Pro Care TalentSteps an online tool for career and development in care

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1 Pro Care TalentSteps an online tool for career and development in care Part Germany english and german Germany Geriatric Care 1. Your professional potentials In Germany you may attain with most bachelor degrees in public health and nursing management positions in the middle management in the professional field of health and geriatric care. These may be posts like head of nursing, head of a care facility or head of the nursing ward. The positions in the area of quality assurance or management are also often held by graduates of these degree courses. Controlling and marketing as well as care consultancy are fields of activity after a bachelor degree course in health and care management as well. 2. Your professional paths of development Preliminary note Three German higher education institutions with bachelor s degree courses for public health and care management have been examined as examples in the context of the PRO CARE CAREER project, their relevant courses will be presented in the following. These three institutions are: a) Alice- Salomon- Hochschule Berlin (ASH Berlin) federal state of Berlin b) Hochschule Fulda federal state of Hessen c) Steinbeis Institute for European Health, Social and Educational Management, supported by the EBG (European Educational Institute for profession and society) federal state of Berlin 1

2 Admission requirements/conditions for the degree courses Applicants for the degree courses in the three above- named institutes are required 1. to have a higher education entrance qualification (either general or entitling for the specific subject), e.g. a school- leaving certificate that documents the ISCED level 3 of education like A- Levels, Baccalauréat, High School Diploma, Matura, Bachillerato, Atestat or similar. 2. to have completed a three year course of professional training in a state- approved health care profession as - registered nurse - paediatric registered nurse - elderly care nurse - midwife (female/male) - remedial therapist Applicants without a three year course of professional training The AHS Berlin requires for applicants with a two year course of professional training at least one year of professional experience. Applicants without higher education entrance qualification Regulation for the HS Fulda: Applicants without higher education entrance qualification with a three year course of professional training and at least three years of experience in the same profession may take an exam for higher education entrance qualification for professional qualified persons. In Germany: State- approved remedial therapist and persons with a degree for social services have according to the new regulation of 2007 already a subject- specific higher education entrance qualification, they do not need the (Fach- )Abitur, the German higher education entrance qualification. For the AHS in Berlin the same requirements for applicants without higher education entrance qualification apply, but there is no qualification exam. The Steinbeis Institute also abstains from an additional exam. The recognition of several years of professional experience depends in practice on the regulations of the Higher Education Acts of the federals states of Germany. 2

3 Possibilities of facilitation and recognition of competencies At the moment, there exist yet no special facilitations and furtherance for employed persons to alleviate the access to degree courses. The Steinbeis Institute however intends to develop a six month preparatory course. In all three institutes students have to apply individually for the recognition of existing competencies for selected course modules. Recognition is based on certificates respectively documented learning results. These have to correspond with the level and the learning contents and objectives of the modules that are to be waived. The possibility to waive certain modules is ascertained in the course of a so- called assessment of equivalency. The recognition of specific certified training courses takes also place in the context of an equivalency procedure. Contents and duration of the study courses 1. Study course Care Management at the AHS Berlin (Alice- Salomon- Hochschule Berlin) Name/Content of the modules Credit points 1. Reflection on the professional field Basic principles of professional politics for professions in the health sector 5 3. Basic principles of staff management 5 4. Scientific methods 5 5. Compulsory elective courses 5.1.Counselling in the health sector 5.2. Personnel management 5 Workload for students in hours 6. English for specific purposes ESP Economic frameworks in public health Unit 1: Health economics and policy

4 Unit 2: Basic principles of business studies and accountancy 8. Theoretical foundations in nursing sciences 5 9. Qualitative research methods Quantitative research methods and computing Legislation in the public health sector Types of clients, setting and quality of health care Basic principles of health care science Organisation and communication Project unit 1 (Project) Work placement Compulsory elective courses 17.1 Mediation and conflict management 17.2 English for specific purposes ESP: advanced level 17.3 Courses from other higher education institutions Project unit 2 (Project) Quality control and quality management Basic ethical principles Special questions of personnel management 5 Unit 1: Personnel management Unit 2: Labour legislation for leading and organisational functions in public health and care institutions 22. Business studies for public health and care 5 institutions 23. Compulsory elective courses 23.1 Case Management 23.2 Provision concepts and corporate foundations in the public health and care sector 23.3 Public relation and marketing 23.4 information and communication technology in public health and care institutions 5 4

5 24. Colloquium/Seminar for the bachelor thesis Bachelor thesis Total Course of studies Health Care Management Hochschule Fulda Name/Content of the modules Credit points Workloads for the students in hours 1. Structures in public health Health care science Working and thinking methods in health care sciences Economic decisions in the public health sector Social disparity and public health Empirical social sciences Work sciences, work organisation, and labour law Care management Clinical decisions and evidence Personnel management and leadership Patient counselling and mutual decision- making Communication in health care Concepts of provisioning in national and international context Research project (Care management) Orientation in the professional field of public health a. Quality systems in public health b. Educational science for public health and care c. Compulsory elective courses - Hospital hygiene. - Mental health - Palliative care - Dementia care

6 - Forensic nursing 17. Research in nursing sciences (thesis) Total Course of Studies Care Management/European public health and care Management Steinbeis- Institut des EBG (in preparation) Number of the module Name of the module Credit points (1 C = 30 h workload for students) G.1 General coursework 25 G.1.1 Learning how to learn 5 G.1.2 Developing competencies 5 G.1.3 Foreign languages 5 G.1.4 Acting professional in the field of public health and care 5 G.1.5 International Studies 5 GP.2 Public health and nursing sciences 60 GP.2.1 Health counselling and modification of behaviour 15 GP.2.2 Health promotion and health management 15 GP.2.3 Public health psychology 15 GP.2.4 Empirical social and care research 5 GP.2.5 Public health and epidemiology 5 GP.2.6 Medication, nursing and public health 5 MO.3 Management and organisation 50 MO.3.1 Public health 10 MO.3.2 Economic sciences 5 MO.3.3 Organisation 5 MO.3.4 Financial management and controlling 10 MO.3.5 Quality management 10 MO.3.6 Marketing and human resources management 5 MO.3.7 Economics of public health and care 5 R.4 Legal basis 25 R.4.1 Public and social law 10 R.4.2 Civil law and und labour law 10 R.4.3 Special legal subjects 5 P.5 Practice P.5.1 Practical project (work placement) 10 PR.6 Exams PR.6.1 Bachelor thesis 10 PR.6.2 Seminar/colloquium for bachelor thesis Total 180 =

7 Attainable Positions Possible management positions Head of nursing Ward manager Manager of administration Manager in a professional organisation Director of nursing school Possible expert positions Quality assurance manager Case manager Professional coordinator Instructor at nursing school 3. Encouraging examples Development and advancement are not only linked to conditions and criteria. One s own volition and one s own targets play a very important role. We have recorded some very individual professional vitae and recommend following their example. Vitae: Jessica Jessica finished school successfully after ten years of general education (level of secondary education, ISCED level 2). Already as a pupil she had decided to take up a profession in the social sector. Family circumstances reinforced her wish and she decided on training in geriatric care. She completed successfully her training as state- approved elderly care nurse at a state vocational school with this degree she attained automatically an entrance qualification for the university of applied sciences. She started her professional career as employee for a home nursing service. But this occupation did not answer her professional conceptions and she did not feel fulfilled. Furthermore, the monthly pay was so low that she needed additional means of subsistence. So she applied successfully for a job as geriatric care nurse in a residential care home for the elderly. In this position she got more recognition and the payment was better as well. In the course of her day- to- day work she felt the need to develop her theoretical knowledge, her skills and competencies. On the internet she researched the possibilities for extra- occupational advanced training and enrolled in an extra- occupational study course for care management at the 7

8 university of applied science in Hannover. Her employer supported Jessica by allocating her a limited number of days for study as paid leave of absence. She also made use of her annual leave. She successfully completed the course with a bachelor s degree in care management. Jessica s employer was delighted with her new qualification and assigned by and by managerial functions to her. She thrived on those new tasks; the better payment was a very positive aspect as well. Her employer was very satisfied with her performance and her dedication to the job. Thus she was promoted to the position of regional care manager of the business group after a relatively short time. Today Jessica is supra- regional care manager of the same business group and very satisfied with her professional position. Bernd Bernd finished school successfully after ten years of general education (level of secondary education, ISCED level 2). His teachers advised him to continue general education for a general higher education entrance qualification so he could go to University to train as a teacher in physical education and music. But Bernd decided to start a vocational training as railway mechanic, the aspect of already earning money appealed to him. But Bernd realised during his training that this profession fell short of his expectations. After his successfully completed vocational training he decided to take the exams for a general higher education entrance qualification after all. For this purpose he took courses at a school for adult education in Magdeburg, for maintenance he applied successfully for a government grand, in his case a loan independent of the financial situation of his parents.[1] After attaining the general higher education entrance qualification he worked for a year during his compulsory civilian service in a residential care home for the elderly. He liked working in geriatric care and he earned approval for his performance. So he decided on a three year vocational training course in order to become a state- approved elderly care nurse. For the practical part of the training he could continue working at the same residential care home. After completing his vocational training successfully he was hired on regular terms by the same home. After some time of professional experience, Bernd realised that the work was to straining for him in the long term and the payment not well enough. In order to better himself professionally and financially he decided on further professional education. He applied successfully at the University of Vechta for a five year full- time course of studies for a degree in gerontology. He handed in his notice and financed his maintenance with the help of another government grant. 8

9 He successfully completed his studies and continued working in the academic field on the base of contracts for services. He also taught adult education courses in gerontology, nursing services and several other projects. Today Bernd works as a permanent employee in a vocational school for geriatric care and is at the moment satisfied with his professional situation as it is. Freya: What next? Freya asked [2]herself after successfully attaining her general higher education entrance qualification. She tended towards a profession in the public health sector but she did not know yet if it suited her. So she did a two month work experience at a mental institution. That was not yet enough for her, she wanted an insight into the care for the elderly because she knew there was a lot of work to be done in this field, too. So she worked for about six month as an auxiliary caregiver for a home nursing service. After those two experiences she felt confident that a vocational training as registered nurse would suit her very well professionally. The training was easy for her though the theoretical and practical demands could also be challenging. She was very dedicated to her work as a nurse, felt comfortable, and got along very well with patients and with colleagues. But still something was missing. She realised that she could achieve more and contribute other things to the development of the residential care home for the elderly where she worked. For six month she worked in her trained profession. Then she mustered all her courage and asked for an appointment with the directress of the care home. The interview was very encouraging. She learned that she was already recognised as a skilled employee even after her relatively short term of working there. The directress was also confident that Freya could achieve more, she advised her to enrol in a course of studies in order to take on more qualified tasks. In a more managing position she would also be able to implement the ideas she already had to better the practice of day- to- day care giving. Freya was a bit in a quandary. On the one hand she wanted to continue working; on the other hand the idea of a course of studies tempted her, too. Again she asked herself: What next? She researched possible degree course schemes. One appealed to her very much, a three year degree course concluding with a bachelor thesis in public health and care management. In this course she would be able to study and to work at the same time. Again she talked to the directress who congratulated her on her choice of studies and course organisation. She offered Freya a form of work schedule that enabled her to study and work continuously. Even more: After one year of studying, Freya was offered the position of a head of the 9

10 residential part of the care home. In the last months of her studies she already filled the position head of nursing. Freya felt that she was needed and that the decision to take up a course of study after her vocational training had opened many doors professionally. Three month after her degree she had a baby and took one year maternal childcare leave. She knew she would still be needed afterwards. When the child was one year old, she resumed her job as head of nursing. After her managerial advancement possible through her degree now arose the possibility of a functional advancement of her career: Freya became quality assurance manager of the nursing home. She holds this position now already for five years and is today in her mid- thirties. She has since taken up another extra- occupational course of study to attain a Master degree in care management. She likes the idea to qualify for supervisor afterwards, for example by advanced training or a degree course in supervision and coaching. Freya assesses the advancement possibilities at her working place realistically: they are good but not outstanding. At the most she could oversee work place health promotion for several nursing homes. But this possibility is rather uncertain, so she thinks about specialising as a supervisor. That way, she could work for many institutions in the fields of personnel management and organisational development. Anna Today Anna is 32 and her way was the path of so- called second- chance education. With 16 years she left school after ten years of general education on the level of secondary education, ISCED level 2 (Realschulabschluss). But then she realised that she would not be able to attain the job of her dreams as registered nurse without a leaving certificate on the ISCED level 3 (Abitur). So she returned to the classroom and attended evening school until she reached her higher education entrance qualification for the university of applied science. At the same time she already worked at a hospital as auxiliary nurse and gained important practical experience. She liked the work as a nurse that can by no means be taken for granted. During work experience, some of the young colleagues decided in favour of different professional fields. Anna was sure: She wanted to become a registered nurse. The training was challenging, but Anna knew that it was the way for her. This was enough motivation for her to pass all her examinations. She was a good, a dedicated nurse. For six and a half years, she worked as a surgical nurse. At the same time she taught lessons for geriatric nurses in training. Her work was challenging, meaningful and close to fellow human beings but it was not paid very well. Anna could not imagine herself to do only the same things year in, year out, she wanted to do other, more qualified tasks, too. In order to fulfil her wishes she started an extra- occupational course of studies in public health and care management to attain a b achelor s degree. In this way she could 10

11 continue working and achieve a better professional qualification for herself. Her employer did not ask for this course of action, but the surgical department helped her with a very flexible working schedule. In her last year of studies Anna changed her job. At her new working place a respiratory centre she became after a short time deputy head of nursing. This is still her position today, after five years. She would like attain the position as head of nursing for one ward, but to be responsible for a department with several wards would be at least at the moment too much. She still has several plans, she would like to have children and she would like to study for a master s degree. One of her character traits is the strong desire to continue learning and to keep up to date on recent developments. She does not know at the moment in which field of study she would like to pursue her master s degree, but she would like a possibility to work in the academic field. She knows that at the institution where she works today the chances for a management career and for specialised advancement are not so very high. The respiratory centre was founded only some years ago, it is still rather small and the managing staff rather young. Anna would prefer new professional tasks and challenges; another course of studies could be the door- opener. She does not plan to study in another European country, although the idea is tantalising. She thinks it is important for anyone interested in study courses to get enough information about the possibilities of development after attaining a degree. Her own educational path shows very clearly that every step in general education, vocational training and course of studies may lead on to new possibilities of employment. Learning and further education helps also to open doors to newly developed professional fields. Astrid Astrid is today in her mid- thirties. After ten years of general education she decided on a gap year with voluntary work in the social sector. She then continued working as an auxiliary nurse in order to get a good idea of the health care sector. At the same time she attained the higher education entrance qualification for the university of applied science and started vocational training to become a registered nurse. After the training she worked for six years as a trauma surgery nurse, she then decided to enrol in a course of studies for care and health management. Her main motivation was not only her will to advance professionally and to earn more money, she was also interested in an autonomous career where she could determine her own way and the tasks she wanted to do. Even before her studies she had reached through further education the position of shift supervisor. During her course of study her employer helped her with flexible work schedules. Already one year before reaching her certificate, Astrid was assistant head of nursing and worked in an honorary capacity in a committee for assessing and evaluating the care practice and new developments in health care[3]. 11

12 After attaining the bachelor s degree Astrid took maternal leave for a year. She restarted working and then took again leave for two years in order to obtain a master s degree in business studies and public health management while she still retained the possibility to continue working in her former capacity. Her husband and her parents support her (generally and partly financially) in her ambitious projects for further education. Astrid sees the master s degree not necessarily as the last step in her professional qualification. The bachelor s degree is qualifying for being head nurse; further education in quality assessment and the master s degree qualify for positions in more managing or executive positions. But Astrid entertains also the thought of writing a doctoral thesis; she would like to contribute to new social developments in the field of social policy, public health and family policy by working in a ministry. 4. Job market situation Employees in geriatric care about 1,1 million employees in 2010, thereof approximately registered nurses for the elderly remedial therapist registered nurses auxiliary nurses Source: Statistisches Bundesamt, Wiesbaden 2012 ( ) Organisation of geriatric care in Germany: Geriatric care in Germany is mostly offered by privately organised institutions, for example non- profit organisations like German Red Cross, Caritas, Workers Welfare Federal Association (Arbeiterwohlfahrt), Diakonie, Paritätischer Wohlfahrtsverband, Lebenshilfe, Volkssolidarität or privately owned institutions. 12

13 Characteristics for this employment market: - There is an acute shortage of qualified staff, the wages tend rather to be unattractively low and work schedules are often not family- friendly - There are chances for advancement through further education and courses of study or those chances are developing at the moment. Efforts for improving the employment situation in the geriatric care sector Modifications of the Geriatric Nursing Act are in progress or already almost passed in parliament the changes aim among other things at the improvement of the employment situation and at an increase of the benefits for people in need of nursing. 5. Mobility from and to Germany Generally: Zuständige Stellen (e.g. relevant departments) are responsible for checking and recognising professional qualifications. Everything worth knowing about this process you can learn on the website in- deutschland.de (recognition of professional competencies in Germany), an offer of information by the German Federal Ministry of Education and Research. Please have a look at the Anerkennungsfinder / recognition finder on the same website, a tool which helps you to navigate the information on how and where to obtain recognition of your foreign professional qualification. Here are some examples from the website: Path one: Registered geriatric nurses who want to work in Germany in their trained profession The Geriatric Nursing Act ( ) regulates the recognition of vocational trainings in geriatric care for applicants from other EU countries. Link to the Altenpflegegesetz (Geriatric Nursing Act) in German Links to the English translation of - the Geriatric Nursing Act (as at January 1, 2006) - the Geriatric Nursing Vocational Training and Examination Regulations (as at 26 November 2002) 13

14 You can only be granted the permit to work in Germany in your trained profession if your training is recognised as equivalent. What can I do for the recognition of my vocational training? You may apply for a permit if you have the corresponding vocational qualifications. The responsible authorities decide on whether to recognise the qualifications that you have gained abroad in the procedure to issue a permit. You may apply for a permit irrespective of your citizenship the origin of your qualifications and your residence status. As a rule, the procedure is subject to a charge. The responsible authorities can provide information on the costs involved. What form does the procedure take? The responsible authorities assess whether the qualifications which you have gained abroad are equivalent to the corresponding German qualifications. Your qualifications are recognised as equivalent if there are no substantial differences between your foreign qualifications and the corresponding German qualifications. Apart from training, the responsible authorities also consider the professional experience that you have gained at home or abroad. Substantial differences in qualifications can only be offset by relevant professional experience. Possible result 1: You will be granted the permit if the responsible authorities establish the equivalence of your qualifications and you satisfy the other requirements (personal integrity, adequate state of health, adequate command of German). Possible result 2: Should there be substantial differences between your qualifications and the corresponding German qualifications, you have the opportunity to take part in an adaptation measure (aptitude test or course) to achieve such equivalence. For qualifications gained in the EU/EEA/Switzerland applies: 14

15 You can choose whether to take a test or complete an adaptation course lasting a maximum of three years. The test refers to the deficits that have been established. The permit is granted after completion of the adaptation course or after passing the test. Documents for submitting an application: CV in tabular form Proof of qualifications and other certificates of competency if appropriate Certificates regarding relevant professional experience Medical certificate confirming physical fitness Statement of whether criminal proceedings are pending. Should these documents not be in German, they must usually be accompanied by certified translations. You may present simple copies of your documents in cases where certified copies are not specifically required. Responsible Authorities in the 16 German Federal States[4] (Source: in- deutschland.de) Baden- Württemberg Bayern Berlin Brandenburg Regierungspräsidium Tübingen Konrad- Adenauer- Straße Tübingen Phone: (0) Fax: (0) E- Mail: tuebingen.de Regierung von Oberfranken Ludwigstraße Bayreuth Phone: (0) Fax: (0) E- Mail: ofr.bayern.de Landesamt für Gesundheit und Soziales Berlin Fehrbelliner Platz Berlin Phone: (0) E- Mail: Landesamt für Umwelt, Gesundheit und Verbraucherschutz Brandenburg (LUGV) Abt. Gesundheit 15

16 Bremen Hessen Hamburg Mecklenburg- Vorpommern Nordrhein- Westfalen Niedersachsen Referat akademische Heilberufe und Gesundheitsfachberufe G1 Wünsdorfer Platz Zossen Phone: (0)33702/711-25; Switchboard (0)33702/ Fax: (0)33702/71089 E- Mail: Der Senator für Gesundheit Referat 40 Bahnhofsplatz Bremen Phone: (0) ; Switchboard: (0)421/361-0 Fax: (0)421/ E- Mail: Regierungspräsidium Darmstadt Dezernat II 24 / Gesundheit Luisenplatz Darmstadt Switchboard: (0)6151/12-0 Fax: (0)6151/ E- Mail: Behörde für Gesundheit und Verbraucherschutz Billstraße Hamburg Phone: (0) Fax: (0) E- Mail: gesundheit- Landesamt für Gesundheit und Soziales - Landesprüfungsamt für Heilberufe Erich- Schlesinger- Str Rostock Phone: (0) Fax: (0) E- Mail: regierung.de Zuständige Stelle für die Antragstellung Bezirksregierung Düsseldorf - Dez. 24 (Landesprüfungsamt für Medizin, Psychotherapie und Pharmazie) Am Bonneshof Düsseldorf Phone: (0) , Fax: (0) , E- Mail: duesseldorf.nrw.de duesseldorf.nrw.de Landesamt für Soziales, Jugend und Familie Außenstelle Lüneburg Auf der Hude Lüneburg Switchboard: (0)4131/

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