Pflegespezifische Kompetenzen im Europäischen Bildungsraum

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This volume deals with the relational configuration of training processes in European nursing training. Using the grounded theory method, the author has interviewed teachers and trainees on the development of specific nursing competencies in Scotland, Switzerland and Germany. The results point to three country-specific concepts for understanding nursing competence. This leads to the question whether competence is an adequate construct for characterising the professional requirements of nursing. The findings substantiate the call for a transnational model for the development of nursing competencies, focussing on the configuration of nursing relationships as the core competence, and explaining this in the context of teacher-trainee relationships. Thus, the study points empirically to the relationality of learning: nursing and nursing training are relational experiences that can be shaped actively.