A central element was the opportunity to explore both the N-ECCO Consensus and the Nurse IBD Curriculum in depth. Rather than approaching these resources as static documents, participants were encouraged to consider how their principles could be transformed into practical, locally relevant education. This opened discussion around differences in healthcare systems, nursing roles, resources and training needs, while maintaining a shared focus on the competencies required for high-quality IBD care.

Participants also worked on plans for developing or strengthening nurse education in their own settings. Presentation of these plans to colleagues and faculty created an immediate opportunity for constructive feedback: ideas could be tested, refined and challenged in a supportive environment, helping teams move from broad ambitions towards realistic next steps.

Case studies and national success stories added an important practical dimension, demonstrating that there is no single model for the development of IBD Nurse education: programmes were built in different ways, responding to local opportunities and constraints. Sharing experiences helped participants to identify transferable approaches while recognising where adaptation would be essential and not forgetting that sometimes it is really useful to think outside the box.

One of the most memorable elements was the “Dragon’s Den” role play. Participants were asked to present and defend their ideas, considering not only the educational value of a proposed programme but also how to communicate that value to decision-makers. The exercise brought energy to the room, while highlighting that successful implementation requires not only a strong curriculum but also a clear vision, persuasive communication, realistic planning and the ability to demonstrate why investment in IBD Nurse education matters.

Throughout the two days of the ToT programme, a recurring theme was that education cannot be developed in isolation, and discussions around partnerships and interest holder engagement encouraged participants to think carefully about who needs to be involved from the outset. Physicians, nursing leaders, hospital management, professional societies, educators, public and private hospitals, universities and patient organisations may all have a role in supporting implementation and long-term sustainability.

The nurse–physician team format reinforced this multidisciplinary approach; working together during the programme allowed teams to consider education from complementary perspectives and to begin to develop a shared strategy for implementation. This partnership model also reflects the reality of IBD care, where advanced nursing roles are strengthened by effective multidisciplinary collaboration and by placing patients and their families at the centre of the healthcare process.

Just as important as the formal content was the atmosphere of the programme itself. Interaction was high throughout, with participants actively questioning, discussing and sharing their own experiences. Practical exercises created space for learning by doing, while faculty engagement ensured that ideas received immediate, constructive feedback. The programme also offered valuable networking opportunities, enabling participants to connect with colleagues facing similar challenges in different healthcare environments.

Presenting ideas, responding to questions and refining plans also provided an exercise in confidence building. Participants were not simply receiving information; they were being encouraged to see themselves as future educators, advocates and drivers of change in IBD nursing.

These outstanding two days of training and networking left every participant, faculty, and staff member with unforgettable memories, but the ToT programme was never intended to end once they left Vienna: its real success will be measured by how teams adapt the ECCO Nurse IBD Curriculum to local needs, build partnerships and develop structured nurse education that can be sustained over time.

The ECCO Framework provides a strong starting point, including the Nurse IBD Curriculum, N-ECCO Consensus, practical tools and the wider network of N-ECCO National Representatives, yet implementation will inevitably look different across countries and centres. Follow-up will therefore be important to understand participants’ progress, identify barriers, share solutions and capture outcomes as programmes develop.

The 2026 ToT programme represents an important next step in N-ECCO Education, moving from the delivery of education directly to empowerment of colleagues to become educators themselves. By supporting motivated nurse–physician teams in taking knowledge home and adapting it to their own contexts, the programme has the potential to extend the reach of high-quality IBD Nurse education far beyond Vienna and, ultimately, to strengthen nursing care for people living with IBD internationally.

A huge debt of gratitude is owed to all participants, faculty members and members of the ECCO Office team; without them this experience would not have been the same. Thank you for being there and thank you for inviting me to join you; the ToT days in Vienna will always remain in my mind and in my heart.