Developmental tasks in nursing undergraduate education

护理本科教育的发展任务

• 批准号: 397140108
• 负责人: Professorin Dr. Ingrid Darmann-Finck
• 金额: --
• 依托单位: Institut für Public Health und Pflegeforschung (IPP)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/397140108?language=en
• 关键词: Developmental; tasks; nursing; undergraduate; education

Developmental tasks in nursing educationSo far the construction of curricula for nursing education and therefore the theoretical and practical education at nursing schools is based mostly on technical reasons. Thereby the real learning processes of nursing competence are not considered, which are mainly influcenced by job related socialization during nursing training. This leads to a lack of matching between the curricula and the acquisition processes of nursing students. Until now there is no empirical research about subjective perception, interpretation and processing of learning requirements in nursing education neither in Germany nor in the international area. To gain insight into developmental learning processes of nursing trainees, the focus of the study is put on subjective educational processes respectively backgrounds of nursing trainees. The project is related to a theory of subjective acquisition process from learners in education (Bildungsgangtheorie) and to the socialization theory approach of developmental tasks (Havighurst). By subjective perception, interpretation and processing objective qualification requirements will become developmental tasks of nursing students. In the project sub-ordinated developmental tasks of the development task profession are reconstructed and, when indicated, the logic of sequence of developmental tasks as well as interpretations and forms of processing by the trainees are investigated. The over-arching goal of the research project is to generate an empirically well-grounded model of developmental tasks as well as a typology of a subjective educational background of nursing trainees and to give evidence on facilitative formal and informal learning scenarios. It is intended to perform a longitudinal study with nursing trainees containing three times of data collection (after 12, 24 and 33 months of nursing education). We aim at a sample size of 20 cases that are investigated on the basis of one initial interview and two follow-up interviews (overall 60 interviews). All three nursing professions, adult nursing, paediatric nursing as well as geriatric nursing care should be considered on a basis of parity. The data analysis is based upon the Integrative Method of qualitative interview research by Kruse.This project should provide a platform for the development of curricula and the further development of nursing-didactic models. Based on the results conclusions can be drawn with regard to the subjective relevance and adaptability of teaching and educational offerings in relation to developmental tasks in different training phases.

护理教育的发展任务迄今为止，护理教育课程的建设以及护理学校的理论和实践教育大多基于技术原因。护理能力的真实的学习过程主要受护理培训中的工作社会化的影响。这导致了护理专业学生的课程设置和学习过程之间缺乏匹配。目前，无论是在德国还是在国际上，都没有关于护理教育中学习要求的主观感知、解释和加工的实证研究。为了解护理实习生的发展性学习过程，本研究着重探讨护理实习生的主观教育过程及其背景。该项目涉及教育中学习者的主观习得过程理论（Bildungsgangtheorie）和发展任务的社会化理论方法（Havighurst）。通过主观感知、解释和处理客观资格要求将成为护生的发展性任务。在该项目中，重建了发展任务专业的次级发展任务，并在指示时，调查了发展任务序列的逻辑以及受训者的解释和处理形式。本研究的主要目的是建立一个基于经验的发展任务模型和一个护理实习生主观教育背景的类型学，并提供促进正式和非正式学习的证据。本研究旨在对护理实习生进行纵向研究，包括三次数据收集（护理教育12、24和33个月后）。我们的目标是在一个初步访谈和两个后续访谈（共60次访谈）的基础上调查20个案例的样本量。所有三个护理专业，即成人护理、儿科护理和老年护理，都应在平等的基础上加以考虑。本研究以Kruse的质性访谈研究整合法为基础，为护理教学模式的发展与课程的发展提供一个平台。根据研究结果，可以得出结论，在不同的培训阶段的发展任务的教学和教育产品的主观相关性和适应性。