Initiated by the amendment of the general health care and nursing law from 2016, the renewed educational regulations and changing requirements to meet demands in health care, new occupational fields opened up, going hand in hand with the tertiarisation of nursing. In conclusion, to the new concepts of teaching and learning, the requirements of teachers and students have chan-ged. The didactic concept “Learning area Training and Transfer” (LTT) can help to increase the quality of the health care and nursing education. The findings from the literature research and qualitative guided interviews with tutors, who already gained experience integrating Learning area Training and Transfer in their teaching methodology show, that implementing Learning area Training and Transfer is a crucial factor to ensure theory-practical-transfer and practical-theory-transfer. Furthermore, it results in enhancement of vocational action competences of the tutors.There are various ways to assess the performances following Learning area Training and Transfer, for instance, Objective Structured Clinical Examination (OSCE) with various stages is used. Yet, to guarantee that the realisation is professional and lasting, it demands appropriate framework and competences by teachers and students. Tutors focusing on practical guidance are involved in the concept of Learning area Training and Transfer to reduce the often-quoted gap between theory and practice. However, it is crucial to ensure vital prerequisites are met on part of the legal entity. In addition, the participation in Learning area Training and Transfer has to occur on a volunteer basis. The findings show, that Learning area Training and Transfer can be integrated in the curriculum of the ba-chelors degree program.