@article{Peter2023,
  author    = {Peter, Kostorz},
  title     = {In drei Jahren zur Pflegefachkraft - oder darf's ein bisschen l{\"a}nger dauern? M{\"o}glichkeiten und Modalit{\"a}ten der Ausbildungsverl{\"a}ngerung nach dem Pflegeberufegesetz},
  series = {PflegeRecht},
  volume    = {2023},
  journal   = {PflegeRecht},
  number    = {5},
  issn      = {1433-7231},
  pages     = {251 -- 263},
  year      = {2023},
  language  = {de}
}
@article{SorberKnecht2023,
  author    = {Sorber, Michaela and Knecht, Christiane},
  title     = {Den Berufseinstieg von neu examinierten Pflegenden unterst{\"u}tzen I. Erkenntnisse aus der Forschungsliteratur.},
  series = {Padua},
  volume    = {18},
  journal   = {Padua},
  number    = {3},
  doi       = {10.1024/1861-6186/a000735},
  pages     = {127 -- 130},
  year      = {2023},
  language  = {de}
}
@article{SorberKnecht2023,
  author    = {Sorber, Michaela and Knecht, Christiane},
  title     = {Den Berufseinstieg von neu examinierten Pflegenden unterst{\"u}tzen II. Die Perspektive der Mentorinnen und Mentoren.},
  series = {Padua},
  volume    = {18},
  journal   = {Padua},
  number    = {3},
  doi       = {10.1024/1861-6186/a000736},
  pages     = {131 -- 134},
  year      = {2023},
  language  = {de}
}
@article{EnauxMarfurtRussenbergerWanzenriedetal.2023,
  author    = {Enaux, Jennifer and Marfurt-Russenberger, Katrin and Wanzenried, Miriam and Witschi Eberle, Isabel and Knecht, Christiane},
  title     = {Geschwister und ihre Bed{\"u}rfnisse sehen. Palliative Care in der P{\"a}diatrie im Krankenhaus.},
  series = {Pflegen palliativ},
  volume    = {58},
  journal   = {Pflegen palliativ},
  issn      = {1867-9390},
  pages     = {22 -- 25},
  year      = {2023},
  language  = {de}
}
@article{PernicaVirtanenLunddahlBageretal.2023,
  author    = {Pernica, Katrin and Virtanen, Heli and Lunddahl Bager, Ida and Jordan, Fionnuala and D{\"u}tthorn, Nadin and Stolt, Minna},
  title     = {Virtual reality simulation enabling high level immersion in undergraduate nursing education: A systematic review},
  series = {Journal of Nursing Education and Practice},
  volume    = {Vol.13},
  journal   = {Journal of Nursing Education and Practice},
  number    = {11},
  issn      = {1925-4059},
  doi       = {10.5430/jnep.v13n11p20},
  pages     = {17 -- 27},
  year      = {2023},
  abstract  = {Background and objectives: Virtual reality simulation (VRS) can be used to complement experiential learning, as it enables nursing students to further learn and refine nursing skills outside of the clinical setting. However, gathering evidence for its effectiveness as a teaching method in achieving learning outcomes is still ongoing, and thus there is a lack of systematic synthesis. The objective of this systematic literature review is to analyze VRS scenarios with a high level of immersion and their impact on learning outcomes in nursing education. Methods: A literature search was performed in the MEDLINE, CINAHL, and ERIC databases in November 2022. As a result, fifteen studies were included and analyzed using deductive content analysis. Results: The studies reported twelve different scenarios for virtual reality simulations with high levels of immersion, the focus of which was on acute critical care, broader nursing processes, neonatal and pediatric care, single nursing interventions, and observation of patients' symptoms. The associated learning objectives were mainly achieved in the domains of cognition and psychomotor skills. Conclusions: There are several VRS scenarios that show potential for use in nursing education. The VRS scenarios are effective in improving learning outcomes, particularly those related to knowledge and skills. Overall, the supportive body of evidence gained through this review may help nurse educators in integrating virtual simulations in their curricula. In the future, nursing and adult learning theories should be given greater consideration, and the aspect of affective learning could be included in design and implementation. Moreover, future research could benefit from exploring the long-term effects of learning after using VRS with a high level of immersion to provide valuable evidence for developing VRS teaching methods in nursing.},
  language  = {en}
}
@article{OpwisBartelSalewskietal.2023,
  author    = {Opwis, Mareile and Bartel, Eva Catrin and Salewski, Christel and Schmidt, Jennifer},
  title     = {Sorry—Bad Habit! Validation of the German Self-Report Habit Index with a Test for Its Relation to Potentially Addictive Forms of Health-Risk Behaviors},
  series = {International Journal of Mental Health and Addiction},
  journal   = {International Journal of Mental Health and Addiction},
  issn      = {1557-1882},
  doi       = {https://doi.org/10.1007/s11469-023-01057-3},
  year      = {2023},
  abstract  = {Habits are highly automated behaviors that have received renewed attention in addiction research. The Self-Report Habit Index (SRHI) is a widely used measure of habits. Two cross-sectional online studies aimed at validating a German version of the SRHI to assess two everyday health-risk behaviors: caffeine consumption and smartphone/tablet use. In both studies (N = 1310), the SRHI scales (one adapted for caffeine consumption, one for smartphone/tablet use), as well as corresponding addiction scales and health outcomes (study 1), or established validity measures (study 2), were assessed. Both SRHI scales showed satisfying item characteristics, high internal consistencies (αs > .90), adequate construct validity, and a three-factorial solution with a satisfying model fit (CFI/TLIs > .95, SRMRs ≤ 0.05). Highest correlations emerged between SRHI and addiction scales. The studies show that the German SRHI can be used to validly assess health-risk behaviors. The observed strong correlations of the SRHI scales with addiction scales suggest that (self-reported) habit is indeed an important aspect to consider in addiction research.},
  language  = {en}
}
@article{HeinzeClaassen2023,
  author    = {Heinze, Cornelia and Claaßen, Ailina Christina},
  title     = {Konzepte zur Einbindung von Bachelorabsolvent*innen in die Pflegepraxis - eine Literatur{\"u}bersicht Implementierung - Rollen und Aufgaben - Evaluation},
  series = {P{\"a}dagogik der Gesundheitsberufe},
  volume    = {10},
  journal   = {P{\"a}dagogik der Gesundheitsberufe},
  number    = {1},
  doi       = {10293.000/30000-2023pdg3999},
  pages     = {24 -- 35},
  year      = {2023},
  abstract  = {ie Einbindung akademisch qualifizierter Pflegefachkr{\"a}fte in die Pflegepraxis stellt eine Herausforderung dar. Um eine {\"U}bersicht {\"u}ber die derzeit umgesetzten Praxiskonzepte zu generieren, wird eine Literaturstudie durchgef{\"u}hrt. Die {\"u}bergeordnete Fragestellung lautet: Welche Konzepte zur Einbindung von Bachelorabsolvent*innen in der Pflege werden in Pflege- und Gesundheitseinrichtungen entwickelt, eingesetzt und evaluiert? Die einbezogenen Ver{\"o}ffentlichungen unterschiedlicher Reichweite zeigen diverse M{\"o}glichkeiten f{\"u}r Aufgaben- und Verantwortungsbereiche. Vereinzelte Evaluationsergebnisse sind bisher wenig aussagekr{\"a}ftig. F{\"u}r eine erfolgreiche Einbindung erscheint die Kl{\"a}rung erweiterter Aufgabenprofile und der Zielstellung sinnvoll, um Praxiskonzepte vorteilhaft einzusetzen.},
  language  = {de}
}
@article{OettingRossSchwermann2023,
  author    = {Oetting-Roß, Claudia and Schwermann, Meike},
  title     = {Schwierige Gespr{\"a}che in der Hospizarbeit meistern},
  series = {Pflegen: palliativ},
  volume    = {57},
  journal   = {Pflegen: palliativ},
  number    = {3},
  issn      = {1867-9390},
  pages     = {42 -- 43},
  year      = {2023},
  language  = {de}
}
@article{Kostorz2023,
  author    = {Kostorz, Peter},
  title     = {Rechtlicher Rahmen der Praxisanleitung},
  series = {Unterricht Pflege},
  journal   = {Unterricht Pflege},
  number    = {3},
  issn      = {1615-1046},
  pages     = {6 -- 10},
  year      = {2023},
  language  = {de}
}
@article{KohmaescherPrimassinHeileretal.2023,
  author    = {Kohm{\"a}scher, Anke and Primaßin, Annika and Heiler, Sabrina and da Costa Avelar, Patricia and Franken, Marie-Christine and Heim, Stefan},
  title     = {Effectiveness of Stuttering Modification Treatment in School-Age Children Who Stutter: A Randomized Clinical Trial},
  series = {Journal of Speech, Language, and Hearing Research},
  volume    = {66},
  journal   = {Journal of Speech, Language, and Hearing Research},
  number    = {10},
  doi       = {10.25974/fhms-17172},
  url       = {http://nbn-resolving.de/urn:nbn:de:hbz:836-opus-171722},
  pages     = {1 -- 15},
  year      = {2023},
  abstract  = {Purpose: This study investigated the effectiveness of the stuttering modification intervention Kinder D{\"u}rfen Stottern (KIDS) in school-age children who stutter. Method: Seventy-three children who stutter were included in this multicenter, two-group parallel, randomized, wait-list controlled trial with a follow-up of 12 months. Children aged 7-11 years were recruited from 34 centers for speech therapy and randomized to either the immediate-treatment group or the 3 months delayed-treatment group. KIDS was provided by 26 clinicians who followed a treatment manual. Although the primary outcome measure was the impact of stuttering (Overall Assessment of the Speaker's Experience of Stuttering-School-Age [OASES-S]), the secondary outcomes included objective and subjective data on stuttering severity. Results: At 3 months postrandomization, the mean score changes of the OASESS differed significantly between the experimental (n = 33) and control group (n = 29; p = .026). Furthermore, treatment outcomes up to 12 months were analyzed (n = 59), indicating large effects of time on the OASES-S score (p < .001, partial η2 = .324). This was paralleled by significant improvements in parental ratings and objective ratings (stuttering severity, frequency, and physical concomitants). Conclusions: The significant short-term treatment effects in the OASES-S are in line with the (initial) focus of KIDS on cognitive and affective aspects of stuttering. Over 12 months, these changes were maintained and accompanied by behavioral improvements. The results suggest that individual treatment with KIDS is an adequate treatment option for this age group.},
  language  = {en}
}