Data from Skills2Capabilities WP6 Interviews in Germany

Co-funded by the European Union Table of Contents Interview Summary: The experience of capabilities in nursing education from a teacher's perspective ........................................... 2 Interview Summary: The experience of capabilities in nursing education from a male student’s perspective .................................. 4 Interview Summary: The experience of capabilities in nursing education from a female student’s perspective ............................... 6 Interview Summary: The experience of capabilities in training as a plant mechanic in sanitation, heating, and air conditioning from a teacher's perspective ....................................................................... 8 Interview Summary: The experience of capabilities in training as a plant mechanic in sanitation, heating, and air conditioning from a student's perspective (I) ................................................................ 10 Interview Summary: The experience of capabilities in training as a plant mechanic in sanitation, heating, and air conditioning from a student's perspective (II) ............................................................... 12 Philipp Grollmann, Lorenza Schlumbom & Jule Rocholl (TU Dortmund) 2 Co-funded by the European Union Interview Summary: The experience of capabilities in nursing education from a teacher's perspective Identifier: LK01 Interview Type: Expert interview (anonymized) Date of Interview: 08/07/2025 Location: Online via Zoom Interviewee Role/Position: Teacher (Exact role anonymized for data protection) Conducted by: Philipp Grollmann, Lorenza Schlumbom and Jule Rocholl Language: German (interview); English (summary) Summary The interviews provides insights into generalist nursing education from the teaching perspective. Since 2020, the new Nursing Professions Act has applied to generalist nursing training. Generalist means that several nursing professions are combined into a single job profile. Due to the of the curriculum, new approaches were taken in practical implementation. The general conditions are characterized by significant heterogeneity in the courses, which include age differences, various educational qualifications (secondary school diploma to high school diploma), and a high proportion of learners with a migration background. This diversity presents teachers with the challenge of giving equal consideration to all learners and their individual resources. It is considered difficult for these heterogeneous groups to successfully complete the training. The school offers support such as additional tutoring and one-on-one meetings to identify learning difficulties early on and to support skills development. However, it has been observed that these support services tend to be less widely used during the course of the training, while they are more widely used before midterm and final exams. Skill development is formally evaluated on the basis of probationary interviews after the orientation period in order to assess the suitability and subjective feelings of the trainees in the profession. Subsequently, written and practical interim examinations, which simulate the formal character of the exam (pre-test), are used to filter out strengths and weaknesses. Following the written midterm exam, a joint evaluation is conducted with the trainees to determine their level of competence. 3 Co-funded by the European Union The discrepancy between trainees' perceptions in practice and their actual practical capabilities is identified as a key problem in validating actual learning success. The grades given to trainees in the workplace are usually very good to good. However, when the school conducts the practical intermediate examination in cooperation with the workplace supervisor, unexpected deficits become apparent. These deficits relate to fundamental areas such as hygiene, care planning, and implementation processes. The positive assessment from the workplace is then transformed into a poorer grade in the school evaluation. With regard to autonomy and the choice of learning paths, the teacher states that they actively involve learners in the selection of methods (e.g., digital quiz formats) and strive to strike a balance between group work and teacher lectures.However, the teacher emphasizes that digital work shows that many find self-organized teaching more difficult. This points to a perceived deficit in the independent application and control of their capabilities. In summary, it is difficult for teachers to determine precisely whether a trainee has learned successfully, particularly since the external conditions of the training (e.g., selection of topics for exams, assignment of examiners) are legally restricted and transparent involvement of learners is only possible within these limits. Training remains a major challenge for both learners and educators. 4 Co-funded by the European Union Interview Summary: The experience of capabilities in nursing education from a male student’s perspective Identifier: BS01 Interview Type: Expert interview (anonymized) Date of Interview: 08/07/2025 Location: Online via Zoom Interviewee Role/Position: Nursing student (Exact role anonymized for data protection) Conducted by: Philipp Grollmann, Lorenza Schlumbom & Jule Rocholl Language: German (interview); English (summary) Summary This scientific summary analyses the perspective of a vocational student in nursing with regard to the perception, development, and validation of his professional capabilities within the framework of generalist nursing training. His motivation for choosing this career path was based on the conviction that nursing was the right profession for him after completing an internship at a hospital, which he immediately enjoyed. He is particularly interested in working with patients and performing medical tasks. The analysis focuses on how Jan assesses his competence development within the dual training system, particularly with regard to the transfer of theory into practice. Vocational school students' perception of their own abilities and learning success is clearly focused on practical application. They feel well prepared for working life in practical terms. In contrast, the school curriculum is seen as the biggest disadvantage of the training. There are complaints that some of the theoretical content is very far removed from practical application. It is not possible to establish a practical connection for much of the content learned. This discrepancy means that what is taught at school is difficult to transfer into practical application, while vocational school students can quickly familiarize themselves with relevant fields of activity in practice thanks to the good guidance of their practical instructors. This means that the opportunity to have a say in the development of skills in education is limited and varies greatly between learning locations.At school, teachers usually dictate the methodology (presentations, exams, etc.). However, participation is possible in class projects (e.g., organizing 5 Co-funded by the European Union donations for a hospice), which was perceived as a positive experience and a way to strengthen class cohesion.In practice, there is greater freedom of choice: practical instructors give students the freedom to work independently depending on their skills and level of knowledge. With regard to their future career, vocational school students aim to specialize, preferably in intensive care or surgery. He rejects generalist training for people who already have clear goals, as it leads to a superficial level of knowledge. He does not define himself in terms of high career paths (e.g., management level), but rather in terms of satisfaction, enjoyment of work, team cohesion, and financial security. He plans to continue his education after his training in order to deepen his medical knowledge. In summary, it is evident that trainees' perception of professional capabilities is characterized by a high affinity for practical work and a critical distance from the school curriculum. While practical trainers provide effective guidance for acquiring specific, risk-relevant skills, the theoretical curriculum is considered inefficient for transferring competencies. The feeling of competence and self-efficacy results primarily from the independent and successful execution of clinical skills, taking into account the high professional risk involved. Future competence development is seen in specialization and the avoidance of administrative activities in order to maintain the joy of patientoriented work. The training thus serves as a broad foundation, but does not fully meet the need for specialized competence development for trainees who are already motivated and goal-oriented. 6 Co-funded by the European Union Interview Summary: The experience of capabilities in nursing education from a female student’s perspective Identifier: BS02 Interview Type: Expert interview (anonymized) Date of Interview: 08/07/2025 Location: Online via Zoom Interviewee Role/Position: Nursing student (Exact role anonymized for data protection) Conducted by: Philipp Grollmann, Lorenza Schlumbom & Jule Rocholl Language: German (interview); English (summary) Summary This interview with a nursing student examines how trainees perceive, develop, and evaluate their own capabilities in generalist nursing training. The interviewee completed nursing training due to positive experiences during an internship, with the social component and active cooperation with patients identified as key motivators. The vocational school student describes herself as very communicative and emphasizes her ability to listen to the residents in the nursing home and interact with them intensively. This ability to interact results in positive feedback from residents. As the training progresses, strengthening social interaction and emotional stability is considered essential in order to be able to communicate professionally even in difficult situations. The acquisition of skills is primarily practice-oriented. The vocational student states that she finds practical learning easier because she has to perform tasks several times and learns a lot by watching. Once she has seen and practiced new tasks several times, she quickly gains the confidence of skilled workers to perform tasks independently. However, there is a tension between theoretically taught and practically applied skills. The knowledge learned at school can only be applied to a limited extent, and the transfer is perceived as difficult. Trainees must continuously adapt the skills they have learned to in-house procedures. For example, basic care is taught differently at school than in a nursing home or hospital. Deviations from the teaching methods used at school are acceptable as long as the practical implementation can be justified. 7 Co-funded by the European Union The interview also highlighted that accomplishing tasks that are perceived as difficult leads to a significant sense of achievement. In particular, dispensing medication increases the feeling of selfefficacy when this task is performed independently and correctly. However, this subjective experience of competence is countered by structural and social conflicts that limit the recognition of their skills, as trainees are often seen as “helpers” rather than fully-fledged trainees, especially if they have previous experience. They have to do the tasks that others do not want to do. Due to the shortage of nursing staff and understaffing (both in nursing homes and hospitals), skilled workers do not have the time to provide guidance. As a result, trainees sometimes have to take on the role of instructor for other trainees because skilled workers or practical instructors do not have the time. Although trainees try to contribute their own ideas (e.g., suggestions for improving processes), implementation often fails due to the costs or lack of acceptance of the trainees' suggestions. Despite these challenges, the vocational school student feels well prepared for her future role as a skilled worker. However, she emphasizes that the exam does not mark the end of her skills development. She defines professional success not only in terms of high-level management positions, but also in terms of opportunities for further training (e.g., practical instructor, palliative care) and maintaining interaction with people. The flexibility of generalist training is highlighted as a positive aspect, as it opens up a wide range of career opportunities. In summary, it is evident that the trainee perceives her own capabilities as being socially and practically oriented. While the trainee develops a clear understanding of her strengths and sense of achievement, the full development and recognition of her abilities is hindered by structural deficits and social role conflicts. Competence development requires trainees to be highly adaptable and able to act professionally despite adversity. 8 Co-funded by the European Union Interview Summary: The experience of capabilities in training as a plant mechanic in sanitation, heating, and air conditioning from a teacher's perspective Identifier: LK02 Interview Type: Expert interview (anonymized) Date of Interview: 09/07/2025 Location: Online via Zoom Interviewee Role/Position: teacher (Exact role anonymized for data protection) Conducted by: Philipp Grollmann, Lorenza Schlumbom & Jule Rocholl Language: German (interview); English (summary) Summary The interview provides insights into training as a plumbing, air conditioning, and heating mechanic (SHK) from the teachers perspective. The teacher is not a specialist in the subject, as he originally studied mechanical engineering, and describes his role in dual training primarily as teaching the theoretical content required by the framework curriculum and linking it to practical application in order to impart the necessary skills to the learners. The trainees form a heterogeneous student body with widely varying learning prerequisites, ranging from students without a secondary school diploma to those with a vocational diploma or a university degree. These individual characteristics, in particular language skills (many trainees are refugees who speak little or no German) and motivation, play a decisive role in everyday teaching. Teachers encounter many trainees who are not pursuing their training out of conviction, but rather out of compulsion or fear because they have not found an alternative, which leads to maximum demotivation. In these cases, intrinsic motivation is virtually non-existent. Teachers therefore take on a comprehensive role that goes beyond simply imparting knowledge, which they describe as educational work. They support the trainees not only academically, but also with personal and organizational problems, such as linguistic and organizational assistance for learners with a refugee background. They also try to motivate the trainees and show them career paths and prospects, whereby dropping out of training is also accepted as part of the orientation process. 9 Co-funded by the European Union Given the high degree of heterogeneity, the teacher emphasizes that they assess each learner individually, taking into account the abilities of each individual. The aim is to give everyone a chance to get good grades, although the assessment must still meet criteria that are useful to society. Trainees also experience only limited autonomy in shaping their learning path. Individual support for strengths or interests that go beyond the subject area hardly ever takes place in the school context, as compliance with the framework curriculum is a priority and yet is difficult to achieve in terms of time. Although learners can plan their approach in action-oriented lessons or make decisions about how to carry out practical tasks, the learning path is largely planned by the teacher. However, students can suggest topics, and learning content is specifically adapted if there is a particular interest in a topic. The interview also highlights that the training culture is perceived differently and that this has a direct impact on skills development. In many companies, trainees are employed as assistants for monotonous tasks. As a result, trainees lack core competencies, which limits the transfer of theory into practice. Positive examples are small businesses where trainees participate in customer service on a daily basis, are valued, and gain broader knowledge. The teacher also believes that professional identification plays a key role in the success of the training. When trainees identify with the profession and see themselves in this role, they are motivated and actively engaged. A lack of identification leads to a lack of motivation. The teacher identifies interest as the most important aspect for successful learning. Vocational training, especially the dual system, contributes significantly to social participation, as it enables trainees to compare themselves with their peers and learn about the realities of the profession. In the course of their training, especially through the practical part, trainees develop significantly more independence. The teacher emphasizes the job security in the skilled trades. In contrast to industry, where shorttime working may be a threat, skilled tradespeople always have a job with changing tasks and challenges. This is seen as a strong motivator. Since skilled workers are in demand, it is possible to choose a suitable company after completing the journeyman's examination.