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The article describes simulation training in nursing studies at the University of Applied Sciences Joanneum Graz as preparation for entering the profession. Students practice complex nursing situations in an interdisciplinary simulation clinic. The simulation training takes place in the in-house simulation center and prepares students for professional internships and future practice. Simulation as a teaching method is firmly integrated into the curriculum and is recommended by the World Health Organization. Simulation training enables active learning, improves the transfer of theory to practice, and leads to better retention and implementation of what has been learned in practice. Evaluation results show a positive response from students to the simulation training. The study examines the challenges in nursing education at a university of applied sciences. The greatest challenges were identified as prioritizing nursing activities, starting nursing care after shift handover, and interprofessional communication. The study also shows that logistical challenges and the increasing number of students require a realignment of teaching. New facilities have been created and a new teaching concept has been developed that combines virtual, media, and real components. Students rated the new simulation training positively in terms of interprofessional collaboration, communication, and preparation for clinical practice. [Extracted from the article]

The article argues that further education in nursing in Germany is determined by external factors and that long-term care is underrepresented. It emphasizes that new structures in nursing education are necessary to ensure high quality standards in care. The article criticizes that nursing further education is often determined by economic and medical interests and that nurses often do not realize that they end up in narrow career paths. It also points out that professional nursing urgently needs qualified professionals to ensure patient safety, rather than functioning as assistants to doctors. [Extracted from the article]

The article discusses the importance of action orientation in further education for nursing staff in the field of intensive and anesthesia care. It is emphasized that the further education guidelines do not adapt to the generalist training. The new Nursing Professions Act strengthens the consideration of heterogeneity in further education. Company-based further education enables competence development and self-realization of the participants. It is recommended to use practically oriented teaching content to promote learning success. A restructuring of the further education guidelines is considered necessary to meet the requirements of nursing staff. [Extracted from the article]

The article "CONTINUING EDUCATION: Status quo - Needs - Perspectives" deals with further education in nursing. It is stated that continuing education in nursing is currently unclear and regulated to a limited extent. It is emphasized that in addition to practical needs, the professionalization of nursing must not be neglected. The article provides a rough overview of the current state of continuing education in nursing and highlights future needs and perspectives. Various further education opportunities in nursing are listed, which are needed by specialized nursing professionals. However, it is pointed out that the continuing education market is unclear and lacks transparency, and that there are many different further education programs that are not uniformly regulated and organized. The article emphasizes the importance of qualified teachers in continuing education and calls for solid professional and didactic competencies for teachers in the nursing field. It is pointed out that digitization must also increasingly be introduced in nursing education in order to meet the demands of the professional world. It is expected that digital and AI-supported systems will be used in the future in nursing and healthcare to relieve specialized personnel and increase patient safety. Improving the quality of care and patient safety is the focus of continuing education in nursing. [Extracted from the article]

The article describes the implementation of the concept of peer consultation in generalist nursing education. With the introduction of the Nursing Professions Act, peer consultation was integrated as a mandatory component of the education. At the Vocational School "Dr. Erich Paulun," an approach was developed that combines theory and simulation of peer consultation. A accompanying study was conducted to evaluate the implementation process. The simulation of peer consultation was positively evaluated by the trainees, with 83% finding the simulation effective. The authors recommend continuing the simulations and involving the practice partner institutions. [Extracted from the article]

The master's thesis examines the collaboration between nursing educators and practice instructors in nursing education. Discrepancies in the social roles of the trainees are identified, and the aim of the thesis is to identify topics that can improve collaboration. Interviews with nursing educators and practice instructors were conducted to collect data for analysis. The results show that personal acquaintance and regular meetings can improve collaboration. It is recommended to conduct a workshop to promote collaboration, where practical problems are to be solved together. Collaborative learning is recommended as a method to support participants and achieve learning outcomes. The evaluation of the workshop is considered important to derive appropriate measures. [Extracted from the article]

The article "Utopias: Thinking the (Im-)Possible without Pressure to Act" deals with the significance of utopias in educational processes, particularly in nursing education. Utopian thinking allows for thinking beyond current societal and professional challenges and creating alternative spaces for design. Utopias serve as a source for emancipation movements and require a critical attitude towards existing power structures. In nursing didactics, utopias can serve as a driving force for societal transformation processes and enable the development of spaces for design. Teachers should create a trusting learning environment in which it is allowed to fantasize about the (im-)possible. Two application examples for the use of utopias in teaching are presented: the utopia workshop and learning through utopias based on artworks. Utopias enable a critical-reflexive examination of current conditions and can stimulate change. [Extracted from the article]

The article "Politically Competent Nursing and Nursing Education: A Critical Plea" emphasizes the political significance of nursing and the necessity of politically competent nursing education. It points out that nursing is of great importance both for the well-being of society and for nursing itself. Especially in times of global challenges such as the Corona crisis, there is a call for more political support for nursing. The article examines the relationship between nursing and politics and formulates consequences for nursing education. It emphasizes that nursing has always been political and that nursing knowledge has a political dimension that can promote social justice and sustainability. [Extracted from the article]

The article "Nurturing Politics?: On the Relevance of Political Education in Vocational Nursing Education" emphasizes the importance of political education in nursing instruction. It is pointed out that political issues in the field of nursing and care work are increasingly being discussed, both on a societal level and in terms of individual rights and diversity. Vocational nursing education should become more aware of the political dimension of its topics and integrate political education as a cross-cutting theme. The political dimension of nursing didactic theories and models is described, particularly in relation to human rights and the tension between self-determination and external determination in nursing practice. It is emphasized that political education can contribute to making nurses reflective and judgment-capable actors who can advocate for the rights of those in need of care. Nursing education should more strongly reflect the political dimensions of nursing instruction and articulate the interests of the nursing profession to politics and the healthcare system. It is suggested to use political didactic concepts to reflect on professional situations in nursing education in order to convey the political dimension of nursing practice and increase the socio-political significance of the nursing profession. [Extracted from the article]

The article "Boring health policy in nursing education?: Didactic tips to make the topic of healthcare system/health policy exciting" deals with the challenge of inspiring nursing apprentices for the topic of healthcare system and policy. It is recommended to distribute the topic throughout the entire education and connect it with concrete examples. The article provides didactic impulses and sources for implementing the topic. Various aspects of the healthcare system and health policy are also addressed, such as climate change, infectious diseases, and legislation in the healthcare sector. It discusses self-administration in the healthcare system and the differences between statutory and private health insurance, as well as the benefits of nursing insurance. [Extracted from the article]

The article provides a retrospective on the development of further education in psychiatric nursing in Germany. The two-year further education began with the additional training in social psychiatry and led to the specialized further education in psychiatric nursing. The Psychiatric Enquiry of 1975 played an important role in establishing further education. Recommendations were made regarding the organization and implementation of further education. Further education institutions for psychiatric nursing were established in various federal states until 1990. The contents of the specialized further education were extensive and varied in importance in each federal state. The Psychiatric Model Program initiated approaches for the further development of psychosocial care based on the Psychiatric Enquiry. There were discussions and exchanges between various actors who shaped the professional profile of psychiatric nursing. Further education for nursing staff was considered necessary to ensure the operational capability of nursing and improve the therapeutic efficiency of inpatient psychiatric work. The discussions and developments in psychiatric nursing are still relevant today and must be continuously promoted. It is emphasized that a better integration of theory and practice, a stronger ethical orientation, and transparent implementation of education are necessary. The academicization and permeability of education, as well as the strengthening of nursing science, are seen as future-oriented measures. Encouragement is given to explore new paths in psychiatric nursing and initiate changes. [Extracted from the article]

The article discusses the use of ChatGPT, a Large Language Model (LLM), in the educational context of nursing. Ideas and application examples are presented to support teachers in the use of artificial intelligence (AI). It is emphasized that the quality of ChatGPT's results depends on precise input prompts and that control and responsibility are important to avoid misinformation. The article explains how to create nursing case scenarios using the AI model ChatGPT and emphasizes the importance of precise wording. Various applications of ChatGPT in nursing education are highlighted, emphasizing the potential of AI models in this field. [Extracted from the article]

The use of ChatGPT in nursing education offers numerous possibilities for students and instructors. ChatGPT is a conversational agent that utilizes the Large Language Model (LLM) GPT-3.5 or GPT-4 and can be useful for various tasks in education. It is important to ask precise questions or tasks in order to receive accurate answers. There are recommendations for students on how they can use ChatGPT in their education, however, the information generated by ChatGPT should be critically examined. Instructors are encouraged to use ChatGPT as a resource for creating learning materials and supporting learning, but it should not serve as a substitute for human feedback and data protection policies must be adhered to. The use of ChatGPT brings challenges and ethical questions, but it also has the potential to improve learning and teaching and create equal opportunities. [Extracted from the article]

Since 2020, nursing students at the University of Applied Sciences Wiener Neustadt have had the opportunity to search for errors in the "Room of Horrors". This room is used to sensitize students to patient risks and hazards. Patient safety is a global goal in healthcare, and simulations can contribute to nursing education. The "Room of Horrors" is a learning and teaching environment where real patient situations are recreated with dolls and errors. The students are sent into the room in teams to identify and document errors and risks. After the activity, a debriefing takes place where the situations are analyzed and reflected upon to promote critical thinking and decision-making. The structured debriefing aims to strengthen situational awareness for patient safety. The integration of the "Room of Horrors" into the Bachelor's program in General Health and Nursing at the University of Applied Sciences Wiener Neustadt has shown that instructors are involved with great commitment and joy in the implementation and further development of the concept. [Extracted from the article]

The Bern Education Center for Nursing has launched an unusual advertising campaign called "Tough Enough" to attract interested individuals to nursing training. The campaign showcases strong, self-determined personalities who consciously choose the nursing profession. In the second wave of the campaign, situations with psychiatric patients were also integrated. The campaign "Nursing all Perspectives" ran for almost ten years and emphasized the professionalism and versatility of the nursing profession. Work is underway on a new campaign to keep the future of nursing in focus. [Extracted from the article]

The study "Palliative Care in Nursing Education: Attitudes, Knowledge, and Self-perception of Trainees" examines the knowledge and attitudes of nursing trainees regarding palliative care. The results show significant knowledge deficits among trainees in this area. The survey was conducted using a questionnaire that collected demographic data, attitudes, and knowledge. The analysis revealed that trainees already had a positive attitude towards death and dying from the first year of training, but overall knowledge about palliative care was rather low. Suggestions for improvement were also expressed regarding the questionnaire, and the need for a larger sample size to obtain more meaningful results was emphasized. [Extracted from the article]

The article "Simulation games in nursing education: opportunities and risks of a demanding teaching method" discusses the use of simulation games as a teaching method in nursing education. Simulation games are already successfully used in the business sector and promote "learning by doing" as well as action competence. The method allows learners to experience and reflect on direct consequences of their actions. Simulation games offer a way to practice nursing actions and promote the transfer of acquired knowledge into professional practice. The method equally promotes professional, methodological, social, and communication competence simultaneously. However, risks such as overwhelm and confusion of roles and reality are also mentioned. Good preparation and planning of the simulation games are crucial for their success. [Extracted from the article]

The quality table "QEvaPfleGe" was developed to enable the evaluation of nursing curricula. It is based on the framework plans of the specialist commission and includes minimum curriculum standards as well as quality dimensions and criteria. The goal is to ensure a high-quality, nationally standardized nursing education. The St. Gallen Management Model is used to conduct evaluations at the macro, meso, and micro levels. The quality table "QEvaPfleGe" is used to review internal school curricula and their implementation in teaching. There is also a contextual evaluation that focuses on key topics such as lifelong learning, digitization, and cultural sensitivity in nursing. The QEvaPfleGe can be used by teachers to assess the quality of their work and to further develop their curricula and teaching. [Extracted from the article]

Copyright of NovaCura is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article describes initial results of the research project TiP-regio, which deals with the challenges in nursing education. A study shows that less than 43% of nursing apprentices are satisfied with their training. The project develops vocational educational concepts to support career orientation and entry into nursing education. Focus group interviews were conducted with apprentices to determine their experiences and desires. The apprentices had different challenges and negative experiences during their practical placements, such as lack of support and integration into the nursing team. The authors suggest making structural improvements and considering the individual needs of the apprentices. [Extracted from the article]

Copyright of NovaCura is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research work by Hoch et al. (2020) deals with the development of an instrument for measuring ethical competence in nursing education. So far, there is no such instrument, which is why one was developed. The instrument is based on a developmental stage model and includes nine dimensions with a total of 34 assessment dimensions. A study was conducted to measure the ethical competence of nursing trainees and evaluate the results. The results show that the ethical competence of the trainees is mainly at the lower levels of the developmental stage model. Further research is necessary to examine the influence of education on ethical competence. [Extracted from the article]

The article deals with competency orientation in general nursing education. Various regulatory instruments such as the Nursing Professions Act, the Training and Examination Regulations, and the Framework Curricula are considered. Competency is understood as the ability and willingness to act professionally and to further develop oneself in complex nursing and professional situations. Various approaches to competency orientation are presented in the mentioned regulatory instruments, such as the enumeration of partial competencies and dimensions in the Nursing Professions Act, and the linking of curricular units with the competency structure model and the competency development model in the framework curricula. Successful competency-oriented nursing education depends on the teachers and the nursing and health schools, who must implement competency orientation in teaching and in the school's internal curriculum. [Extracted from the article]

The article describes various competency models in generalist nursing education. Competency structure models and competency development models are distinguished. The competency structure model of the Standing Conference of the Ministers of Education and Cultural Affairs divides professional action competence into self-competence, social competence, and professional competence. Benner's competency development model describes the development of competencies in clinical nursing practice in five different stages. Both a competency structure model and a competency development model are used in the training and examination regulations for nursing professions. These models are highly relevant for the design of generalist nursing education. [Extracted from the article]

A new course called "Adventure Room Health Bells" is being offered at the Bern Education Center for Nursing, where nursing students can deepen their knowledge of nutrition. The students solve various tasks in groups, such as solving puzzles and matching foods to the food pyramid. The course promotes physical activity and allows students to contribute their different abilities and find solutions together. The Nursing Education Center plans to include the course in the regular curriculum as it has positive effects on student learning. [Extracted from the article]

The Bern Education Center for Nursing uses Virtual Reality (VR) as an effective training method in nursing education. Students can immerse themselves in virtual worlds with VR goggles and special software and simulate scenarios of everyday nursing. The training allows for targeted observation of the sick person and their environment in order to initiate necessary measures. The VR technology enables students to acquire important skills without endangering the health of patients. The method is considered effective and cost-effective and has positive effects on the students' learning success. [Extracted from the article]

Copyright of NovaCura is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The issue of the magazine PADUA deals with the topic of further education and training in nursing. It is noted that there is a desire for orientation, which remains unfulfilled due to many abbreviations. The question is asked why the level of nursing education is neglected and why many nurses still end up in educational dead ends. The authors of the issue address these questions and discuss the status quo, needs, and perspectives of further education and training in nursing. The development of digital formats and the didactic consequences for the training of new nursing staff are also discussed. Finally, reference is made to a project that publishes components for a contemporary nursing education architecture. [Extracted from the article]