Developmental tasks in nursing undergraduate education

护理教育的发展任务到目前为止，护理学校的护理教育课程建设以及理论和实践教育主要是基于技术原因。从而没有考虑到护理能力的真实学习过程，这主要受到护理培训过程中工作社会化的影响。这导致课程和护理学生的习得过程之间缺乏匹配。到目前为止，无论是德国还是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。为了深入了解护理学员的发展性学习过程，本研究将研究重点放在护理学员各自的主观教育过程背景上。该项目涉及教育中学习者的主观习得过程理论（bildungsgangtheory）和发展性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理学生的发展性任务。在该项目中，对发展任务专业的下属发展任务进行了重构，并在指明的情况下，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。该研究项目的首要目标是产生一个经验上良好的发展任务模型，以及护理受训人员主观教育背景的类型学，并为促进正式和非正式学习情景提供证据。本研究旨在对护理受训人员进行纵向研究，其中包含三次数据收集（经过12、24和33个月的护理教育）。我们的目标是在一次初次访谈和两次后续访谈（总共60次访谈）的基础上调查20个病例的样本量。所有三个护理专业，成人护理，儿科护理和老年护理应考虑在平等的基础上。数据分析基于Kruse的定性访谈研究的综合方法。这个项目应该为课程的发展和护理教学模式的进一步发展提供一个平台。根据研究结果，可以得出关于教学和教育产品与不同培训阶段的发展任务的主观相关性和适应性的结论。

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.