Professional competence in accordance with Appendix 1 ,

social communicative competence and self-competence according to Appendix 2 and

scientific competence according to Appendix 3 .

Applies to different target groups, to sick and healthy people of all ages, such as infants, children, young people, adults and the elderly, to people with temporary or permanent functional impairments or damage, families and family-like communities, as well as communities and the population as a whole;

is based on the need for care and the care needs of the respective target groups in the different age and development stages as well as in the life phases;

promotes health, preventative, curative, rehabilitative, supportive, accompanying and palliative;

in addition to immediate patient-, client-and customer-related tasks (primary task field) also organizational (secondary task field) and social-related tasks (tertiary task field);

in case of acute or chronic health problems as well as somatic or mental health problems, in particular in a stationary, substation, out-patient and mobile manner;

is characterized by a holistic view, which leads to the fact that nursing and therapeutic strategies and interventions are based on physical, psychological, emotional, socio-cultural and economic needs, conditions, Refer to aspects, ways of life and preferences of the respective target group and their environment, as well as respect religious and spiritual needs;

is taken into account and uses the relationship aspect between the individual and the caregier. Attention, appreciation, empathy and intuition are deliberately used, in particular to enable the development of resources, to positively influence the genesis process and to support the management of the situation;

shall be carried out in intra-and interprofessional cooperation with health professionals, social care professionals and other professions;

Ensures the quality of care in cooperation with lay carers;

takes place on the basis of scientific knowledge and technical principles, guided by the concept and theory.

Orientation of the situation and action in order to ensure that health and nursing care, as well as the field of work and activity in the training, is the starting point and reference point for the processing of the topics, questions and problems.

Problem-based Learning so that theory-based analysis and individual case understanding can be made possible and promoted in the care of problems in care.

Self-organized, self-directed and autonomous learning, so that a contribution to personal responsibility in the care, to the independent knowledge acquisition and to the principle of lifelong learning is achieved.

Exemplary learning in order to give preference to the work and understanding of fundamental principles and basic knowledge in relation to the manifold superficial knowledge transfer.

Promotion of key qualifications in the fields of social communicative and methodological competence as well as self-competence as a prerequisite for the appropriate application of professional and interdisciplinary knowledge in the professional fields Fields of action, including situational competence in interpersonal relationships.

Work in teams and small groups, so that skills and techniques in particular can be practiced and attitudes, attitudes, views, patterns of action and experiences can be reflected and can be used for the further learning process.

The practical training has to be preceded by a training course (e.g. Skillslab, Teacher Station), which corresponds to the training progress, in order to ensure basic practical skills in the sense of patient safety.

Intertwining of theoretical and practical training, taking into account the didactic principle of "From one-fold to the complex".

Implementation of practical measures to support the theory-practice transfer as well as to reflect and process practical experience, especially in the form of learning groups on site, intervision, supervision or professional supervision.

Evaluation methods, which are in line with the selected training and learning strategies and which can be used to assess and assess the individual competence achievement.

The student is to be integrated as an intern in the nursing team and has direct contact with the respective target group of health care and nursing care.

The theory-practice-transfer is continuously and continuously supported, supported, reflected, consolidated and deepened.

The acquisition of competences within the framework of the practical training according to Appendix 5 is documented by the students in a standardized training protocol. In doing so, personal data are avoided and the acquired skills are documented in an anonymized form.

The acquisition of competences within the scope of the individual internships and their documentation must be assessed.

The successful completion of all internships is a prerequisite for admission to a Bachelor's examination.

A sufficient number of technically suitable internship positions in the stationary, part-inpatient, outpatient and mobile sector shall be ensured by means of appropriate agreements (cooperation agreements).

The professional competence of a traineeship is provided if the competence transfer provided for the respective internship is ensured.

The structural suitability of an internship position is provided if it has the necessary qualitative and quantitative staff and equipment for the teaching of the necessary skills to the students. In particular, it is ensured that, during the entire traineeship, one/one member of the higher-level service for health and nursing care or another competent person in accordance with § 7 will start at most two apprentices at the same time and Continuously supervised (training key 1: 2).

The suitability of a traineeship in the field of safety and health at work shall be provided if the equipment is available to the latest state of the art and to the findings in the field of work design, and the measures are taken to prevent health risks and the risks of accidents at work.

The instruction for practical training at the traineeships is carried out by agreement and with continuous feedback with the respective lecturers of the university of applied sciences. It requires a pedagogically didactic preparation, implementation, follow-up, reflection and evaluation.

The quality assurance for each area involved in practical training is the responsibility of the course management in cooperation with the traineeships.

are able to provide evidence of a professional qualification for general health and nursing care,

can provide evidence of at least two years of professional experience in general health and nursing care, and

pedagogically didactic for the teaching of these training contents.

have the right to exercise the appropriate special task,

can demonstrate at least two years of professional experience in the relevant special task, and

pedagogically didactic for the teaching of these training contents.

have at least two years of professional professional experience in a professional field relevant to the relevant internship, and

Pedagogical and didactic for the teaching of the skills to be acquired in the respective internship.