Practical guide

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The practical guidance in nursing is a supplement to the theoretical training in schools for nursing students in their respective field of practice ( geriatric care , obstetrics , nursing ). It is an essential part of the training. Practical guidance as a form of imparting knowledge and knowledge is part of the methodology of vocational and nursing education .

The practice in the training company ( hospital , nursing home , outpatient nursing service ) and the theory in lessons at the specialist vocational college or university should complement each other for the nursing student. To ensure this, the training regulations for the various care professions contain provisions on pedagogically suitable teachers in the actual training company. In the nursing professions, two alternative terms have become established for specialists who do this: practical instructor or mentor . In nursing, both terms also include the induction of already trained persons in a different or new workplace or in a changed work process, as well as the practical guidance of working people in further training.

Definition of practical instructions

The tasks of the practical instruction are: to cooperate with the nursing or vocational school on the training plan (see vocational training contract ) and the definition of learning goals for the nursing students; to organize the supervision and guidance of the students at the internship location and to participate in exams. Usually these are wards in a hospital or nursing home, but occasionally social wards and other locations are also considered. There, practical instructors support the acquisition of practical skills at the “workplace as a place of learning” . Specifically, learning situations have to be designed again and again (planning and formulating learning goals, choosing the method; i.e. the complete teaching-and-learning arrangement), doing the task ( demonstration ), teaching (combining theory with practical exercise = instruction) and to adequately check and evaluate the success ( assessment , evaluation ).

The aim of the practical guide is to gradually introduce the trainees to the independent performance of their professional tasks. This is also the training goal.

Legal basis

This article or paragraph presents the situation in Germany . Help us to describe the situation in other countries.

In order to instruct the trainees in practice, proof of further training to become a practical instructor of at least 200 hours must be provided. Suitable advanced training courses are offered nationwide, both full-time within four weeks or part-time within ten to fourteen weeks.

The relevant law on nursing professions (KrPflG) dates from July 16, 2003; the Training and Examination Ordinance for Professions in Nursing (KrPflAPrV) of 10 November 2003. This ordinance stipulates:

"The task of the practical guide is to gradually introduce the trainees to the independent performance of their professional tasks and to ensure the connection with the school ... Suitable for practical guidance are people ... who have at least two years of professional experience and an additional professional educational qualification have at least 200 hours. "

- Training and examination regulations for professions in nursing (KrPflAPrV)

The job titles covered by this are health care and nursing and health and child care. Further legal requirements are in the Geriatric Care Act (AltPflG) and the corresponding training and examination regulations (AltPflAPrV), as well as for emergency paramedics in their training and examination regulations (NotSan-APrV).

Comparison with the trainer suitability

In the dual training of trainees / apprentices / trainees, training managers, masters or full-time trainers are usually active in the training company. According to the Vocational Training Act (BBiG), these must be technically suitable, which is usually sufficient if you have completed similar training and have professional experience in this profession. In addition, personal aptitude is required, which extends to knowledge and skills in the field of methodology, didactics , professional law, etc. and which must be proven by an examination in accordance with the Instructor Aptitude Ordinance (AEVO). In the craft, the trainer qualification is proven by a master's examination . The trainer aptitude test can also be acquired individually without the master's examination. This means that even experienced skilled workers can train apprentices in a dual training company.

The guidance situation in nursing

Since 2004, nursing training has comprised 2100 hours of vocational school instruction with integrated practical exercises and at least 2500 hours of practical training. In practical training, one part can be referred to as an “internship” (in the sense of instruction, guidance) and the other part, for the most part in terms of time, can be understood as “practical work” (experience). However, guidance in the sense of support must also be guaranteed during practical use. This is hardly possible with teachers who are not integrated into this field of practice. Learning situations that have to be designed according to plan continuously arise in practice. Trainees, practice supervisors, patients, teams and managers are a mutually interacting system.

The basic pattern of instruction consists of four action programs.

  1. Building a didactic relationship
  2. The "Learn to Learn" program (usually starts with a demonstration with an explanation)
  3. Acquisition of the practical skills to carry out the activity
    1. Trying out in partial steps and completely
    2. Final review (determination of basic skills)
  4. Work out
    1. Repeated practice with the opportunity to receive advice
    2. Performance review (determination of performance level)
    3. Reflection and advice on the learning work

The four-step method of work instruction names the following four steps, each of which includes different aspects:

  1. To prepare
  2. Explain and demonstrate
  3. Let it run
  4. To lock

Although often used, the four-step method is critically questioned with regard to its application in nursing, because it merely conveys procedures and practical skills without including aspects of nursing as a problem-solving and relational process. Mamerow explains the method as " obsolete "

See also

literature

  • Gabriele Baumhard, group of authors of the Association for the Promotion of Nursing eV: Practical instructions in nursing: Handbook . Ed .: Ekkehard Marschelke. WTV-Tietzsch-Verlag, Meßstetten / Tieringen 2007, ISBN 978-3-938289-00-6 .
  • Sieglinde Denzel: Practical Guide for Nursing Professions. Accompany your learning . 3. Edition. Thieme Verlag, Stuttgart 2007, ISBN 978-3-13-109823-8 .
  • Christian Lummer: Practical instructions and familiarization with elderly care: Ensure quality of care - increase job satisfaction . 2nd Edition. Schlütersche Verlagsgesellschaft, Hanover 2005, ISBN 978-3-89993-135-8 .
  • Ruth Mamerow: Practical Instructions in Nursing . 3. Edition. Springer, Berlin 2010, ISBN 978-3-642-12641-3 .
  • Michael Mayer: Learning to care: handbook practical instructions . Westermann Vocational Training, Braunschweig 2011, ISBN 978-3-14-239660-6 .
  • Christine Schulze-Kruschke, Frauke Paschko, Anja Walter: Practical instructions in nursing training for basic, advanced and advanced training . Cornelsen Verlag, Berlin 2011, ISBN 978-3-06-455175-6 .
  • Ingrid Völkel: Practical instructions in elderly care . 2nd Edition. Elsevier, Urban and Fischer Verlag, Munich 2009, ISBN 978-3-437-47831-4 .

Web links

Individual evidence

  1. ↑ Federal Ministry of Justice: Training and Examination Ordinance for Professions in Nursing (KrPflAPrV) (PDF; 69 kB) § 2 (2). Issued November 10, 2003, accessed September 6, 2011
  2. ↑ Ingrid Völkel: Practical Guide in Elderly Care . 2nd Edition. Elsevier, Urban and Fischer, Munich 2009, ISBN 978-3-437-47831-4 , pp. 56-59 .
  3. ↑ "In practical nursing training, it was long considered the training method and was therefore overrated." In: Christine Schulze-Kruschke, Frauke Paschko, Anja Walter: Practical instructions in nursing training for basic, advanced and advanced training, p. 116 . Cornelsen Verlag, Berlin 2011, ISBN 978-3-06-455175-6 .
  4. ↑ "Chap. 4.5.2. Obsolete methods in nursing training "[...]" The method may still be justified in many cases in vocational training for purely skilled trades. But this form of instruction has its limits in nursing training. ”In: Ruth Mamerow: Praxisanleitung in der Pflege, pp. 97 ff. 3rd edition. Springer, Berlin 2010, ISBN 978-3-642-12641-3 .