations? Apply fire prevention and behavior in case of fire? Is the candidate able to understand: How to use prevention plans and regulations? How to adapt to different situations? How to follow procedures?
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How to behave in case of fire? How to evaluate the urgency of a situation and react accordingly? How to notice and reduce accidents risks? How to promote her own occupational safety and well-being?
Care workers with a degree from Spain applying for work within the care sector in Germany:
Competence
Able to
Not able to
Tick off boxes
Tick off boxes
below
below
Is the candidate able to carry out the following activities: Medication administration: oral, rectal, vaginal, skin administration, drug administration by inhalation and by the mucosa? Compression bandaging? Stoma care? Subcutaneous injection? Intramuscular injection? Supra-pubic catheter care? Use of insulin pen? Red and yellow wound care? Percutaneous endoscopically placed gastrostomy (PEG) tube care? Urinary catheterization: female? Tracheostomy care?
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Scenarios set up by experts Below is an example of a scenario set up by experts. In this example focus is on the specific competences required as a supplement to the EU profile to obtain a position as a care worker in a particular country (referred to as “additionals” in the CATE Project). Scenario: The candidate is assisting a resident who is getting dressed when the fire alarm suddenly goes off. How does the candidate respond to this?
Test Below is an example of a written test in the form of a multiple choice. In this example focus is on the specific competences required as a supplement to the EU profile to obtain a position as a care worker in a particular country (referred to as “additionals” in the CATE Project). When a diabetes patient gets a fever the need for insulin … increases decreases is unchanged How is insulin given? By subcutaneous injection Peroral CATE – Care Across The European Union DE/13/LLP-LdV/TOI/147634 21
Rectal When a diabetes patient drinks alcohol there is a risk of … hypoglycemia hyperglycemia it does not effect the blood sugar
Appendix The appendix contains an overview of the specific competences required as a supplement to the EU profile to obtain a position as a care worker in Germany and Finland (the focus of the assessment): The specific competences required as a supplement to the EU profile to obtain a position as a care worker in Germany:
Care worker from Denmark seeking a position within the care sector in Germany: •
Manage unforeseen situations (apply Occupational Health and Safety and Accident-Prevention Regulations and fire prevention and behavior in case of fire) (matrix: 5.1)
•
Professional improvement/lifelong learning (plan and organize his/her work-based learning pathway and re-adjust his/her planning without problems) (matrix: 8.1)
Technical nursing activities:
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•
Percutaneous endoscopically placed gastrostomy (PEG) tube care (matrix: technical nursing activities: 13)
•
Urinary catheterization: female (matrix: technical nursing activities: 14)
•
Tracheostomy care (matrix: technical nursing activities: 15)
Care worker from Finland seeking a position within the care sector in Germany: •
Manage unforeseen situations (apply Occupational Health and Safety and Accident-Prevention Regulations and fire prevention and behavior in case of fire) (matrix: 5.1)
Care worker from the Netherlands seeking a position within the care sector in Germany: •
Manage unforeseen situations (apply Occupational Health and Safety and Accident-Prevention Regulations and fire prevention and behavior in case of fire) (matrix: 5.1)
The Dutch degree as a care worker (Verzorgende in de ouderenzorg) corresponds to the learnings outcomes for EQF level 3 whereas the EU profile corresponds to the learning outcomes for EQF level 4. Thus an evaluation of the competences of the whole EU profile is necessary for Dutch applicants.
Care worker from Spain seeking a position within the care sector in Germany: Technical nursing activities: •
Medication administration: oral, rectal, vaginal, skin administration, drug administration by inhalation and by the mucosa (matrix: technical nursing activities: 2)
•
Compression bandaging (matrix: technical nursing activities: 6)
•
Stoma care (matrix: technical nursing activities: 7)
•
Subcutaneous injection (matrix: technical nursing activities: 8)
•
Intramuscular injection (matrix: technical nursing activities: 9)
•
Supra-pubic catheter care (matrix: technical nursing activities: 10)
•
Use of insulin pen (matrix: technical nursing activities: 11)
•
Red and yellow wound care (matrix: technical nursing activities: 12)
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•
Percutaneous endoscopically placed gastrostomy (PEG) tube care (matrix: technical nursing activities: 13)
•
Urinary catheterization: female (matrix: technical nursing activities: 14)
•
Tracheostomy care (matrix: technical nursing activities: 15)
The specific competences required as a supplement to the EU profile to obtain a position as a care worker in Finland:
Care worker from Denmark seeking a position within the care sector in Finland: •
Professional improvement/lifelong learning (plan and organize his/her work-based learning pathway and re-adjust his/her planning without problems) (matrix: 8.1)
•
Carry out business activities (matrix: 13)
Technical nursing activities: •
Percutaneous endoscopically placed gastrostomy (PEG) tube care (matrix: technical nursing activities: 13)
•
Urinary catheterization: female (matrix: technical nursing activities: 14)
•
Tracheostomy care (matrix: technical nursing activities: 15)
•
Enternal feeding tubes: tube feeding administration (matrix: technical nursing activities: 16)
•
Drain oral cavity and airway (matrix: technical nursing activities: 23)
•
Insertion of naso-gastric tube (matrix: technical nursing activities: 24)
•
Urinary catheterization: male (matrix: technical nursing activities: 25)
Care worker from Germany seeking a position within the care sector in Finland: •
Offer practical advice and support for home and housekeeping (create a favorable and safe home and environment (matrix: 3.1)
•
Offer practical advice and support for home and housekeeping (convey his/her knowledge of household management (and hygienic) principles (matrix 3.2)
•
Offer practical advice and support for home and housekeeping /monitor and fill supplies and resources (matrix: 3.3)
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•
Offer practical advice and support for home and housekeeping (stimulate the independence of the client as much as possible) (matrix: 3.4)
•
Support elderly clients in (daily) activities (support, guide and carry out activities in collaboration with clients, such as musical, cultural and manual activities (matrix: 4.1)
•
Support elderly clients in (daily) activities (guide a group of clients with different functional abilities) (matrix: 4.2)
•
Communicate/coordinate care provision (organize time and resources based on the individual needs of clients in order to ensure the client receives the right care) (matrix: 6.1)
•
Work on promoting and monitoring quality assurance (observe and analyzing the working methods in order to ensure that care is provided according to all relevant policies, procedures, regulations and quality standards) (matrix: 9.1)
•
Work on promoting and monitoring quality assurance (evaluate, monitor and improve waste prevention in order to use energy and materials economically and environmentally-friendly) (matrix: 9.2)
•
Work on promoting and monitoring quality assurance (inform, when needed, the local government services within health promotion and disease prevention) (matrix: 9.3)
•
Offer training and situated learning (assess the competences of trainees) (matrix: 10.1)
•
Carry out business activities (matrix: 13)
Technical nursing activities: •
Enternal feeding tubes: tube feeding administration (matrix: technical nursing activities: 16)
•
Monitoring output from blatter catheter and naso-gastric tube (matrix: technical nursing activities: 17)
•
Naso-gastric and urinary catheter care (matrix: technical nursing activities: 18)
•
Semen collection for research (sample for research, sterile and non-sterile material) (matrix: technical nursing activities: 19)
•
Assist in medical diagnostics and therapy (matrix: technical nursing activities: 21)
•
Colon cleansing (matrix: technical nursing activities: 22)
•
Drain oral cavity and airway (matrix: technical nursing activities: 23)
•
Insertion of naso-gastric tube (matrix: technical nursing activities: 24)
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•
Urinary catheterization: male (matrix: technical nursing activities: 25)
Care worker from the Netherlands seeking a position within the care sector in Finland: •
Work on promotion and monitoring quality assurance (inform, when needed, the local government services within health promotion and disease prevention) (matrix: 9.3)
•
Carry out business activities (matrix: 13)
Technical nursing activities: •
Assist in medical diagnostics and therapy (matrix: technical nursing activities: 21)
•
Colon cleansing (matrix: technical nursing activities: 22)
•
Drain oral cavity and airway (matrix: technical nursing activities: 23)
•
Insertion of naso-gastric tube (matrix: technical nursing activities: 24)
•
Urinary catheterization: male (matrix: technical nursing activities: 25)
The Dutch degree as a care worker (Verzorgende in de ouderenzorg) corresponds to the learnings outcomes for EQF level 3 whereas the EU profile corresponds to the learning outcomes for EQF level 4. Thus an evaluation of the competences of the whole EU profile is necessary for Dutch applicants.
Care worker from Spain seeking a position within the care sector in Finland: •
Work on promoting and monitoring quality assurance (inform, when needed, the local government services within health promotion and disease prevention) (matrix: 9.3)
Technical nursing activities: •
Medication administration: oral, rectal, vaginal, skin administration, drug administration by inhalation and by the mucosa (matrix: technical nursing activities: 2)
•
Compression bandaging (matrix: technical nursing activities: 6)
•
Stoma care (matrix: technical nursing activities: 7)
•
Subcutaneous injection (matrix: technical nursing activities: 8)
•
Intramuscular injection (matrix: technical nursing activities: 9)
•
Supra-pubic catheter care (matrix: technical nursing activities: 10)
•
Use of insulin pen (matrix: technical nursing activities: 11)
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•
Red and yellow wound care (matrix: technical nursing activities: 12)
•
Percutaneous endoscopically placed gastrostomy (PEG) tube care (matrix: technical nursing activities: 13)
•
Urinary catheterization: female (matrix: technical nursing activities: 14)
•
Tracheostomy care (matrix: technical nursing activities: 15)
•
Monitoring output from bladder catheter and naso-gastric tube (matrix: technical nursing activities: 17)
•
Naso-gastric and urinary catheter care (matrix: technical nursing activities: 18)
•
Semen collection for research (sample for research, sterile and non-sterile material) (matrix: technical nursing activities: 19)
•
Assist in medical diagnostics and therapy (matrix: technical nursing activities: 21)
•
Colon cleansing (matrix: technical nursing activities: 22)
•
Drain oral cavity and airway (matrix: technical nursing activities: 23)
•
Insertion of naso-gastric tube (matrix: technical nursing activities: 24)
•
Urinary catheterization: male (matrix: technical nursing activities: 25)
CATE – Care Across The European Union DE/13/LLP-LdV/TOI/147634 27
