Each year 15 million babies are born prematurely and many suffer from respiratory failure due to immaturity of the lung and lack of control of breathing. Although respiratory support, especially mechanical ventilation, can improve their survival, it also causes severe injury to the vulnerable lung resulting in severe and chronic pulmonary morbidity lasting in to adulthood. Heterogeneity of lung aeration, resulting in areas of lung over inflation and lung collapse, plays a crucial part in the risk of mortality and morbidity due to respiratory failure. This distribution of lung aeration cannot be detected by currently available bedside monitoring tools and imaging methods. Thus, an imaging technique for continuous non-invasive bedside monitoring of infants lung function is urgently needed. In order to address this, CRADL will use EIT technology to establish a monitoring tool for interventions in the paediatric population. Electrical impedance tomography (EIT) is a non-radiative, inexpensive technique that can facilitate real time dynamic monitoring of lung aeration, and recent studies have shown that it is effective in monitoring aeration in preterm babies. CRADL will show how EIT can provide new cost effective, easy to use, respiratory management tools and clinical protocols that can be universally adopted to reduce deaths and disability in preterm babies by delivering a tool that provides continuous, non-invasive, radiation free, bedside information on regional lung aeration and ventilation during daily clinical care of (preterm) infants and children with respiratory failure. CRADL will also assess the effectiveness, efficacy and safety of such a system in guiding respiratory management and supportive care of the most common causes of paediatric respiratory failure (respiratory distress syndrome, bronchiolitis and acute respiratory distress syndrome), with the final goal of reducing short and long term adverse effects of disease and its treatment in this populat

CONTEXTTo provide Medical and PAMS students with the best clinical learning environments, quality processes must be in place and these require innovation to assure audit material resources that are fit for purpose, can work well within the situation and provide the correct teaching and learning to train auditors. This is essential to facilitate consistency and assure confidence for all stakeholders in the audit process and its outcomes. Quality assured clinical learning, including evidence shared across boundaries, will support a globally prepared Medical and PAMS international workforce able to transfer skills and practice and offer best interventions to enhance patient treatment. Shared evidence is also essential within the EU, due to benefits of free movement, of health professionals across borders (EC/36/2005 amendment EU/55/2013) and cross border healthcare, which includes movement of patients to receive treatment (2011/24/EU). Both directives include a requirements to ensure parity of competence and standards of professional proficiency, and their very presence points to the necessity of cultural appreciation and understanding of the needs of patients across borders. HEALINT4ALL provides Medical Education and Professionals Allied to Medicine an audit system to facilitate quality assurance of EU clinical learning environments. Students will be confident that they can obtain an increased number and variety of safe optimised learning placements through extensive partnerships developed, thus fostering inclusivity. Opportunity to increase high quality placements internationally through the wider application of the system to the International Standards Organisation, International Workshop Agreement will be explored, as quality assurance will be benchmarked to this standard. Development of the skills and knowledge of auditors and auditor trainees to undertake audit is also critical and will be enhanced using new and innovative digital interactive resources. An existing audit tool currently available as a pdf online version will be newly developed into a digital interactive resource for use electronically by auditors in the field. This project contributes to global citizenship as well as health and wellbeing supported by professionals in promoting high standards and best practice, which will be exported and disseminated widely across multiple professions and with capacity to be utilised across the world.OBJECTIVES1.To map and innovatively adapt newly established Audit Protocol and Support tools to suit the Higher Education needs for wider application to medicine and professionals allied to medicine.2.To develop a digital interactive interactive audit tool, which can be used in situ via ipads etc, supported by access to a central database, which can be easily managed by a provider and suit multi-professions.3. To develop a virtual interactive learning and teaching resource for auditor preparation and update, which can be cascaded and incorporated into self directed and blended learning.4.To add further languages of the European Union and incorporate partners integration of the tools in all languages to facilitate wide use across multi-professions.5.To execute an ongoing programme of intensive dissemination and impact evaluation in order to establish the HEALINT Tools and subsequent IWA as the gold standard audit tool for the assessment of clinical placements supporting international mobility by all healthcare.HEALINT4ALL brings professionals and students from Medicine and PAMS education together with experts in quality assurance standards for healthcare education; health education researchers and technologists from five countries and six sites of the project. A strengths based, user centred, Appreciative Inquiry (AI) approach (Cooperider and Whitney et al 2005) is adopted for implementation of HEALINT4ALL. AI permits development of outputs with consistency and follows a change management ethos enabling effective evaluation of activity and impact. This supports activity including user centred data collection from relevant stakeholders, and use of exploratory results for design and delivery.RESULTSTwo new audit protocols for audit of hospitals or clinics in the five languages of the project to receive students in Medicine and PAMS education. A mapping report identifying clinical learning environment requirements of Medical education and PAMS education.A portable digital interactive tool for audit of pan-European and National placements in practice. Virtual interactive teaching package for auditors training enabling learning through self and blended learning approachesEvaluation report of feasibility and acceptability of the system in practice and evaluation of system integrity when compared to other quality standards.Report on recommendations and best practice for using the audit system for quality assurance of Medicine and PAMS learning environments.

Up to 2015 Traditional system of quality assurance in HEIs of Azerbaijan has 2 main directions: The control of student’s knowledge on institutional level and control from the Ministry of Education or other relevant authority based on academic aspects. Most of the universities didn't have Internal Quality Assurance System in terms of administration and effective control of the processes. Some of the universities had the Quality Assurance Centers but they were not functional or the functions were not appropriated with the international standards. The most important thing, there were no demand for Internal Quality Assurance in HEIs on national level. Even though the universities had to be accredited every 5 years, but the external quality assurance was not aligned with international standards as well. It was somehow was similar with giving the license for providing services with appropriate equipment. The universities were seriously lacking of low level performance management, quality of the programs, quality of the staff and most important the QUALITY CULTURE. Therefor EQAC project aimed to enhance the quality of higher education in Azerbaijan and to promote voluntary union with EU developments and to develop a model of principles, priorities, guidelines and procedures to improve and assess the quality.The specific objectives of the project were:•Make a comparative analysis of current QA practices (and identify the needs of the universities) •To increase awareness on modern quality assurance tools and policies •To develop framework for quality assurance mechanisms in Azerbaijan higher education institutions. •To develop and establish common Quality Assurance System – (in line with ESG) •To create online platform and user service charter•To enhance Quality Assurance Culture•To train quality assurance related administrative and academic staff• Develop a Model of Principles, Priorities, Guidelines and Procedures for internal management of QA for partner HEIs 8 Work packages implemented In order to reach these objectives WP 1: Scoping and Analysis of Quality Assurance in Azerbaijan UniversitiesWP-2: Creation of a framework for the QA implementationWP-3: System-building: Shaping systems of quality assurance in AZ universities.WP-4: Field tripsWP-5: Preparing Guidelines and Standards for QA at institutional levelWP-6: Quality AssuranceWP-7: Dissemination of the projectWP-8: Management

Background: Doctoral degrees are no longer simply a training ground for the next generation of academics. Different forms have evolved to encompass multi-and trans-disciplinary study by practitioners within their work context (Lester, 2004). The designation has also changed to include terms such as professional, industrial or practice-based PhDs or Doctorates (Fillery-Travis, 2012), called modern doctorates for the rest of this text. These developments are driven by the contribution to knowledge exchange these degrees make and how they facilitate innovation and growth within diverse sectors. But supervision of modern doctorates is currently not fully codified although it requires a number of capabilities (academic and professional) recognised as being beyond those needed for conventional PhD supervision such as advising and facilitation (Boud & Costley, 2007). Previous research on PhD programmes has largely focused on the competences required of candidates (Vitae, 2010) not of their supervisors. However without effective supervision, delivery of the full benefits of these degrees to the host/sponsoring organisation (and the progression and attainment of the candidates) will be compromised. This project identified best practice in the supervision of modern doctorates and codified it within a framework supported by appropriate resources (training workshop, handbook and social media) for European universities and companies to leverage the innovation and new knowledge these degrees can produce. Objectives: In moving beyond the current state of the art the project objectives were to:(1) Access best practice in the supervision/advising of modern doctorates: (2) Identify the host/sponsoring organisation's requirements from supervision (if any) and their contribution to it(3) Develop a framework of practice (supported by training resources) suitable for modern doctorates(4) Disseminate this best practice framework to all stakeholders(5) Produce a sustainable impact on supervisory practice throughout the EU.Consortium: The consortium consisted of 3 HEIs providing modern doctorates (.EdD, DProf, DBA) a research centre providing industrial PhDs and the research activity obtained input on the candidate's perspective from EURODOC.Project Activity: All of these objectives have been met through an Appreciative Inquiry(AI) (Cooperrider, Whitney, Stavros, & Fry, 2008) to gather and analyse the rich stories of emerging supervisory practice in the field and the challenges/dilemmas faced by stakeholders (using the Discovery and Dream Stages of AI). The stories, perceptions and practice examples were collected and analysed using thematic analysis (Guest, 2012) in terms of opportunities and barriers to learning and how these have been addressed within supervisory practice. These themes were collated within a practice framework using the meta-model approach of Lane & Corrie, 2006 (Design Stage). The resulting framework of practice is the major output of the project and has been disseminated through a number of routes: workshops across Europe, a website containing all resources including explanatory webinar, a special edition of the journal Studies in Higher Education and conference presentations at the international conference on professional and practice based doctorates.Impact: The impact of the project at national level for candidates is on progression as supervision practice facilitates their studies more appropriately and corresponding completion rates should improve. Overall there is now an evidence base for the doctoral journey for these candidates and that will manage expectations of their study and hence their overall satisfaction with their degree. An evidenced-based framework for supervision will lower the perceived barriers for development of these programme across the sector and drive growth in the area for the benefit of all stakeholders. Specifically the framework will enable HEIs to enter a market of industry/academic collaboration with an evidence based practice guide. This will enhance the capacity to leverage the full impact of such work both for the sponsoring organisation and the academic.

Healthcare and social care providers are called to embrace smart technologies and the use of Artificial intelligence (AI) and social robotics in order to adapt in the current challenges of an ageing population and workforce shortages. In order to harness the power that AI has to offer, difficult medical challenges need to be addressed as well as societal barriers towards the adoption of such technologies in health and social care. Research also suggests that cultural change and addressing the reluctance and scepticism from the care workforce on the ability of AI and robotics to assist them in their role rather than being a threat to their jobs, needs to be recognised as a priority. The literature reviews conducted by my research centre (RCTSH) during 2018-19 indicated the current global absence of any professional learning and training programmes in health and social care that offer care workers and students the opportunity to explore and integrate awareness of the technologies that are, or may soon be deployed in care settings. The health and social care workforce needs to be trained, learn new skills and achieve new competencies. In 2019 we also conducted a number of in-depth interviews with individuals working in social care who have had some exposure to AI humanoid robot in their working environment in the UK; early indications have revealed suggestions for staff training.Based on this evidence -and any other which will become available during the first year of the project’s timescale- the proposed project will aim to produce learning materials which will be suitable for health and social care workers and educators not only within the partnership of this project but also internationally. We will embed the materials in a MOOC course (massive open access online course) which the project will pilot and then deliver over a period of five weeks. This is an ideal way to include individuals who otherwise would not have (or could not afford) opportunities to learn and engage with others - from different parts of Europe and the world - on this topic.The MOOC will be on Transcultural Robotics Nursing*(TRN), a term coined by the CARESSES project which I was a member of for the last three years. The CARESSES project produced the first culturally competent AI robot. Transcultural Robotics Nursing will enable us to develop a course that combines the main topic of the IENE programme (Intercultural education) with AI robotics in health and social care. The whole of the IENE programme (the previous 9 projects) as well as Transcultural Robotics Nursing were underpinned by the Papadopoulos theory on transcultural health and nursing which is operationalised through the Papadopoulos, Tilki and Taylor (PTT) model (1998, revised by Papadopoulos in 2006). Whilst each project within the IENE programme has a unique area of work, the PTT model provides the cultural lens and framework for the systematic development of the course, an important consideration in a multicultural world.*Transcultural Robotics Nursing is defined as the ability of a robot to recognise a person’s cultural values, beliefs, attitudes and self-care practices regarding their health and illness, and respond with compassion in a culturally sensitively and appropriate way. The new field of TRN explores the need for (trans) culturally competent robots in health and social care, addresses the various implications of the deployment of culturally competent robots for patients and the workforce include the urgent need for training.Please note that the term 'nursing' used throughout this application refers to the provision of care by qualified and unqualified nurses in hospitals and the community as well as the care provided by care workers in care homes and the community. It also refers to those who train /educate the caregivers, those who manage care-giving services and those who are involved in policy making for care-giving services.