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<p>Little is known about the specific burdens faced by educators in vocational nursing education and the extent to which collaboration is perceived as a&#xa0;stress-reducing factor. This qualitative study provides insights into this topic and initial findings based on semi-structured interviews. The study aims to identify sources of stress and the types of collaboration formats described by educators in vocational nursing education. Additionally, it seeks to determine whether educators perceive collaboration as a&#xa0;means of reducing stress.</p><p>A&#xa0;cross-sectional study with a&#xa0;qualitative design was chosen as the research approach. A&#xa0;semi-structured interview guide was used. A&#xa0;total of 21&#xa0;educators (<i>N</i> = 21) agreed to participate in the study, three of whom held leadership positions in their respective fields.</p><p>The study results indicate that the positive potential of educator collaboration can be realized. Particularly in dealing with stress, the findings suggest that collaboration is perceived as a&#xa0;stress-reducing factor, as it is often experienced as a&#xa0;form of emotional support.</p>

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Lehrendenkooperation und Belastungserleben von Lehrpersonen in der Pflegeausbildung

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月24日

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  • Veronika Anselmann,
  • Sebastian Anselmann,
  • Sylvia Nisius,
  • Carolin Wolfarth

摘要

Little is known about the specific burdens faced by educators in vocational nursing education and the extent to which collaboration is perceived as a stress-reducing factor. This qualitative study provides insights into this topic and initial findings based on semi-structured interviews. The study aims to identify sources of stress and the types of collaboration formats described by educators in vocational nursing education. Additionally, it seeks to determine whether educators perceive collaboration as a means of reducing stress.

A cross-sectional study with a qualitative design was chosen as the research approach. A semi-structured interview guide was used. A total of 21 educators (N = 21) agreed to participate in the study, three of whom held leadership positions in their respective fields.

The study results indicate that the positive potential of educator collaboration can be realized. Particularly in dealing with stress, the findings suggest that collaboration is perceived as a stress-reducing factor, as it is often experienced as a form of emotional support.