Educa consortium provides Erasmus+ traineeships for Czech universities. The consortium includes 10 members. The most successful University is the CZU, where the amount of mobilities realized through the consortium is the largest. The CZU is the only member of a consortium that has not yet organized traineeships at the university level and all placements are being implemented through a consortium. Three of the consortium members did not send any students nor graduates in this year.The strategy of the consortium's work is based on a wide range of fields of study at various universities and thus also on the acquisition of a suitable trainee for a foreign partner. The search for foreign partners is based mainly on previous long-term partnership and contacts, yet we are still looking for new opportunities. New opportunities are being successfully found through other projects, personal visits to institutions, long-term cooperation, visits to student fairs and institutions, cooperation with consortia in other EU countries, involvement in the program and recently through projects or other networks (e.g. EPALE). As a speciality there is also a possibility to get new contacts using the prestigious membership of the European Association of Cities, Institutions and Second Chance Schools (E2C). In addition, consortium staff is looking for options for traineeships in their daily work. We are looking for more opportunities through students and graduates who have already completed their traineeship and are willing to help.The main objective of the consortium is to continue to strengthen the European dimension in education at universities, to deepen the cooperation of educational institutions and businesses and other institutions to promote the quality of higher education and sustainable development, particularly in the social sciences, economics and business, international relations, agriculture. The experience gained by students, teachers and other staff of participating institutions can be easily compared to the level of foreign universities, whether education and acquired knowledge are in line with market needs.Last but not least, we know about the importance of the enriching experience from abroad for the students themselves.Educa International, o.p.s operates in the Czech Republic as a consortium Educa for already 10 years. The consortium focuses primarily on traineeships and on recent graduates, and last year also on employee mobility. We now intend to extend our activity to study at universities in partner and program countries (study mobility, traineeship mobility in the field of study and employee mobility for teaching or training). This is due to the fact that some smaller universities and higher vocational schools do not have enough staff to organize the Erasmus mobility in the best way. Very often they have a low number of mobility participants and do not have resources to hire an Erasmus expert for this work. Therefore small private higher education institutions prefer to transfer this to the consortium. They can only be involved in part of selection of the student and later activities such as the promotion of Erasmus in schools, the organization of selection and nomination of students and other mobility participants. The Educa consortium has responsibility for the administrative part of the mobility process, including financial responsibility, when implementing the Erasmus+ program.In this contract period, the offer of traineeships was extended to traineeships for university graduates and also for staff mobility. The contribution of the consortium is for all stakeholders as there is an increase in the number of trainees' mobility annually. This also includes the mobility of university graduates. In the first period, a small number of graduates participated on mobilities but now the number is higher. The consortium's activities will help small higher education institutions and higher vocational schools to implement training programs at partner universities and to implement staff training and student and graduate traineeships. Staff mobility (teaching and training) enhances participants' competencies and strengthens the internationalization of participating universities. The expected benefits are also the improvement of the quality of administrative activities (OLS, Mobility Tool, mobility agreements, Interim and Final Reports) as these administrative activities are often a barrier for these small institutions with a small number of mobility participants. The Erasmus coordinator of these universities are usually teachers and coordinating Erasmus is an additional activity and they do not have the opportunity and time to devote sufficient attention to the administrative part of the program.

"The chief goal of the ""SAFEMEDIC"" project was to improve the workplace safety of healthcare professionals by increasing their skills and competences in dealing with difficult situations. To achieve this, the project consortium designed and developed a complex multi-stakeholder, inter-disciplinary course for healthcare students, predominantly focused on paramedics and nurses. The didactic materials and project’s intellectual outputs may also be helpful for other health workers such as physicians and physiotherapists. The International Labor Organization has recognized the medical profession as the second most vulnerable occupational group in the workplace. Our needs analysis proved that violence against healthcare professionals is a serious problem across Europe. Below are some of our findings: Out of the persons who had had prior experience with patients only 5,9% said that they had never been verbally assaulted by patients and 62,5% were victims of physical assault by patients at least once. 83,4% of respondents claimed that healthcare professionals are more or much more likely to be victim of verbal and physical assault during work then other professions. 47,1% have never taken part in a course on how to deal with threatening situations in the workplace, while only 19,6% of them took part in a course catered for the medical professions at work or at university. Only 7,8% of respondents answered that healthcare professionals in their countries receive rather enough training in dealing with threatening situations in the workplace. 54,9% answered ""definitely not"" and 37,3% answered ""rather not"". To the question ""Do you feel that a practical course to support health care professionals deal with aggressive patients would increase the overall safety of health care professionals?"" 43,1% answered ""definitely yes"" and 47,1% answered ""rather yes"". This project combined the knowledge and experience of 6 international partners to create a comprehensive interactive online course for healthcare professionals on how to act in difficult situations at the workplace. The project was addressed mainly to students of medical sciences. All partner universities integrated the course in their regular teaching programme. We suggest other European universities to do the same. The course is around 80 hours of learning time and we suggest 4 ECTS points for anyone who finishes all 4 modules. The course will also be of great use to persons already working in healthcare. The course was created specifically so that most of it can be taught via blended learning. The whole course is available online on Moodle and the practical part will be accessible in the form of learning materials, allowing an instructor to conduct practical training. After logging onto the website https://moodle.safemedic.eu you will find yourself in the ""cockpit"" of five SAFEMEDIC courses, where you choose the language version of the course. The following versions are available:English, Czech, Italian, Lithuanian, Polish, Slovenian.The course materials can be used sequentially or selectively, depending on your needs. The learning content of the course is organized into the following modules:· Introductory section· Module 1-1: Violence and aggression - anthropological perspective· Module 1-2: Violence and aggression - psychological perspective· Module 2-1: Violence and aggressive behaviour - legal perspective· Module 2-2: Risk management· Module 3: Negotiations· Module 4: Techniques of de-escalating aggression in patients in a hospital settingTo access the course, you need to create your account, which is done automatically and the only information you are expected to provide is your name and e-mail address. In this way you will acquire the “Student” status, which will give you access to all the materials needed by a learner. To use all the resources of the course you need the “Non-editing teacher” status – if you need it, please contactthe administrator of the course.Every educational institution wishing to use the course as its own should contact the administrator, download the full package of the course free of charge and place it on its moodle platform (which will allow making any changes and/or amendments, enlisting students and observing their operations on the platform, etc.). Since almost all the videos are streamed, the whole course is compressed to only ca. 300 MB.A printed handbook was also created with instructions on how to access and use the online materials, how to prepare and conduct practical classes, and with many additional resources. The leader of the project – Lipinski University in Kielce, Poland (Wyższa Szkoła Ekonomii, Prawa i Nauk Medycznych im.prof. Edwarda Lipińskiego, www.wseip.edu.pl) is ready to provide teachers and students with the printed version of “The Guide”. The book, as many other educational materials, are also available for download from the course platform."

Educa Consortium sends students of universities and higher vocational schools within Consortium for internships, as well as students and staff of these schools for teaching programs abroad, or other staff mobilities (Staff Week, shadowing, language and other vocational education, negotiation of new partherships, etc.) Students are sent for interships and also graduated can attend interships for graduates. Staff has an opportunity to improve their skills and knowledge at trainings abroad or through teaching at the foreing university/school. They can later implement them in educational proces at czech universities and affect local students and motivate them to attend mobilities. Students who attend internships, have a better position at the job market and significantly diferentiate from the other member of job market. Work proces engagement formes their working habits, but also social sklil which positively reflects at the entrance to professional work life.Educa Consortium is involved in mobilities implementation within Erasmus+ program since 2008 and implements mobilities every year, with increasing number each year. Total implemented internships of students within Consortium schools is more than 600. Within this project period there were total 10 Universities and higher vocational schools involved – 6 public universities, 3 private HEIs and 1 higher vocational school (VOŠ).Educa Consortium is not only an instutution that sends interns and staff to mobility, but also works with members of consortium by organizing different events for members of consortium to support mobilities. During the reference period we implemented Staff Week for Consortium members at Univerzita Pavla Jozefa Šafárika v Košiciach (Slovakia), implemented the Training theme „Jak na projekty“ and we implemented Staff Week in Prague for Consortium members and 7 foreign universities. Consortium also provides consultation, especially to small and middle private universities during projects implementation. On the other hand, Consortium promotes internships for forein participants in Czech Republic and ensures internships at Czech companies, schools and other institutions for them.All planned activities within this project have been fullfilled and budget was slightly exceeded, even thogh fulfilling planned mobility number was not and easy task, it was made possible, because Consortium is alwas looking for new forms of promotion and motivation for future mobility participants. Certain decrease of interest in mobilities is a common phenomenon, but in Consortium this did not appear – on the contrary, there were 110 students and graduates sent for the internship, as last year the number was 87.Another activity is support provided for youngsters without qualification (drop-outs) and Educa became a member of European Association of Cities, Institutions and Second Chance Schools, where it is active and is involved in numerous projects to support this group of threatened people at job market.

We focused intensively on the Erasmus-Program, students were interested, but mostly in destinations where it is very complicated to find a suitable partner - e.g. Germany has in our filed of non-medical health education no comparable university education, the situation in Great Britain is complicated by Brexit. Considering our proportional small number of students we are pleased about two mobilities of our students (one of them twice) and three of our academic employees (one.of them twice). (Other two mobilities were realized by our Consortium Educa).

"Current healthcare training curriculum relies upon a comprehensive understanding of the bio-medical model of medicine. However, it has been recognised that a curriculum that incorporates a more rounded model is critical. To explore a new model of healthcare training, storytelling can become a crucial tool for educators to show the hidden and silent stories of both, patients, healthcare processional, loved one, and vulnerable people who are receiving care. Storytelling is best used in an interdisciplinary environment which this project will foster by creating an innovative multi-professional, inter-stakeholder approach to bridge the gap between current educational models and a more rounded model of the future. Healthcare systems across Europe are experiencing a growing number of healthcare professionals, i.e. Nurses, Doctors, Ancillary care staff, affected by “burn-out”, substance misuse, relationship traumas and increased vulnerability to mental ill-health. Long-term psychological and physical damage is currently causing healthcare professionals to leave, in addition the impact of financial burdens to access higher education for training has also caused a reduction in the numbers of healthcare professionals. Europe must recognise that a curriculum that incorporates a more rounded model which includes: the promotion of selfcare and life-balance for the individual, a recognition of the person’s heritage & culture, and ensuring that the holistic care of the student/professional, is critical. Simultaneously, the emotional resilience required for the impact of vulnerable patients requires the students’ background to be woven into their thinking and being, to reconstruct the meaning of the professional. Currently I am using storytelling to deliver groupwork and individual contact to support trainee Nurses, doctors, auxiliary staff and the patient’s loved ones. Storytelling is able to translate and make available in a sensitive and appropriate manner, the hidden and silent stories of both, patients, healthcare professional and loved-ones. It also seeks to provide healing and adaptation to various social and cultural environments for the group and individual. It embodies thoughts, knowledge and heritage, and reveals the language of the world and community in which we live.Building a truly interprofessional approach to storytelling is crucial to this project. There is significant evidence to indicate that effective interprofessional education (IPE) is an innovative strategy that enables effective collaborative practice. Interprofessional education (IPE) is a necessary step in preparing a prepared health workforce. It is proven that collaborative practice strengthens health systems and improves health outcomes (WHO, 2010). Europe faces increased demand for health services due to ageing populations, rising patient mobility, and a diminishing supply of health workers caused by retirement rates that surpass recruitment rates. This places great emphasis on the health workforce with the majority of health system change enacted by healthcare professionals themselves. A preparatory workshop was held at the European Conference of Health Workforce Education & Research in Dublin, Ireland in January 2019. The feedback received by the consortium proves the need for a European wide project to ensure that storytelling is easily included into EU healthcare education programmes:“This workshop enabled us to consider the people behind our service users, and to acknowledge their stories and to consider what was important to them. Eli enabled us to look at health and social care from the perspective of the service user and to consider how they were feeling. He stressed how important it was for us to connect with service users on a human level as a person.”“I was at Eli’s workshop and think it has great potential”""Eli's rehumanizing workshop encouraged us to recrystallize our 'human identity' and place it at the heart of our professional commitments and routines""Every story told fires the imagination, highlights diversity, challenges injustice, confirms the humanity of a human being and re-establishes positive relationships. This project will spread these skills throughout Europe."