Which skills do trainees actually develop? How do they respond to theoretical and practical learning opportunities? This is the core of the research project. Two young female scientists at the institute under the direction of Professor Darmann-Finck will investigate the complex interrelationships. They will conduct interviews with 20 trainees at three points in time respectively. The result is a “qualitative longitudinal study,” as it is called in the scientific method. And what’s more: in the end, the analysis will provide suggestions for the weighting and design of curricula for nursing training as well as recommendations for concrete teaching and learning opportunities. Both researchers are currently working on their doctorates.
Specialized in Curriculum Development
Ingrid Darmann-Finck is a nursing educator. “Curriculum development is my business,” she says. The professor also trains teachers for vocational schools at the University of Bremen. She also worked for two years on behalf of the German Federal Ministry of Health in a four-person team on the training and examination ordinance for nursing (“Ausbildungs- und Prüfungsverordnung für die Pflege”). This ordinance was recently passed by the Bundestag.
High Proportion of Practical Training in Nursing
“When designing the curricula, we focus on the development of skills,” says Darmann-Finck. “The trainees are confronted with a wide range of tasks.” The questions are: Do the theoretical considerations of the curriculum designers really make it into the minds of the trainees? When is what knowledge needed? Is it in the right order? In addition, one has to consider that nursing education is conceived with a high proportion of practical training. During the three years, the future nurses will work 2,500 hours in the facilities. Additionally, in 2020, the three fields of nursing, geriatric care, and pediatric nursing are set to begin with a common introductory phase. For this general introductory program, plausible curricula are necessary that do justice to all three subject areas.
Skill: Communication
In addition to nursing skills such as support in life activities or swallowing problems, or dealing with challenging patient behavior, the ability to communicate with different target groups is also important. “How do I talk to people in difficult situations? How do I advise relatives?” the professor gives as examples. Developing communication skills is a very demanding task, she says.
Partnership with Innovative Schools
In order to obtain a heterogeneous, scientifically assessable picture, the test persons are scattered according to age, gender, and region. “We are working with many innovative schools at the IPP,” says the nursing professor. “At the end of the project, we will know what the trainees actually perceive as development tasks.”
Contact:
Professor Ingrid Darmann-Finck
Institut für Public Health und Pflegeforschung (IPP)
Faculty of Human and Health Sciences
University of Bremen
Tel.: +49-421 218-68940
E-mail: darmann@uni-bremen.de
