Description
Auxiliary nursing and midwifery vocational teachers instruct students in their specialised field of study, auxiliary nursing and midwifery, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master. Auxiliary nursing and midwifery vocational teachers monitor the students’ progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of auxiliary nursing and midwifery through assignments, tests and examinations.
Other titles
The following job titles also refer to auxiliary nursing and midwifery vocational teacher:
auxiliary nursing and midwifery instructor
auxiliary nursing and midwifery teacher
instructor in auxiliary nursing and midwifery
vocational educator in auxiliary nursing and midwifery
auxiliary nursing and midwifery vocational instructor
trainer in auxiliary nursing and midwifery
auxiliary nursing and midwifery vocational trainer
educator in auxiliary nursing and midwifery
vocational teacher in auxiliary nursing and midwifery
Minimum qualifications
Associate’s degree is generally required to work as auxiliary nursing and midwifery vocational teacher. However, this requirement may differ in some countries.
ISCO skill level
ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:
- the nature of the work performed in an occupation in relation to the characteristic tasks and duties
- the level of formal education required for competent performance of the tasks and duties involved and
- the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.
Auxiliary nursing and midwifery vocational teacher is a Skill level 4 occupation.
Auxiliary nursing and midwifery vocational teacher career path
Similar occupations
These occupations, although different, require a lot of knowledge and skills similar to auxiliary nursing and midwifery vocational teacher.
hospitality vocational teacher
business administration vocational teacher
hairdressing vocational teacher
travel and tourism vocational teacher
beauty vocational teacher
Long term prospects
These occupations require some skills and knowledge of auxiliary nursing and midwifery vocational teacher. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of auxiliary nursing and midwifery vocational teacher with a significant experience and/or extensive training.
Essential knowledge and skills
Essential knowledge
This knowledge should be acquired through learning to fulfill the role of auxiliary nursing and midwifery vocational teacher.
Hygiene in a health care setting: The procedures related to maintaining a hygienic environment within a health care setting such as hospitals and clinics. It can range from hand washing to cleaning and disinfection of medical equipment used and infection control methods.
Health care legislation: The patients` rights and responsibilities of health practitioners and the possible repercussions and prosecutions in relation to medical treatment negligence or malpractice.
Assessment processes: Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Health care occupation-specific ethics: The moral standards and procedures, ethical questions and obligations specific to occupations in a health care setting such as respect for human dignity, self-determination, informed consent and patient confidentiality.
General medicine: General medicine is a medical specialty mentioned in the EU Directive 2005/36/EC.
Human physiology: The science that studies the human organs and its interactions and mechanisms.
Sterilization techniques: The methods and techniques used to destroy or remove microorganisms such as viruses and bacteria that can contaminate medical instruments or any type of material in a health care setting.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Human anatomy: The dynamic relationship of human structure and function and the muscosceletal, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and nervous systems; normal and altered anatomy and physiology throughout the human lifespan.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.
Essential skills and competences
These skills are necessary for the role of auxiliary nursing and midwifery vocational teacher.
Respond to changing situations in health care: Cope with pressure and respond appropriately and in time to unexpected and rapidly changing situations in healthcare.
Guarantee students’ safety: Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Promote a positive image of nursing: Present and preserve a positive image of nursing in specific environments of the healthcare and educational spectra.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
Manage student relationships: Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Implement fundamentals of nursing: Implement the nursing theoretical and methodological fundamentals and principles, basic nursing interventions on scientific evidence and the resources available.
Deal with emergency care situations: Assess the signs and be well-prepared for a situation that poses an immediate threat to a person’s health, security, property or environment.
Adapt teaching to student’s capabilities: Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Apply teaching strategies: Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners’ level, goals, and priorities.
Maintain students’ discipline: Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Assess students: Evaluate the students’ (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Give constructive feedback: Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement.
Apply intercultural teaching strategies: Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Work in vocational school: Work in a vocational school that instructs students in practical courses.
Develop course outline: Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
Optional knowledge and skills
Optional knowledge
This knowledge is sometimes, but not always, required for the role of auxiliary nursing and midwifery vocational teacher. However, mastering this knowledge allows you to have more opportunities for career development.
Childbirth: The process of delivering a baby, the symptoms and signs of labour, the expulsion of the baby and all the related steps and procedures, including the ones related to complications and pre-mature birth.
Customer service: Processes and principles related to the customer, client, service user and to personal services; these may include procedures to evaluate customer’s or service user’s satisfaction.
Safe management of medicines: The methods and principles required to handle, store and prescribe medication with the aim of improving the safety and quality of medication usage.
Obstetric ultrasonography: The various types of sonography and the information provided when applied to obstetrics such as dating and growth of the pregnancy and visualising the fetus in its mother womb.
Geriatrics: Geriatrics is a medical specialty mentioned in the EU Directive 2005/36/EC.
Disability care: The specific methods and practices used in providing care to people with physical, intellectual and learning disabilities.
Newborn care: The procedures required to take care of newborn infants immediately after their birth up to 28 days (WHO).
Pharmacology: Pharmacology is a medical specialty mentioned in the EU Directive 2005/36/EC.
Older adults’ needs: The physical, mental, and social needs of frail, older adults.
Disability types: The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
Infection control: The routes of transmission and methods of preventing spread of common and important infecting organisms together with the methods available for sterilisation and disinfection of pathogenic organisms in the prevention of infection.
Paediatrics: Paediatrics is a medical specialty mentioned in the EU Directive 2005/36/EC.
Nursing principles: The ethics, the codes of conduct, the philosophy of nursing, the philosophy of human rights and nursing theories and concepts.
Primary care: The regular, routine medical care provided to patients, usually performed by a physician or a nurse, that leads to a decision on the following course of action required to solve the health problem of the patient.
Relaxation techniques: The various methods and techniques used to alleviate stress and bring peace and relaxation to the body and mind. This includes activities such as yoga, qigong or t`ai chi.
Innovation in nursing: The methods and tools used to bring about innovative changes and quality improvement in the nursing field.
Female reproductive system pathology: The diseases of the female reproductive system, such as ovary, vulva and vaginal cancers, pelvic inflammatory disease, ovarian cysts and diseases of the placenta.
Embryology: The normal development of the embryo, the aetiology of developmental anomalies such as genetic aspects and organogenesis and the natural history of abnormalities diagnosed before birth.
Preparation for child delivery: The procedures to follow for delivering babies and the needed technical equipment in obstetrics.
Anaesthetics: Anaesthetics is a medical specialty mentioned in the EU Directive 2005/36/EC.
Optional skills and competences
These skills and competences are sometimes, but not always, required for the role of auxiliary nursing and midwifery vocational teacher. However, mastering these skills and competences allows you to have more opportunities for career development.
Educate on the prevention of illness: Offer evidence-based advice on how to avoid ill health, educate and advise individuals and their carers on how to prevent ill health and/or be able to advise how to improve their environment and health conditions. Provide advice on the identification of risks leading to ill health and help to increase the patients’ resilience by targeting prevention and early intervention strategies.
Provide professional care in nursing: Provide professional care, adequate to the health and nursing care needs of the individuals, families and groups, taking into account the scientific developments, as well as the quality and safety requirements established in accordance with the legal/professional conduct regulations.
Follow clinical guidelines: Follow agreed protocols and guidelines in support of healthcare practice which are provided by healthcare institutions, professional associations, or authorities and also scientific organisations.
Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Teach customer service techniques: Teach techniques designed to maintain customer service standards at a satisfactory level.
Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of instruction.
Perform classroom management: Maintain discipline and engage students during instruction.
Provide lesson materials: Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Apply context specific clinical competences: Apply professional and evidence based assessment, goal setting, delivery of intervention and evaluation of clients, taking into account the developmental and contextual history of the clients, within one`s own scope of practice.
ISCO group and title
2320 – Vocational education teachers
References