4 M-CARE: The M-CARE training content

Mobile Training for Home and Health
Caregivers For People with Disabilities and
Older People
539913-LLP-1-2013-1-TR-LEONARDO-LMP

Curriculum and Modules

Summary
• Curriculum
– What is a Curriculum
– Aims of this Curriculum
– Target Groups for this Curriculum
– EQF and ECVET
– Format of the Curriculum
– Methods to teach and to learn
– Steps of M-Care training
– Role of VET-providers and nursery schools - facilitators
– Core idea of M-Care: Mobile learning
– The Challenge
• Modules
– General survey
– Modules 1-14
• Contents, Aims
– Examples for Structure and Modules
• Module 8: Hygiene, Module 12: Mobility in people with Disabilities
and older people

Curriculum
What is a Curriculum
• The term curriculum refers to lessons and content taught
in a school or in a specific course or program. Curriculum
typically refers to the knowledge and skills learners are
expected to learn, which includes learning standards,
learning objectives and learning outcomes as well as
methods and advice for learning material to be used.
(http://edglossary.org/curriculum/, 30.01.2015)
• In accordance with ECVET principles, M-CARE curriculum
is a learning outcome driven curriculum.

Aims of this Curriculum
• This curriculum aims to improve the daily work and its
performance in personal caregiving for people with
disabilities and elderly people. Drafted upon experience of
project partners, a survey was launched with more than
600 questionnaires, asking people with disabilities,
personal caregivers and stakeholders, what they estimate
as the most important items, a personal caregiver PCG has
to know, to be able to do, to decide and to be responsible
for. In the result an approach was decided following the
rules of International Classification of Functioning ICF.

Target Groups for this Curriculum
• The basic idea of M-Care-project is, to enable low-skilled
and/or unemployed people to work as a personal
caregiver PCG. Caused by that two challenges have to be
faced:
1. Low-skilled people need a special approach to learn and to be
taught. This means the content has to be prepared in a very
simple and very easy comprehensible way. This refers
especially to the methods and the mode, information has to
be prepared for this teaching process.
2. A good choice of indispensable content has to be found to
cover the standards of caregiving for people with disabilities
and elderly people, the individual needs of the cared person
and the learning objectives and outcomes of a PCG.

• Another target group are nursing personal or
professional caregivers who want to find special
information i.e. on technical subject or new assistive
technology etc.
• The third target group are the cared persons, who want
to be sure, that their PCG knows what and how he/she
has to act as a responsible caregiver.
Target Groups for this Curriculum

Recognition and Validation – EQF - ECVET
• EQF, the European Qualifications Framework is a translation
tool that helps communication and comparison between
qualifications systems in Europe
– 8 common European levels
– Description of learning outcomes
– Knowledge – Skills – Competences
• ECVET, the European Credit system for vocational education
and training. It is a European system of accumulation
(capitalization) and transfer of credits designed for vocational
education and training in Europe. ECVET enables the
documentation, validation and recognition of achieved
learning outcomes acquired, in both formal VET or in non-
formal contexts

Format of the Curriculum
• All content of this curriculum is divided into modules.
That means every module can be taken by itself and
normally there is no need to have passed another
module before. All modules together give a sample of a
professional entity, called “Personal Caregiver”. This
entity covers the individual needs of persons to be cared
following the ICF-rules.

This curriculum contains the content to learn and to teach for personal caregivers PCGs
for people with disabilities and elderly people to do their jobs correctly and in an
emphatic and appropriate way to their clients. This curriculum contains also learning
material and advice for methods how to teach and how to learn.

• This entity is only in a few of the participating countries
approved as an occupation, but it is near to different
courses held by VET-providers or nursing institutions to
prepare people for their caregiving job.
• This curriculum is a way to make very transparent what is
held important or even comprehensive to do as personal
caregiver, with deep respect to the cared person.
• For each module an assessment will be prepared so a
learner will be able to check, whether the objectives and
core points of this module are achieved or not.

• At the end, when having assessed all modules a
certificate will be given by the responsible training
institution. This will be a good feedback for the learner
and also a help for the cared persons who want to
employ a PCG.
• Reference to the European Qualifications Framework EQF
and to the European Credit System for Vocational
Education and Training ECVET and clear description of
the competences achieved, help to compare to other
occupations, to recognize skills and competence and to
point out gaps in knowledge, skills and competence to be
filled.

Methods to teach and to learn
• Basically it should be possible to learn most of the
content by attending to face-to-face-courses as well as to
learn by oneself, whether this is using a course book or
using the online mobile and internet based platform and
application.
• It might be suitable to start the career as a PCG with a
basic course where one can learn about the
requirements in knowledge and skills and a course in first
aid. This should be in form of a guided seminar, be it
face-to-face or be it a web-based course.

• A large part of the prepared content will be prepared for
self-learning or blended learning scenarios. They can be
read or looked at (videos) and discussed with a tutor or
trainer. So a good success of learning will be assured.
• In this way, PCGs can achieve a range of knowledge, skills
and competences to be able to do a responsible and
satisfying job.
• Which mode is chosen depends on the interest and the
individual goals of the person to become a PCG.
Methods to teach and to learn

M-CARE training consists of following steps
(in bold we indicate what technical solution supports
each step):
• A low skilled jobseeker/nurse/current PCG expresses
interest in becoming a PCG or improving his/her skills. –
Access the M-Care portal at https://www.pcgcare.eu
• Before we allow a person to start a training, we perform a
pre-assessment of the competences and the suitability
(legal & health checks) of PCG candidate. This includes
assessing in what modules the person has experience and
expertise. – Online pre-assessment tool (tbd)

• Once approved, the trainee can start his training, either
face to face, a classroom or remotely. – Online training
platform with embedded dynamic and core and
condensed modules at https://www.pcgcare.eu/learning
• When doing the practical training exercises, or while being
on the job the (potential) PCG can still access training
material anywhere anytime through mobile learning. –
Mobile M-Care app, including Assistive Technology
support service, enhanced with an embedded gaming
element

• (Potential) PCGs share experiences and good practices,
together with persons with a disability via dedicated for a,
linked to the different curriculum modules. – M-Care
portal community at https://www.pcgcare.eu

Role of VET-providers and nursery schools
• VET-providers and nursery schools may benefit from the
PCG curriculum by organising courses and support for
seminar and online-learning. Especially online learning
enables training providers to offer courses independently
from space and time.
• The other role, VET-providers and nursery schools can
take is to create assessment situations for to discover
and to recognize knowledge, skills and competence
already achieved – to fulfil the important requirement for
recognition of prior learning.

Assessment – Learning facilitation
• VET-providers and nursery schools may organize well
prepared assessment tools for to discover and to validate
previous learning results
• Mobile learning does not work by itself!
– set up the course very transparent and clear and problem solving for
the users
– prepare the target groups for an interesting but also demanding
process of immerging into the world of mobile media by using it
independently and self-committed for own capacity building

Core idea of M-Care: Mobile learning
• The core idea of M-Care-project is, to make learning
content available in small and easy to handle units
available on smartphone or tablet. So a PCG but also a
cared person will be able to learn about special questions
i.e. checklists for special activities, the appropriate use of
assistive technology, etc.
• The requirement to install this kind of mobile learning is,
that the persons aimed at, are capable to make
responsible and correct use of it. This can be a challenge
for the caregiver, but also an advantage and additional
benefit for the cared person who gets access to a “new
world of online content”.

• Pay attention: When using mobile devices as a caregiver,
please be sure, that your client knows what you are
doing and why you do so. Don’t let arise the impression
you do something behind the back of your client!
Core idea of M-Care: Mobile learning

The Challenge
• There is still a large challenge to address the mentioned
target group with a demanding training in order to
become a good PCG. Especially the methods and material
to be used has to be found and brought into a mode of
easy accessibility and basic understanding.
• There are already very good examples in the available
modules and there will be more when the platform at
www.pcgcare.eu will be active, since everyone will have
the opportunity to contribute content to the mobile
learning application.

• A properly and transparent established curriculum,
meaningful assessments, well guided mobile learning
units and carefully respected European tools as EQF and
ECVET are the basis for mobility, flexibility and lifelong
learning.
• This is an additional opportunity for personal mobility
and flexibility for caregivers,
• … as well as more opportunity to find a good caregiver.
The Challenge

Modules
Get a general survey of the 14 modules
1) Didactical Support for
mobile learning module
2) Disability Awareness
3) Communication
4) Policy
5) Social Inclusion
6) Physiological
Empowerment
7) Physiological Needs
8) Hygiene
9) Daily Care at Home
10) First Aid and Risks
11) Environment
12) Mobility in people with
Disabilities and older
people
13) Leisure / Daily Activities
14) Prevention of PCG´s
Bournot Syndrome

Module 1: Didactical Support
• This module provides information on the M-Care learning
material and tools. It explains the needs that this
material addresses and how can end users benefit from
it.
• The module also presents the innovative educational
approach M-Care provides by making its training
curriculum available not only in traditional teaching ways
(face-to-face, via text book) but also taking advantage of
new technologies, such as a mobile application.
Content

Module 1: Didactical Support
The PCG should be able to:
• Understand when and where can the M-Care training
tools be used.
• Harness the potential of an innovative educational
approach.
Aims

Module 2: Disability Awareness

• This module provides an overview of disabilities (also
those related to aging) and the respective limitations and
barriers people with these disabilities face.
• It covers topics that will help PCGs to upgrade their
knowledge and understanding about different types of
disabilities.
• This will allow them to work independently, be aware of
certain challenges they may face and avoid discriminative
practices.
Content

• Increase his/her awareness towards different types of
disabilities and the challenges and barriers associated
with the particular disability.
• React appropriately in different life situations while
working with his/her client with a disability.
• Understand how the person with disability feels and
what they consider important for their autonomy.
Aims

Module 3: Communication

Content
• This module is dedicated to the basic communication
between the PCG and his/her client with a disability.
• The communication is the basis of interaction between
people no matter if they have a disability or not. This
module is providing information regarding effective and
efficient communication which contributes to the
successful provision of services, and supports self-
confidence while creating a positive emotional
background.

Content
• In the process of communication with a disabled client a
feedback of communication is given and received,
behaviour is being evaluated, emotions and experiences
of the others are being influenced. The module is
providing information and guidance about how to
establish good contacts and develop your communicative
skills which is extremely important to demonstrate a
helpful, compassionate attitude towards clients with
disabilities.

Aims
The PCG should be :
• Aware of correct terminology towards people with
disabilities.
• Able to initiate and maintain effective, efficient and non-
judgemental communication with clients with
disabilities.
• Able to establish effective verbal and non- verbal
contacts with disabled clients.
• Know how to react and how to respect client’s needs.

Module 4: Policy
Official Logo of WHO

Module 4: Policy
Content
• This module will provide information about the legal
framework concerning disabilities, the rights of people
with disabilities as well as funding opportunities foreseen
for acquiring of assistive technologies and social benefits.
• An important part of the module is dedicated to PCG’s
responsibilities and how they are regulated in each
partner’s country.

Module 4: Policy
Content
• The module will make the PCG familiar with International
acts (i.e. UN convention for the rights of people with
disabilities, European Disability strategy 2010-2020 etc.)
that stipulate the rights of people with disabilities and
their equal access to education, employment, social
rehabilitation and well-being.
• The PCG will find useful information about national
regulations related to funding opportunities. Thus the
client will be supported to acquire the necessarily
assistive technologies and other social benefits that
would guarantee his/her autonomy and dignified living.

Module 4: Policy
Aims
• Know which are the regulations existing on EU and
National level that support the social integration and
rehabilitation of the client with disability.
• Know how to assist the client with disability in applying
for social benefits and assistive technologies.

Module 5: Social Inclusion
Content
• This module will provide the PCG the basic knowledge
about the social inclusion. The PCG receives specific
information about: strategies to enhance inclusion, what
social factors inclusion promotes, promoting inclusion
and barrier to social inclusion.

Module 5: Social Inclusion
Aims
• The aim of this module is to train the PCG about the
needs of social inclusion of people with disabilities and
the elderly and give some ideas about how to support
and/or encourage those people in their social inclusion.

Module 6: Physiological Empowerment

Content
• This module will give the PCG practical information in
order to treat the client with kindness and respect.
• It will also guide the PCG on the way to psychological
empowerment so that after the end of the module the
PCG will be more confident and less stressed as a result
of the work as PCG.
• It also consists of a number of topics related to ethics as
well as guidance how to identify personal needs and
desires of the client with disability.

Content
• Major part of the module is dedicated to the prevention
of depression which frequently occurs in the work with
these target groups (people with disabilities and elderly
people) – i.e. medical conditions, causes and risks.
• Another part is dedicated to sexuality (physiological need
and associated risks).
• The material highlight the ethical aspect that in case
there is a sexual relationship between the client and the
PCG, the PCG should withdraw as a professional.

Content
• The topic related to coping with stress is also addressed
in the content of this module in an illustrative way using
tables and examples.
• Upon completion of the module the PCG will know useful
tips how to help depressed elderly, as well as how to
distinguish depression and dementia.

Content
• The module trains strategies how to prevent and
recognize possible suicidal behaviour of the client.
• Another major part is dedicated to the recognition of
signs of abuse – physical, psychological and sexual abuse.
• The module ends with guidance how the PCG should
react in case of dying and dead of his/her client with
disability.

Aims
• Treat his/her client with kindness and respect.
• Be aware of ethics in PCG work.
• Understand the factors that lead to depression and signs
of dementia of their clients with disabilities.
• Understand and recognize signs of abuse.
• Understand and recognize signs of possible/potential
suicide.
• Know how to react in case of dying and dead of his/her
client with disability.

Module 7: Physiological Needs
Content
• This module provides the PCG the basic knowledge of the
physiological needs of the PwD and the elderly. In
separated units the PCG receives specific information
about: physical status, nutrition, toileting and changing
diaper, health monitoring and technical assistance and
knowledge.

Module 7: Physiological Needs
Aims
• The PCG know the basic knowledge of general
physiological needs of the PwD and the elderly and how
to help them in different situations.

Module 8: Hygiene
Content
• This module will provide the PCG the basic knowledge of
general hygiene basics. In separated units the PCG
receives specific information about: general principles,
sources of infection, routes of infection, infectious
diseases. Also learning topics of individual hygiene are
addressed: how to wash hands, disinfect hands, shower,
bath and how to deal with food refusal (e.g. people with
dementia).

Module 8: Hygiene
Aims
• The PCG know the basic knowledge of general hygiene
basics, how to protect themselves from infection and
how and by what specific actions the PCG can prevent an
infection of the PwD or elderly.

Module 9: Daily Care at Home
Content
daily care at home. The PCG is taught how the house is
cleaned quickly and thoroughly. There are
recommendations given when and how often to clean
something and also requirements which have to be
considered in terms of hygiene.

Module 9: Daily Care at Home
Aims
• The PCG know the basic knowledge of daily care at
home. General hygiene requirements, when and how
often the PCG has to clean something, how to use a
content and timing structured cleaning plan, special tips
and tricks how to keep the daily care in house easier.

Module 10: First Aid and Risks
Content
• This module will give the PCG essential information on
the provision of first aid and the risks which the PCG may
face during the provision of reliable services.
• First aid is know-how which permits the PCG to recognize
a dangerous situation for the client with disability, to
communicate the alert to medical services, and to
prevent a worsening condition of the casualty waiting for
medical care.
• The module consists of a dedicated section related to
clients with learning difficulties which are considered as
the most vulnerable group in terms of their health care.

Content
• In this module you will receive tips how to recognize and to
react in case of:
– Choking
– Fall
– Severe bleeding
– Nosebleeds
– Unconsciousness
– Adult cardiac arrest
– Cardiopulmonary
resuscitation
– Wounds
– Burns
– Fractures
– Shock: back, head,
neck
– Electrocution
– Hypothermia
– Poisoning

Content
• At the end of the module there is guidance on how to
prevent the enlisted risks as well as how to store safely
all medicines, cleaners, cosmetics, and household
chemicals out of reach of the vulnerable client with
disability.

Aims
• Understand the concept of the first aid.
• Understand the main risks and treats towards people
with different disabilities and conditions.
• Know how to act in case of risk or emergency.

Module 11: Environment
Content
• This module will provide to the PCG important practical
information and tips on how to take into consideration all
aspects of environmental control.
• This includes how to act appropriately in case of hot and
cold weather which influences some specific client’s
health conditions. The module provides information
about maintaining of a suitable temperature in the home
environment. This influences particular type of
disabilities such as lung diseases, Systemic Lupus
Erythematosus, Osteoporosis, Raynaud's Phenomenon,
Pulmologic diseases etc. Furthermore the module pays
attention to the influence of specific medication in case
of inappropriate temperature.

Content
• It also provides recommendations which can help the
PCG to provide safe services and to advice the client on
how to live healthy and how to avoid substance that can
badly affect his/her condition – i.e. alcohol, drugs,
nicotine and caffeine.
• Another important part of the module is dedicated to
overdressing and clothing while the client is doing
his/her outdoor activities.

Content
• The PCG is also responsible for residential security and
possible adjustments of the home environment. This
module provides some practical information related to
doors and locks, windows, home lighting, alarm system
(if any) and fire safety.
• The module ends with useful guidelines in terms of
possible usage of assistive technologies i.e.
communication and medical devices.

Aims
• Control the home environment so that his/her client with
disability is not affected by wheatear conditions,
inappropriate indoor temperature, overdressing,
humidity, etc.
• Provide a secure environment for his/her client
preventing risks i.e. robbery, fire or other threats.
• Suggest suitable communication devices or assistive
technologies that increase the clients’ independence.

Module 12: Mobility in people with
Disabilities and older people
Content
mobility and transfers. In separated units the PCG
receives specific information about: general principles,
mobility methods in and outside the bed, transfer
methods from/to the bed, to the wheelchair, to the bath
and to the toilet and how to put on/off the orthotics.

Module 12: Mobility in people with
Aims
• The PCG should know the basic knowledge of general
mobility and transfer methods and how to help to PwD
and elderly in different situations.

Module 13: Leisure / Daily Activities
Content
• This module will provide the PCG the examples and basic
knowledge how to offer leisure and daily activities.
Different ways of leisure and daily activities are shown
depending on the needs of a person with a disability or
an elderly.

Module 13: Leisure / Daily Activities
Aims
• The PCG knows the basic knowledge of leisure / daily
activities. The PCG understands the different needs in
requirements related to the disability or age-related
limitation and is able to decide on a suitable leisure
activity.

Module 14: Prevention of PCG´s Bournout
Syndrome
Content
• This module will give you practical information in order
to cope and prevent you from an eventual burnout as
PCG.
• The content is related to causes leading to burnout and
how it affects the PCGs. It gives you the necessarily
knowledge about frequent signs and symptoms of
burnout like less energy, eventual illness, exhaustion,
little satisfaction of what you are achieving. Further
information about troubles in relaxing, impatience and
irritation are also explained.

Syndrome
Content
• The authors of the module are giving also important
information on the so called “three R" approach and
what the differences are between stress and burnout.
• This module also provides prevention tips including
relaxing, healthy eating and exercising, sleeping habits as
well as tips how to manage stress.

Syndrome
Aims
• Be aware of the signs and symptoms of the burnout
syndrome.
• Understand the importance of the burnout syndrome
and how it affects the quality of the provided services as
PCG.
• Understand the differences between stress and burnout.
• Be aware of how to prevent a possible burnout.

Examples for Structure and Modules
Module 8: Hygiene

• f. e. Module 8: Hygiene

Examples for Structure and Modules
Module 12: Mobility in people with Disabilities
and older people

• f. e. Module 12: Mobility in people with

4 M-CARE: The M-CARE training content

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