FokA Pflege - Developing Learning Methods
How can team-based learning succeed in clinical training? "FokA Pflege" further develops the learning forms and the institutional framework conditions they require – for more quality and appeal in nursing education.
Factsheet
- Schools involved School of Health Professions
- Institute(s) Academic-Practice-Partnership Insel Gruppe/ BFH
- Funding organisation Others
- Duration (planned) 01.06.2026 - 31.01.2028
- Head of project Prof. Dr. Kai-Uwe Schmitt
- Project staff Gesche Gleichner
- Partner Direktion Pflege, Insel Gruppe, Bern
- Keywords nursing, clinical education
Situation
Clinical training is a core part of nursing education and takes place in clinical practice, in direct contact with patients and their relatives. University Hospital that has initiated this project distinguishes four forms of clinical training (FokA): learning with a qualified nurse, learning in tandem with a vocational trainer, learning in a learning team with a practice trainer, and learning in an interprofessional learning team. In the learning-team form, trainees jointly take responsibility for a group of patients under the supervision of the practice trainer, who is responsible for patient outcomes, the learning process and performance assessment. Since October 2023, forms 1 to 3 have been in use under the label FokA. The FokA Pflege project further develops this concept and the institutional framework conditions it requires for long-term care and inpatient psychiatric and acute care. It also develops instruments and materials that enable the three learning forms to be implemented across different training organisations. The aim is to strengthen the quality and attractiveness of clinical nursing education, in a context of scarce staffing resources and a dynamic healthcare environment.
Course of action
Together with stakeholders from long-term, psychiatric and acute care, the existing concept is further developed. The evaluation results on the implementation of FokA Insel Pflege, with a focus on the learning-team form and the practice-trainer (PAP) role, are consolidated and prepared as a basis for this work. Targeted knowledge and experience transfer with the care sectors produces a didactic toolkit for implementing FokA in clinical training. In addition, institutional framework conditions for the PAP role are defined, taking into account criteria such as organisational size, staffing and the number of nursing students per unit; this results in recommendations for different training organisations.
