Sep 22, 2019 Last Updated 10:58 AM, Aug 12, 2019

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Innovative care and information technologies in academic nursing curricula: Where do we stand in German speaking countries?

5. Sep 2019
5. Sep 2019
HS 1


Innovative care and information technologies in academic nursing curricula: Where do we stand in German speaking countries?

Professional care is faced with the challenge to manage increasingly complex care situations with a shrinking number of nursing staff and also to implement a multitude of scientific evidence into practice. In addition growing digitization accelerates the change of care processes. Innovative digital technologies provide great potential in supporting nursing staff. However, a sustainable implementation of technology into practice still is insufficient. To achieve this technology users should have the knowledge about the current status of innovations and be confident in implementing them into practice. At present hardly any learning contents about care technology are included in the curricula of the professional nursing education. Technological competencies must be acquired in advanced training courses or specific instructions. For this occasion we analysed the dissemination of technological learning contents in the curricula of curses of studies for nurses in German-speaking countries and addressed the following questions: What is the prevalence of technology contents in nursing courses? How do Bachelor and Master courses differ in that regard? What are the specific learning contents and professional emphases? Which care settings are addressed? In an online-search study courses were identified that contain modules in the area of care technology and that aim at professional caregivers. In total 40 modules out of 36 study courses were analysed in relation to forms of teaching and learning, examination formats and learning contents. Despite the partially highly innovative contents the didactic concept of the modules was mainly traditional with lectures and seminars being the predominant teaching method and written tests or papers being the main examination format. A major part of the learning contents are in the range of information technology, assistive systems as well as ELSA and data protection. Surprisingly, there are hardly any educational offers concerned with implementation or consultation in the context of nursing technology. Against the background of an increasing digitization the field of nursing technology so far is mapped insufficiently in higher education programmes for professional caregivers. In particular consultation on the use and handling of nursing technologies and implementation strategies should be integrated into curricula to promote the practice transfer.


National League for Nursing, (2015) A vision for the changing faculty role: Preparing students for the technological world of health care. [NLN Vision Statement]. Retrieved from Hackl WO, Ammenwerth E, Ranegger R. Bedarf an Fort- und Weiterbildung in Pflegeinformatik – Ergebnisse einer Umfrage. Pflegewissenschaft. 2016;7/8:381-7.

Im Artikelarchiv von hpsmedia nach Cornelia Hinz suchen




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