[E-Learning in bachelor-level nursing education in Germany and the role of the nurse educator - a Delphi survey]. / E-Learning in der hochschulischen Pflegeausbildung in Deutschland und die Rolle von Hochschullehrenden − eine Delphi-Erhebung.

E-Learning in bachelor-level nursing education in Germany and the role of the nurse educator - a Delphi survey Abstract. BACKGROUND: In addition to conventional face-to-face classes, e-learning is becoming more prevalent in tertiary-level nurse education. Its asynchronous, decentralized nature influences teaching and learning. AIM: This study examines current expert opinion on how e-learning is affecting tertiary-level nurse education and the role of the nurse educator. METHODS: In a 3-wave Delphi survey, nurse educators, nursing students / alumni, information and communications technology (ICT-) specialists and members of the scientific community were recruited as experts and asked to give their opinions regarding e-Learning and its effects on nurse education and the nurse educator's role. The null-round (R0) instrument comprised open questions. The R0-data were analyzed utilizing qualitative content analysis and then used in conjunction with the results of an earlier literature review to generate items for standardized follow up rounds (R1&2). The R1&2-instrument consists of 14 statements pertaining to e-learning and 13 statements pertaining to the nurse educator's role. Participants were asked to indicate the degree to which they agree with each statement. R1&2-data were analyzed using statistical methods. The means and medians for R1&2 were compared with each other. In addition, the response behavior of each individual participant was analyzed and assessed as assimilating, divergent, stable or inexplicable. RESULTS: The size of the expert panel was: R0 = 8, R1&2 = 15; total panel mortality was n = 2. The analysis of standardized data provides the following representation of expert opinion: Participants viewed the effectiveness of e-learning as being not only dependent upon the domain of the learning objective (i. e. cognitive, affective), but also upon the complexity of the subject matter. According to the experts, face-to-face interaction is paramount to successful learning. The experts also recognized e-learning's potential for facilitating cooperation between clinical and classroom settings, the continuity of teaching and learning, a better work-study-life balance, as well as knowledge transfer. Furthermore, the participants took the view that e-learning changes the nurse educator's role, requiring new / expanded didactical, pedagogical, administrative and technical competencies compared to traditional face-to-face teaching and learning. CONCLUSIONS: Nurse educators will need specific training to prepare them for their altered role. Blended learning offers more added value than pure online learning.

[Implications for successive employment after general nursing education programmes - a multi-perspective study]. / Implikationen für die Berufseinmündung nach einer generalistischen Pflegeausbildung ­ eine mehrperspektivische Studie.

Implications for successive employment after general nursing education programmes - a multi-perspective study Abstract. BACKGROUND: The passage of the new education law will restructure the entire nursing education system in Germany, including the broad implementation of two former pedagogical pilot programmes - a generalist nursing programme and an academic nursing programme. So far, little research has been done to determine whether these new programmes, particularly the generalist nursing programme, equip students with suitable competencies. AIM: This paper seeks to determine how well alumni from the generalist nursing pilot programme in Baden-Württemberg are actually prepared for the nursing profession compared to the expectations of potential employers, especially those in the field of geriatrics. METHODS: In a research project conducted on behalf of the Baden-Württemberg Foundation, one hundred nurses, who were graduates from a generalist nursing pilot programme, were asked to fill out questionnaires. Furthermore, eleven human resources experts from within the nursing industry were interviewed. The results of both parts were compared and contrasted using a triangulated convergence model. RESULTS: The generalist nursing programme graduates' responses showed a preference for acute care nursing activities, and the respondents generally evaluated career paths within the field of geriatrics as less desirable. This sentiment mirrored employers' apprehensions. Alumni and experts alike agreed on the greater need for continuing education after the completion of a generalist nursing programme. CONCLUSION: For the implementation of the new nursing education bill, the question has to be clarified how the preferences of graduates of generalist nursing programme can be matched with the personnel needs of various nursing care settings. The anticipated skill and grade mix will require novel staff deployment strategies as well as tailor-made continuing education concepts.

Evidence-based Nursing Education - a Systematic Review of Empirical Research.

The project "Evidence-based Nursing Education - Preparatory Stage", funded by the Landesstiftung Baden-Württemberg within the programme Impulsfinanzierung Forschung (Funding to Stimulate Research), aims to collect information on current research concerned with nursing education and to process existing data. The results of empirical research which has already been carried out were systematically evaluated with aim of identifying further topics, fields and matters of interest for empirical research in nursing education. In the course of the project, the available empirical studies on nursing education were scientifically analysed and systematised. The over-arching aim of the evidence-based training approach - which extends beyond the aims of this project - is the conception, organisation and evaluation of vocational training and educational processes in the caring professions on the basis of empirical data. The following contribution first provides a systematic, theoretical link to the over-arching reference framework, as the evidence-based approach is adapted from thematically related specialist fields. The research design of the project is oriented towards criteria introduced from a selection of studies and carries out a two-stage systematic review of the selected studies. As a result, the current status of research in nursing education, as well as its organisation and structure, and questions relating to specialist training and comparative education are introduced and discussed. Finally, the empirical research on nursing training is critically appraised as a complementary element in educational theory/psychology of learning and in the ethical tradition of research.This contribution aims, on the one hand, to derive and describe the methods used, and to introduce the steps followed in gathering and evaluating the data. On the other hand, it is intended to give a systematic overview of empirical research work in nursing education. In order to preserve a holistic view of the research field and methods, detailed individual findings are not included.