Publications

2026

Kaufhold, M. & Wesselborg, B. (2026). Vocational Education and Training Personnel in the Health Professions—Current Status, Requirements, and Prospects. In W. Koschel, M. Kaufhold, E. Wittmann, & K. Driesel-Lange (Eds.), Professionalism and Professionalization of Vocational Education Staff: A Festschrift for Ulrike Weyland (pp. 267–284). Bielefeld: wbv publikation.

Riewoldt, C., Bliersbach, J., & Wesselborg, B. (2026). Organizing practical nursing education during the COVID-19 pandemic—results from focus groups with clinical instructors, with an emphasis on managing heterogeneity and promoting diversity. In K. Genz, C. Micus-Loos, J. Popall-Zamjatnins, I. Simon & W. von Gahlen-Hoops (Eds.), Diversity in Nursing: Shaping Diversity in Education and Practice (pp. 183–196). Bielefeld: transcript Verlag.

Wesselborg, B., Knepperges, I., von den Driesch, N., Schäfer, M., & Stephan, A. (2026). Interprofessional Continuing Education in Health Professions—A Scoping Review of Framework Conditions, Design Processes, and Evaluation Designs. GMS Journal for Medical Education, 43(2), Doc21. https://doi.org/10.3205/zma001815

Wesselborg, B. (2026). Health-Promoting Leadership: School Administrators’ Self-Care as a Role Model and Foundation. SCHULE LEITEN, 43, 12–15.

2025

Bruns, J. & Wesselborg, B. (2025). A Comparison of Centralized vs. Decentralized Guidance. Nursing Journal, 78(9), 42–45. https://doi.org/10.1007/s41906-025-2903-1

Richey, P. & Wesselborg, B. (2025). Correlations between Teacher–Student Relationships and Teachers’ Health. In M. Syring, N. Beck, B. Kohler & S. Meissner (Eds.), Education. Making It Better: A Festschrift for Thorsten Bohl (pp. 381–396). Tübingen Library Publishing. http://dx.doi.org/10.15496/publikation-111741

Wesselborg, B. & Bauknecht, J. (2025). Mental Exhaustion in the Nursing Professions: A Quantitative Cross-Sectional Study on Stress and Resilience Factors. Prevention and Health Promotion, 20(1), 141–147. https://doi.org/10.1007/s11553-023-01085-w

Wesselborg, B., Riewoldt, C., & Bliersbach, J. (2025). Massive Open Online Courses in Continuing Education. Nursing Journal, 78(8), 40–43. https://doi.org/10.1007/s41906-025-2878-y

2024

Koschel, W., Weyland, U., Kettler, K., Wesselborg, B., & Riewoldt, C. (2024). COVID-19-Related Limitations in the Practical Training of Nursing Trainees—Qualification Measures to Secure a Skilled Workforce. In U. Weyland & W. Koschel (Eds.), Current Approaches and Research Findings on Vocational Education in the Health and Nursing Sectors ( pp. 263–281). Bielefeld: wbv publikation.

Wesselborg, B. (2024). Health and Health Promotion Among Nursing Educators. In R. Brühe & W. von Gahlen-Hoops (Eds.), Handbook of Nursing Pedagogy II. Thinking in Terms of Nursing Pedagogy ( pp. 349–365). Bielefeld: UTB.

Wesselborg, B. (2024). Teacher Health as a Leadership Task. Nursing Journal, 77(10), 10–13. https://doi.org/10.1007/s41906-024-2700-2

Wesselborg, B., Stephan, A., Frey, P., Riewoldt, C., Bartoszek, G., Kuske, S., & Wiedemann, R. (2024). Implementation of the Framework Curricula for Nursing Education—A Qualitative Study on Facilitating and Hindering Factors. Journal of Evidence, Continuing Education, and Quality in Healthcare, 189, 43–49. https://doi.org/10.1016/j.zefq.2024.08.006

Wesselborg, B., Weyland, U., Schäfer, M., Kleinknecht, M., & Koschel, W. (2024). Cognitively stimulating tasks and subject-specific pedagogical knowledge of instructors in the nursing vocational field. In K. Kögler, H.H. Kremer & V. Herkner (Eds.), Yearbook of Vocational and Business Education Research 2024 ( pp. 252–265). Opladen: Barbara Budrich Publishers. https://doi.org/10.25656/01:32096

Wesselborg, B., Weyland, U., Kleinknecht, M., Koschel, W., Schäfer, M., & Klar, K. (2024). Cognitive Activation in the Field of Nursing. Review and Further Development of a Subject-Specific Categorization System for Task Analysis. In U. Weyland & W. Koschel (Eds.), Current Approaches and Research Findings on Vocational Education in the Health and Nursing Sector ( pp. 127–148). Bielefeld: wbv publikation.

Wesselborg, B., Wiedemann, R., Frey, P., Riewoldt, C., Bartoszek, G., Kuske, S., Stephan, A. (2024). Development of School-Based Curricula and Training Plans in the Context of Nursing Education Reforms. A Multi-Perspective Qualitative Study. Pedagogy of Health Professions, 22–30. https://doi.org/10.3936/0033

2023

Schäfer, M., Wesselborg, B., Weyland, U., Kleinknecht, M., Koschel, W., Klar, K. (2023). Analysis of Cognitively Activating Tasks in Vocational Education and Training for Nursing. In C. Nägele, N. Kersh & B. E. Stalder (Eds.), Trends in vocational education and training research. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET) ( pp. 214–223). Zenodo.

Wesselborg, B. & Bauknecht, J. (2023). Stress and resilience factors in the context of psychological exhaustion and health promotion approaches in the teaching profession. Prevention and Health Promotion, 18(2), 282–289. https://doi.org/10.1007/s11553-022-00955-z

Wesselborg, B., Specketer, B., Hofer, E., Schüssler, N., Riessen, R., & Stephan, A. (2023). How to Successfully Implement a Professional Development Program. intensiv, 31(01), 21–26. https://doi.org/10.1055/a-1970-7430

2022

Bauknecht, J. & Wesselborg, B. (2022). Mental Exhaustion in Social Interaction Professions from 2006 to 2018. Prevention and Health Promotion, 17(3), 328–335. https://doi.org/10.1007/s11553-021-00879-0

Kaap-Fröhlich, S., Ulrich, G., Wershofen, B., Ahles, J., Behrend, R., Handgraaf, M., Herinek, D., Mitzkat, A., Oberhauser, H., Scherer, T., Schlicker, A., Straub, C., Waury-Eichler, R., Wesselborg, B., Witti, M., Huber, M., & Bode, S.F. (2022). Position paper of the GMA Committee on Interprofessional Education in the Health Professions—current status and outlook. GMS Journal for Medical Education, 39(2), Doc17. https://doi.org/10.3205/zma001538

Kaufhold, M. & Wesselborg, B. (2022). Challenges in nursing education during the COVID-19 pandemic, with a special focus on educational staff in schools and workplaces. In D. Heisler & J. Meier. (Eds.), Vocational Training Between Hygiene Measures and Lockdowns: Consequences for School-Based and Non-School-Based Vocational Training in Schools, Workplaces, and at Educational Institutions ( pp. 349–368). Bielefeld: wbv publikation.

Wesselborg, B. (2022). Health and Health Promotion Among Teachers. Education and Instruction, (1–2), 12–19.

Wesselborg, B., Kleinknecht, M., Bögemann-Großheim, E., & Hoenen, M. (2022). Analysis of the cognitive potential of tasks in the nursing vocational program. Development and testing of a subject-specific didactic category system. In U. Weyland & K. E. Reiber (Eds.), Professionalization of the Health Professions. Vocational and Higher Education in the Light of Current Research ( Journal of Vocational and Business Education. Supplement, Vol. 33, pp. 321–384). Stuttgart: Franz Steiner.

2021

Schäfer, M. & Wesselborg, B. (2021). Cognitively Activating Instruction. PADUA, 16(3), 149–153. https://doi.org/10.1024/1861-6186/a000617

Wesselborg, B. (2021). Cooperative learning as a didactic approach for interprofessional education. In E. Wittmann, D. Frommberger & U. Weyland (Eds.), Yearbook of Vocational and Business Education Research 2021 ( Publication series of the Section for Vocational and Business Education of the German Society for Educational Science (DGfE), pp. 53–65). Opladen: Barbara Budrich Publishers. https://doi.org/10.25656/01:23407

2020

Wesselborg, B. (2020). Enhancing self-regulated learning strategies for healthcare students to improve e-learning during the “Corona semester” as an interdisciplinary task. GMS Journal for Medical Education, 37(7), Doc76. https://doi.org/10.3205/zma001369

Wesselborg, B. (2020). Opportunities for health promotion and burnout prevention in the teaching profession. In M. Baumann, & B. Hagen (Eds.), Working Safely—Youth Welfare Between Challenges and Employee Well-being. Theory and Practice of Youth Welfare ( pp. 25–35).

2019

Braun, B., Grünewald, M., Adam-Paffrath, R., Wesselborg, B., Wilm, S., Schendel, L., Hoenen, M., Müssig, K., & Rotthoff, T. (2019). Impact of interprofessional education for medical and nursing students on the nutritional management of inpatients. GMS Journal for Medical Education, 36(2), Doc11. https://doi.org/10.3205/zma001219

Wesselborg, B., Hoenen, M., Adam-Paffrath, R., Kuske, S., Schendel, L., Grünewald, M., Will, S., & Rotthoff, T. (2019). Interprofessional Nutrition Management—Implementation and Evaluation of a Course for Medical and Nursing Students Using a Research-Based Learning Method. GMS Journal for Medical Education, 36(6), Doc68. https://doi.org/10.3205/zma001276

Wesselborg, B., Weyland, U., & Kleinknecht, M. (2019). Development of a subject-specific didactic category system for analyzing the cognitive-activating potential of tasks—a contribution to research on teaching quality in the vocational field of nursing. In E. Wittmann, D. Frommberger, & U. Weyland (Eds.), Yearbook of Vocational and Business Education Research 2019 ( Publications Series of the Section for Vocational and Business Education of the German Society for Educational Science (DGfE), pp. 75–92). Opladen: Verlag Barbara Budrich. https://doi.org/184375

Willmeroth, T., Wesselborg, B., & Kuske, S. (2019). Implementation Outcomes and Indicators as a New Challenge in Health Services Research: A Systematic Scoping Review. Inquiry: a Journal of Medical Care Organization, Provision and Financing, 56, 46958019861257. https://doi.org/10.1177/0046958019861257

2018

Gutt, A.-K., Hoben, M., Roes, M., Willmeroth, T., Wesselborg, B., & Kuske, S. (2018). Systematic translation and cross-validation of defined implementation outcomes in health care. Journal of Evidence, Continuing Education, and Quality in Health Care, 135–136, 72–80. https://doi.org/10.1016/j.zefq.2018.06.005

Wesselborg, B. (2018). Teacher Health. An Empirical Study on Demands and Resources in the Teaching Profession from Various Perspectives ( 2nd revised edition). Baltmannsweiler: Schneider Hohengehren.

2017

Bögemann-Großheim, E., & Wesselborg, B. (2017). Lack of Standards in Nursing Educator Training. PADUA, 12(4), 291–296. https://doi.org/10.1024/1861-6186/a000393

Kuske, S., Stephan, A., Saβen, S., Febrero, M. C., & Wesselborg, B. (2017). Reporting and Learning Systems in Inpatient Long-Term Care: Toward Implementation. Nursing, 30(6), 347–356. https://doi.org/10.1024/1012-5302/a000559

Wesselborg, B. (2017). Teacher well-being in the context of teacher-student relationships—Key findings and perspectives for research. In U. Weyland & K. E. Reiber (Eds.), Developments and Perspectives in the Health Professions. Current Fields of Action and Research ( Reports on Vocational Education, pp. 247–267). Bielefeld: W. Bertelsmann.

Wesselborg, B. & Bögemann-Großheim, E. (2017). State-Specific Regulations for Full-Time Teaching at Health and Nursing Schools in Germany—An Analysis of the Current Situation. PADUA, 12(2), 109–116. https://doi.org/10.1024/1861-6186/a000365

2016

Wesselborg, B. (2016). The health status of teachers. Demands and resources in the teaching profession. Schulmagazin 5–10, 84(3), 7–10.

Wesselborg, B. (2016). Video-Based Instructional Research: An Introduction and Perspectives on the Study of Teaching-Learning Processes Using the Example of Nursing Education. In Brinker-Meyendriesch, E. & Arens, F. (Eds.), Discourse on Vocational Education in Nursing and Health ( pp. 114–131). Berlin: WBV.

2015

Wesselborg, B. (2015). Health Promotion for Teachers Through Peer Exchange on Teaching: A Tool for Promoting Teacher Well-Being Through the Observation of Empirically Validated Stressors and Resources in the Classroom in a Peer Tandem. Pedagogy of Health Professions, 2(2), 67–73.

Wesselborg, B. (2015). Teacher Health. An empirical study on demands and resources in the teaching profession from various perspectives ( School and Classroom Research, 16). Baltmannsweiler: Schneider Hohengehren.

2014

Cramer, C., Merk, S., & Wesselborg, B. (2014). Psychological Exhaustion Among Teachers. A Representative Comparison Across Occupational Groups Controlling for Job-Specific Characteristics. Teacher Education Under Scrutiny, 7(2), 138–156. https://doi.org/147526

Richey, P., Wesselborg, B., Bohl, T., Reiber, K., & Merk, S. (2014). The Importance of Normative Teacher and Student Expectations for the Teacher–Student Relationship. In C. Tillack, J. Fetzer & D. Raufelder (Eds.), Relationships in School and the Classroom. Part 3 ( pp. 12–30). Barbara Budrich Publishing.

Richey, P., Wesselborg, B., Bohl, T., Reiber, K., & Merk, S. (2014). The Importance of Normative Teacher and Student Expectations for the Teacher-Student Relationship. Schulpädagogik heute, 5(9), 1–16. https://doi.org/10.2307/j.ctvss3z4m.4

Wesselborg, B., Reiber, K., Richey, P., & Bohl, T. (2014). A mixed-methods study of teacher well-being using videography. Teacher Education Under Scrutiny, 7(2), 157–174. https://doi.org/147536

2013–2011

Reiber, K. & Wesselborg, B. (2013). Evidence-Based Instructional Development Through Multi-Perspective Evaluation: A Methodologically Sound Approach to Improving Instructional Quality. Nursing Science, 15(6), 367–371.

Wesselborg, B. & Reiber, K. (2012). School Organization and Teacher Health. In: Lauterbach, A., Brinker-Meyendriesch, E., Fesenfeld, A., Gruber, W., Käser, G., Ludwig, I. (Eds.): Educational Qualifications, Educational Transitions, Educational Management (pp. 143–155). Hungen: hpsmedia.

Wesselborg. (2012). Effective Teaching at Nursing Schools. PADUA, 7(4), 201–203. https://doi.org/10.1024/1861-6186/a000074

Wesselborg, B. & Reiber, K. (2011). School Organization and Teacher Health. Nursing Science, 13(12), 670–676.

2004–2002

Eisele, C., Spranger, C., Uzelmaier, E., & Wesselborg, B. (2002). Lowest Common Denominator or Fragile Compromise? Nursing Journal, 55(9), 623–630.

Schnabel, M. & Wesselborg, B. (2004). Patient Autonomy—A Guiding Principle for Professional Nursing. PrinterneNet, 12(6), 10–17.

Schnabel, M. & Wesselborg, B. (2003). Autonomy as a Core Value in Nursing: Freedom of Will. Pflegezeitschrift, 56(12), 884–887.