Handbook series "Nursing didactics as a discipline"
Objective of the handbook series "Nursing didactics as a discipline"
The aim of the handbook series, which comprises a total of four volumes, is to present a systematic approach to the discipline of nursing didactics. It is intended to contribute to this,
- Establish nursing didactics more firmly as a young discipline and explain its own logic,
- To make nursing didactic findings for the increasingly important educational issues in the professional field of health and nursing accessible to a broader specialist public,
- To provide teachers and students with a basis for their work and make it easier, and finally
- To further develop the still young discipline.
Content and structure of the intended "handbook in four volumes"
The system of nursing didactics is presented in a series of four volumes.
- Volume 1: Ertl-Schmuck , Roswitha; Fichtmüller, Franziska; Bischoff-Wanner, Claudia; Hoops, Wolfgang (eds.) (2009): Nursing didactics as a discipline. A systematic introduction. Weinheim: Juventa-Verl. (Nursing education).
In this book, the systematics of nursing didactics is developed. The system proposed by us forms the innovative core idea of the handbook. Based on this, the first volume presents genuine concepts of nursing didactics as well as relevant concepts from related disciplines, points out educational and professional framework conditions and explains the lines of development of nursing didactics.
- Volume 2: Ertl-Schmuck , Roswitha; Fichtmüller, Franziska (eds.) (2010): Theories and models of nursing didactics. An introduction. Weinheim: Juventa-Verl. (Nursing education).
This is explicitly about central statements of genuine theories and models of nursing didactics. This presentation is extended by a critical analysis of each theory or model, in which, among other things, the opportunities and limitations for nursing didactics in selected areas of activity are explored. A synopsis completes the critical and reflective presentation of previous nursing didactic theory and model development.
- Volume 3: Ertl-Schmuck , Roswitha; Greb, Ulrike (eds.) (2013): Pflegedidaktische Handlungsfelder. Weinheim: Beltz Juventa (nursing education).
The third volume systematizes existing research- and theory-based practice-related approaches to nursing didactics in relation to curricular areas of activity at the macro level of professional policy, the meso level of nursing didactics and the micro level in the areas of school and work - expanded to include cross-sectoral action-oriented concepts. In this way, we pursue the intention of making nursing didactic self-conceptions effective in practice. The volume concludes with a summary of the opportunities and limitations of these approaches.
- Volume 4: Ertl-Schmuck, Roswitha; Greb, Ulrike (eds.) (2015): Nursing didactic research fields. Weinheim: Beltz Juventa.
The volume "Pflegedidaktische Forschungsfelder" focuses on gender-specific vocational training research, family nursing, cool-out studies in nursing education and presents selected nursing didactic research studies: Evidence-based nursing in historical-systematic and nursing didactic analysis, image and film analysis as a nursing didactic challenge, type-forming mentality analysis and the question of informal learning and identity-forming patterns in the clinical training milieu as well as an empirically based analysis of nursing-specific competencies in the European educational area. The critical reflection of the studies is intended to stimulate the paradigmatic discourse in order to further differentiate the self-image of nursing didactics as a young discipline.
Target groups of the handbook series:
- Academics/university lecturers and students, especially of teacher training degree programs or Institutes in the professional field of health/nursing at universities and universities of applied sciences (D, CH, A)
- Teachers at schools and vocational schools for the social care professions, in particular health and nursing, health and pediatric nursing and geriatric nursing schools (D, CH, A)
- Study seminars and teacher training centers
- Those responsible for further training and lecturers, especially for further training in vocational education to become a practical instructor (D)
- Academics and students in the disciplines of Nursing Science, Vocational and Business Education and Management Training