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HBO/WO

MBO

13 augustus 2026

Process – Quality checks in the digital educational resources cycle

This document describes the quality assurance process for digital educational resources at HAN and the elements required to make that process reliable, repeatable, and practical. It includes 1. The procedure for quality assurance of digital educational resources; 2. The HAN quality model for digital educational resources; 3. Guidelines and a template for (peer) review of digital educational resources; 4. An explanation of how to apply the quality model and (peer) review within the educational resources cycle.

Document

Marijn Post, Marja Versantvoort

1 september 2025

Grading rubric for VirtualShip research cruise

This rubric can be used to grade the assignment "A virtual research cruise to characterise the North Sea water system"

Document

Emma Daniels, Aimee Slangen, Jana Cox

1 september 2025

A virtual research cruise to characterise the North Sea water system

In this assignment you will learn to set up your own virtual research cruise, during which you will ‘measure’ biophysical oceanographic properties and analyse them. The ocean is not an easy place to perform measurements. It covers a vast area, is not always easy to access (think about the deep ocean), and measuring comes with obstacles. We’re bound by shiptime (which is expensive), the types of instruments that are available (they may break), the weather (storms), sea-ice, seasickness… As research cruises are time consuming and costly, it is important to plan very well. One tool that can help scientists in planning their cruise is VirtualShip. In this assignment, you will use VirtualShip and design a measurement campaign in the North-West European Shelf region, aimed at measuring a cross-section from the open ocean, via the North Sea, towards the coast of Zeeland in the south-west of the Netherlands. Included is a rubric for grading the student reports.

Document

Emma Daniels, Aimee Slangen, Jamie Atkins, Jana Cox

20 februari 2025

Global Overview Dentist

Chapter 1. Powerpoint for students Oral Health Care with an overview of the different health professionals and informal caregivers and their role.

Presentatie

Nicolas Giraudeau

19 februari 2025

Introduction to module 2: Oral Health Care

Powerpoint file with an introduction for Oral Health students.

Presentatie

Nicolas Giraudeau

18 juni 2024

Rephrased SDGs for Higher Education for Sustainability (HES)

Based on the interviews held with teachers and students from 38 BA programmes, we rephrased the SDGs from the perspective of HESD. These descriptions can help to inform or inspire discussions about sustainability themes within an academic research and teaching context. The list of rephrased SDGs was used to create a set of ‘SDG competency cards’, that can be used to create learning goals that combine SDGs and competencies.

Document

Edwin van Meerkerk, Elize de Mul, Britt Broekhaus

21 maart 2024

Information literacy framework

The Information Literacy Framework formulates learning outcomes, developed by HAN study centres. When is someone "information literate" and what training is needed at various levels to acquire the relevant skills? Three levels are distinguished A Basic (general) B Advanced (task-oriented) C Final (graduation phase/practice-based research). The stated learning outcomes were tested using the Tuning Guide. A Dutch version is available. The title is: 'Raamwerk Informatievaardigheden'.

Document

Bibliotheek Hogeschool Arnhem Nijmegen

16 november 2023

A Diary of Someone in Practice

A diary of someone in practice who applies ICF in very small steps in the existing patient file and gets experience of the reaction to this. Hospital in Belgium where Claudia is working as a physiotherapist. It is a ward with a lot of changes in the past year. We will start with our fifth head nurse. The nursing staff is a team and the paramedical team. We are separated because we have a different head. The collaboration between the paramedical team (speech therapist, physiotherapist, occupational therapist) is very good. The changes in the nursing staff were big in the last year but now things all fall into place.

Document

Ingrid Aerts, Claudia de Weerdt

1 november 2023

INPRO Student-Run Interprofessional Learning Ward (SR-IPLW)

In 2019, an SR-IPLW was started in the rehabilitation centre “Revalidatie Friesland” (RF) in The Netherlands. This was a collaboration between RF and Hanze University of Applied Sciences (HUAS). The starting point of the SR-IPLW was that students are 'in the lead' and to create an innovative climate in which we continuously work on improvements for patients, students, lecturers, and health care professionals through interprofessional collaboration. We work based on practice-based evidence. This document describes the current situation at the SR-IPLW. In the future, we hope to further optimize the SR-IPLW based on the described principles.

Document

J.J.S. Hurkmans, Katrien Colman, Line Atsma, E. van Lingen, P. Tammeling

31 oktober 2023

Perceptions and experiences of the ICF: a report on the ICF needs focus groups.

The aim of the study was to collect the perceptions and experiences of lecturers in universities of applied sciences and professionals of rehabilitation centers on the needs, challenges, and opportunities of the ICF to facilitate the use of the ICF as an interprofessional and person-centered tool for education and practice. Focus groups collected the data in June 2021. A total of 228 statements were identified from 51 participants from 4 countries. The qualitative content analysis was carried out using the New World Kirkpatrick Model. Based on this the distribution of the statements was as follows: Level 1 (Reaction) 8%, Level 2 (Learning) 27%, Level 3 (Behavior) 41%, and Level 4 (Results) 24%. Resulting in recommendations to education, professionals, and organizations. It is important to focus on Level 3 that looks if they are utilizing what they learned at work (e.g., change in behaviors). It would lead to improving collaboration and quality of care. Level 4 (Result) should be the primary goal of all learning. It determines if the learning had a sustainable, positive impact on the organization.

Document

I. Aerts, Jaana Paltamaa, Jaana Ritsilä, Michaela Neubauer, Ursula Hemetek, Claudia de Weerdt, E. van Lingen, Sandra Jorna-Lakke