Instructional quality in nursing vocational education and training

Veronika Anselmann ^* Jennifer Roggenstein Leonie Thudium

• University of Education Schwaebisch Gmuend, Schwäbisch Gmünd, Germany

Instructional quality can have an impact on learners' achievements.Instructional quality refers to can be defined as applying normative criteria to evaluate the instruction process. Criteria refer to classroom management, personal learning support and cognitive activation. While much research on instructional quality has shown its impact in certain subject areas, less is known about instructional quality in vocational education and training (VET). This study was Therefore, we conducted this study in nurses´ vocational education and training. (VET).VET We asked and asked nursing students (N== 496) to estimate instructional quality of their classes (n=52). Furthermore, we asked teacher (N=52) to describe the learning objectives they aimed to achieve. We used online and paper-pencil questionnaires with validated scales to measure classroom management, personal learning support, and cognitive activation, and connectivity. Because in VET it is crucial for teachers to establish connections between theoretical knowledge and practical skills, we also measured connectivity, as a domain specific criterion for instructional quality. For analyzing our data, we used descriptive statistics and Anova with Bonferroni and Turkey´ post hoc tests. We also used structuring qualitative content analysis to teachers´ descriptions of learning goals. Our results indicate that nursing students estimated the instructional quality of their classes quite high.When teacher aimed on achieving higher levels of learning objectives classroom management and personal learning support were estimated significantly different. In Implications of our results indicate that in VET it is important to coordinate the content, the way of instruction, and the way learners are supported in the learning process to achieve high instructional quality.