Project Details

Context

The need to use communication and information technologies in care is emphasized in several recent expert reports (BMG 2017; Gesellschaft für Informatik 2017) and is also a focus of the Concerted Action on Care (KAP) (Federal Government 2019, 87 ff.). Not only forms of therapy usually associated with technology require media skills, but communication and counselling are also changing due to the possibilities of digital media, for example through online support services for coping with illness or psychological stress (e.g. online forums or counselling services), digitally prepared information provided in different media (e.g. explanatory videos for children with cancer) or apps to support self-management in the implementation of therapy. The aim of the project is to promote skills in the reflexive use and design of these offerings among specialist nursing staff.

The project builds on existing concepts and tools, namely the database of the National Model Curriculum for Communicative Competence in Nursing (initial training) (NaKomm) and the CAre Reflection Online Classroom Management System (CARO CMS).

Aims of the project

The aim of the project is to develop, test and evaluate digitally supported teaching/learning scenarios based on nursing and media didactics to promote communicative competence in further specialist training (FWB) in oncological nursing.

In close cooperation with the heads of oncology further specialist training courses, a model curriculum for communicative competence in further specialist training in oncology nursing will initially be designed based on NaKomm. Selected curricular units will then be concretized and tested using digitally supported teaching/learning offers. The focus is on those teaching/learning opportunities (LLA) which, firstly, can be used to promote communicative skills and, secondly, realize a close reflexive link between the learning locations of the specialist training institution and nursing practice in the sense of work-related learning. New digital didactic interaction formats, such as transfer tasks, a peer counseling format and explanatory videos, are being developed to promote the reflective connection between the skills acquired in the theoretical training phases and the practical phases. The content concept of the LLA is based on interactionist nursing didactics, while the technical concept implements the desired competence objectives in terms of media didactics using suitable digital method tools and interaction patterns.

Research process/methods

For curriculum development, the Six-Step Approach by Kern (2006 et al.), which is frequently used internationally in the healthcare professions, is combined with the approach by Siebert (1974), which originates from adult education, and the nursing didactic approach of Darmann-Finck's Interactionist Nursing Didactics (Darmann-Finck 2010). The design-based research approach (Koppel 2017; Anderson/Shattuck 2012) is used as the basis for the development of the digitally supported LLA.

Cooperation partners

    Conference of Oncological Nursing and Pediatric Nursing (KOK) as representative for the federal working group of the heads of the training centers for the care of people with cancer and chronic illnesses (LOI Kerstin Paradies, KOK Chairwoman)
    Bildungsakademie der Gesundheit Nord gGmbH, Advanced and Further Training/IBF Division (LOI Jörn Gattermann, Head of IBF)
    Bildungsakademie Pflege Medizinische Hochschule Hannover (MHH), advanced and further training department (LOI Iris Meyenburg Altwarg, Managing Director Nursing MHH and Head of the Bildungsakademie Pflege)