[Implementation of reference frameworks at nursing schools - A qualitative study on beneficial and hindering factors].
Implementierung der Rahmenpläne für die Pflegeausbildung – eine qualitative Studie zu förderlichen und hinderlichen Faktoren.
Curricula
Implementation
Implementierung
Pflegeausbildung
Typenbildung
Typology
Vocational education and training in nursing
Journal
Zeitschrift fur Evidenz, Fortbildung und Qualitat im Gesundheitswesen
ISSN: 2212-0289
Titre abrégé: Z Evid Fortbild Qual Gesundhwes
Pays: Netherlands
ID NLM: 101477604
Informations de publication
Date de publication:
06 Sep 2024
06 Sep 2024
Historique:
received:
24
04
2024
revised:
11
07
2024
accepted:
11
08
2024
medline:
8
9
2024
pubmed:
8
9
2024
entrez:
7
9
2024
Statut:
aheadofprint
Résumé
The reference frameworks that have been developed for the first time by the Specialist Committee in accordance with Sect. 53 of the German Nursing Professions Act follow a new didactic-curricular structure and are intended to support the nursing schools in creating their own curricular documents. The commissioned study investigated hindering and promoting factors in the implementation of reference frameworks at nursing schools. Expert interviews (n = 16 pair interviews) were conducted with teachers responsible for curriculum development (n = 32) at nursing schools and analysed deductively using qualitative content analysis. Internal school curricula (n = 15) were subjected to a criteria-based document analysis. The results were used to establish implementation types based on the degree of completion of the curricula and the implementation of the new didactic-curricular structure. Four implementation types were identified: reform-oriented implementation, partially reform-oriented implementation, traditional implementation and lack of implementation. The key factors for a reform-oriented, successful implementation include the supportive behaviour of the school administration & management, the acceptance of the novel vocational education & training in nursing and the opportunity to take part in further trainings. The implementation types identified are largely characterized by the supportive behaviour of the school administration & management as well as the acceptance and knowledge of the teaching staff. The opportunity to take part in further training courses in order to deal with the reformed vocational education and didactic-curricular recommendations is a central implementation factor. All federal German states should set up funding programs for the didactic and curricular requirements for the new vocational education & training in nursing in order to specifically promote the implementation of the reference frameworks.
Sections du résumé
BACKGROUND
BACKGROUND
The reference frameworks that have been developed for the first time by the Specialist Committee in accordance with Sect. 53 of the German Nursing Professions Act follow a new didactic-curricular structure and are intended to support the nursing schools in creating their own curricular documents.
RESEARCH QUESTION/OBJECTIVE
UNASSIGNED
The commissioned study investigated hindering and promoting factors in the implementation of reference frameworks at nursing schools.
METHODS
METHODS
Expert interviews (n = 16 pair interviews) were conducted with teachers responsible for curriculum development (n = 32) at nursing schools and analysed deductively using qualitative content analysis. Internal school curricula (n = 15) were subjected to a criteria-based document analysis. The results were used to establish implementation types based on the degree of completion of the curricula and the implementation of the new didactic-curricular structure.
RESULTS
RESULTS
Four implementation types were identified: reform-oriented implementation, partially reform-oriented implementation, traditional implementation and lack of implementation. The key factors for a reform-oriented, successful implementation include the supportive behaviour of the school administration & management, the acceptance of the novel vocational education & training in nursing and the opportunity to take part in further trainings.
DISCUSSION
CONCLUSIONS
The implementation types identified are largely characterized by the supportive behaviour of the school administration & management as well as the acceptance and knowledge of the teaching staff. The opportunity to take part in further training courses in order to deal with the reformed vocational education and didactic-curricular recommendations is a central implementation factor.
CONCLUSION
CONCLUSIONS
All federal German states should set up funding programs for the didactic and curricular requirements for the new vocational education & training in nursing in order to specifically promote the implementation of the reference frameworks.
Identifiants
pubmed: 39244506
pii: S1865-9217(24)00158-2
doi: 10.1016/j.zefq.2024.08.006
pii:
doi:
Types de publication
English Abstract
Journal Article
Langues
ger
Sous-ensembles de citation
IM
Informations de copyright
Copyright © 2024. Published by Elsevier GmbH.