Master degree program for advanced professional training, part-time
Evidence-based nursing is changing the way education and research are conducted in the fields of health care and nursing. The master's degree program in Advanced Nursing Education will qualify you for a position in nursing education or as a university teacher. You will be among the pioneers responsible for nursing education at universities. This program, as well as the other advanced nursing master's degree programs for management and teaching, all focus on advanced clinical nursing skills combined with evidence-based care, nursing science and research. Thus, FH Campus Wien covers a wide range of the highly skilled health care and nursing professions.
*Program in accordance with § 9 FHStG
Alexandra Bittner (Application Management) Favoritenstraße 226, A.2.27 1100 Wien T: +43 1 606 68 77-4052 F: +43 1 606 68 firstname.lastname@example.org
Joanne Li Favoritenstraße 226, A.2.27 1100 Vienna T: +43 1 606 68 77-4042 F: +43 1 606 68 email@example.com
Map main campus Favoriten (Google Maps)
Application period for academic year 2022/23
1st October 2021 to 15th September 2022
once payment€ 11.907,-1
+ ÖH premium / semester
1 alternative model
You want to make a change in health care and nursing and start where the profession begins, namely in education. You have a professional picture of health care and nursing that incorporates proven methods and is oriented towards further development. For this reason, you want to combine and round out your previous nursing experience with science and research. You see evidence-based care as an opportunity to improve care. With this approach, you want to accompany people on their way into the profession and share your knowledge with them. Your teaching focuses on the students and their different needs. You are open to the many didactic methods in order to best support your students.
FH Campus Wien is now the largest university of applied sciences for health in Austria. Since being the first university of applied arts in Austria to establish a bachelor's degree program in nursing already in 2008, we now possess extensive expertise and a large network of partners. This includes the University of Vienna, with whom we have a teaching network. Important partners from the industry include the Vienna Healthcare Group and the Vinzenz Group. The focus is on innovative teaching methods and best practice examples in teaching. In addition to teaching, we are also involved in research and development. R&D projects in the field of health care and nursing offer you the opportunity to participate in application-oriented practical research and to make valuable contacts for your future career. Based on evaluation studies, we further develop the contents of the program or examine issues such as what do "simulation patients" offer as a third place of learning. There is great potential in multi-site research projects. Practical relevance is also guaranteed at our Campus Lecture evenings, which are open to all and feature contributions from prominent experts.
FH Campus Wien is the only university to cover a wide range of highly skilled health and nursing professions with a bachelor's degree program and master's degree programs in Advanced Nursing Counseling (health and nursing counseling), Advanced Nursing Practice (management) and Advanced Nursing Education (teaching). Students and teachers have the opportunity to exchange ideas and information and build a strong network across all the disciplines and locations in Vienna.
Your specialist discipline is university didactics together with the educational science. Your job as a teacher is to actively support the learning process and to support students in taking on personal responsibility. With your expertise, you have a strong influence on the next generation of professionals. You provide them with an innovative approach to health care and nursing that combines science and practical experience.
The master's degree program in Advanced Nursing Education combines the following three core areas:
Basic principles of ANP: > Definition of ANP > History and development of ANP > Characteristics of an ANP, role of an ANP > Fields of work and core competencies of an ANP > Roles and practice development of an ANP > Opportunities, needs and implementation of ANP ANP using the example of "heart failure": > National and international approaches to optimising the care and support of people with heart failure (e.g., the prevention of heart failure)e.g. Heart Failure Disease management programme, care-led heart failure consultations, telenursing, telemonitoring, education programmes, ...) > Contents of heart failure counselling > Systematic recording of the current situation of those affected; >Planning of targeted assessment instruments for recording self-care behaviour > Outcome parameters and their limits and possibilities for measuring the effectiveness of nursing interventions in people with chronic heart failure (e.g. health related quality of life, knowledge, activity level, depression) > joint, critical reflection of results of intervention studies from this special area ANP using the example of "colorectal cancer": > Tasks and role of the ANP in the care and nursing context for people with oncological diseases > Implementation possibilities of an ANP in the oncological care context using the example of people with colorectal cancer > Care theories which can serve as a basis for the care, nursing and support of people with colorectal cancer and their reference system > Needs of groups of people with health problems - focus: colorectal cancer > ANP model according to Hamric et al. > PEPPA framework
Final exam LV-concluding written final examination
lecture, presentation, discussion, PBL, group work
> theoretical and methodological foundations of educational science > schools of thought in educational science
Final exam LV - final written examination
> Didactics as a Professional Science of Teaching Professions > Didactics: Etymology and Meaning of Terms > Didactics as a University Discipline > Didactics and its Object Theories - Connection of Theories, Models and Concepts > Task and Object of Didactics > Fields of Tension in Didactics > Reflection vs. Action Orientation > Theory vs. Practice > History of Didactics (e.g. Comenius, Reform Pedagogy) > Special Didactics (e.g. subject didactics, didactics of adult education) > University Didactics > Didactic Theories and Models: Education Theory Didactics, Learning Theory Didactics, Constructivist Didactics > Ways to a Personal Didactics
Group work, discussion, seminar work
> General ethics: Clarification of essential ethical concepts and positions that play an important role in the professional context > Introduction to the basic positions of ethical judgement and argumentation > Applied ethics: Values and conflicts of values in health care, professional codes and areas of responsibility > Organizational ethics: Organization of communicative self-reflection > Ethics consulting, Clinical Ethics Committee (CEC) > Ethical decision-making processes: Methods and models > Case discussions to build and strengthen the ability to reflect, judge and argue in internal and interdisciplinary dialogue
Continuous assessment Immanent
lecture, group work
> Technical terminology and communication skills in English in the health and nursing sector > Counselling including communication with patients, clients and their reference system, empathic communication, "breaking bad news" > Work with specialist literature
Group work, inputs
> Basic concepts > Basics of planning a teaching position > Preparation and planning of lessons > Execution of lessons > Reflection of lessons > Teaching position
Seminar paper, teaching design
> Basics of teacher-centred methods > Characteristics of "good teaching" > Basics of teaching techniques at the university > Pro and Contra Frontal teaching > Frontal teaching "new" > Design of digital and hybrid courses
> Models of chronic disease (e.g. Grypdonck,...) > Course and management of chronic disease - Corbin, Strauss model > Living with chronic diseases > Significance of chronic disease for those affected, their relatives and friends > Quality of life and chronic disease > Chronic disease and experience of disease using HIV & AIDS as an example > Chronic disease and the burden of disease using HIV & AIDS as an example > Coping with symptoms and symptom management
Group work, presentation
>Practical consolidation of the nursing science basics, especially of quantitative and qualitative research >Recognition of problems relevant to nursing practice and systematic development of scientifically based solution options >Evidence - Based Nursing >The EBN Process - Focus: Systematic literature research and critical evaluation of studies and professional articles using checklists, synthesis of scientific literature
> Writing and research process > Steps for writing scientific papers > Formal guidelines for text design, structure, language > Structure of exposé, abstract, excerpt, seminar paper, master thesis > Nursing science topics/ The research question > Types of (scientific) sources > Introduction to literature management programs > Activating writing exercises > Citation - APA Style > Ways of disseminating research results
lecture, group work, presentation
> Advanced Nursing Practice (ANP) to frame the nursing task profile in the care of adults of all ages > supportive use of digital technologies and e-health in the care of adults of all ages > selected care concepts/ care phenomena such as confusion, hope, compliance/ concordance of medication and loneliness/ social isolation for theoretical framing > Person-centering to promote wholeness and well-being and as a preventive approach > Nursing and care of adults at all ages with regard to > cardiovascular/internal clinical pictures (e.g. apoplectic insult, acute myocardial infarction or diabetes mellitus) > psychogeriatric clinical pictures (e.g. delirium, dementia or suicidal tendencies) > Infectious diseases (e.g. tuberculosis or Covid-19)
Case based learning, group work, lecture
"accompany the child with the decompensating heart" > Decision criteria for the qualification of transplantation > Possibilities of extracorporeal life support > nursing care according to HTX > Pain and delirium management in pediatric patients "Accompany the former premature baby and his family during the discharge process" > Recognizing the needs of children (children > Training and instructional content for clinical discharge preparation of families with premature infants > Aftercare of former premature babies > Early support opportunities for former premature babies "Accompany the autistic child with evidence of neglect due to malnutrition" > Classification, diagnostic process, symptoms and care approaches for autism > Signs of neglect and domestic violence > clinical procedure for the detection of domestic violence > Communication in autism
> Basic concepts of public health and health promotion > Interdisciplinarity of public health, core disciplines of public health and different focuses > Health in all Policies - determinants of health at the individual, social and community level, level of living and working conditions and overall policy > Health and social inequality > Behavioural and relational prevention and health promotion > Target groups and settings of health promotion
lecture, presentation, discussion, group work
> Writing an exposé for the MA thesis
group work, lecture
>Definition of the term education controlling, fields of application in practice >Educational needs analysis, planning and implementation >instruments of education controlling >Determination of key figures >Measurement of satisfaction; creation, evaluation and interpretation of feedback forms > Review of the learning success > Ensuring the success of the transfer (instruments, methods to secure the transfer) >Business success and return on investment >Evaluation instruments in practice: overview of test systems, potential and competence measurement procedures >Quality of learning and teaching offers >International standards in education controlling >strategic and operative learning management >phases of the process of learning management and their practice-oriented application >Control of learning processes >tools for personal management in the area of educational institutions > effects of learning processes on job-related changes >quality management in educational institutions >analysis of the demand for learning >planning, organization and implementation of educational measures regarding economical and educational principles >specific use of quality measures >development of marketing concepts
lectures, group work, discussions
> constructive conversation with trainees > techniques of active listening > routines in class, rituals and ritualized exchange in class > communication in class (motivation, instruction, year management) > disturbances and conflicts > interaction in class > communication possibilities in e-learning and e-teaching > institutional and diversity-sensitive communication in higher education
Group work, discussion
> plan and design teaching processes > develop teaching designs (suitable teaching concepts, suitable methods and media) > assess learning requirements > sequenced objectives > selected teaching techniques in practice (problem-centred learning scenarios, case studies, small group settings, PQ4R method, discussions, role plays, learning team coaching, teaching/learning contract, team teaching) > virtual learning and teaching > 2nd teaching assignment
Lecture, group work, discussion, seminar work
> Work shadowing in the context of courses or school subjects at educational institutions in the field of initial, further, advanced and special training and at universities > Accompaniment by mentor/instructor at educational institutions
> Concept of performance culture > Concept of performance including Issues relating to the concept of performance > Theories of social perception > Self-perception and external perception > Falsification mechanisms > Feedback culture > Fear of performance assessment > Legal basis of performance determination and assessment > Forms/functions of performance determination and assessment > Scales and criteria of performance determination and assessment > Conducting performance assessments - designs for performance determination and assessment > New forms of performance assessment > Portfolio - a development tool for self-determined learning
> Theory and prerequisites, goals and planning of selected learner-centred methods (e.g. project method) > Developments of the action- and learner-centred approach > Possibilities and limits of self-control and learning centration > Implications and conditions of learning centration in higher education > Selected methodological concepts: problem-centred learning scenarios, case studies, small group settings, PQ4R method, discussions, role-plays, coaching, feedback methods
Final exam LV final oral or written final examination
> Deepening of qualitative nursing research > Planning and execution of qualitative research strategies > Survey methods (focus on qualitative interview and observation) > Evaluation methods (focus on content analysis) and presentation of the results of the collected data
Lecture, E- Learning
> Deepening quantitative empirical nursing research > Construction of a questionnaire > Research designs > Samples
lecture, group work, exercises
> presentation technique and teaching of topics and content > verbal and non-verbal presentations > language, voice, speech techniques > facial expressions, posture and gestures > advantages and disadvantages of different media in the use of presentations > tips and tricks for preparing and designing presentations > selected information on body language > on the why and how of visualisations and other creative methods > basics of learning processes and learning types, motivation to learn > applied and literary rhetoric
Continuous assessment immanent
> Education policy: development of the school system in Austria; teacher training; differentiated school system - all-day school; comparison with Scandinavian countries (PISA study); domestic political situation; administrative structure; Bologna process; Lisbon strategy; the Austrian higher education system; the FH sector - development and expansion > Higher education law: development and overview of the legal foundations in the Austrian higher education sector; University Act; Fachhochschule Act; study and examination regulations
> Coaching and advice for female employees > Coaching and advice for trainees > Educational advice > Directions and procedures in coaching > Behaviour-oriented coaching > Peer mediation and conflict resolution > Crisis management for trainees
> Introduction to curricula and curricula >Curriculum variants (minimal, simple, standard and integrated training curricula, learning field concept) > Exemplary presentation of curriculum variants > Curricular elements (qualification profiles, curricula, module and course descriptions) > Didactic-methodological concepts > Accreditation and quality assurance
Lecture, discussion, group work,
> presentation of terms research application in nursing practice > inhibiting, promoting factors of research application > selected implementation models and their focus > exemplary implementation plan based on processed research results
lecture, discussion, group work, presentation
> Health promotion in different settings > Health promotion in a European comparison > Health literacy > Concrete implementation of health promotion measures > Epidemiological measures in the context of health promotion > Risk factors and resources > Preventive measures in the setting of health and nursing > Austrian health care > Public Health - clarification and implementation
> Research on professionalisation > How can "good" teachers be defined? > Approaches to teacher research (e.g. process-product paradigm, female expert paradigm, etc.) > Strategies for coping with stressful and challenging situations in education > Competence acquisition in health and nursing - factors that promote and inhibit > Identity learning and professional action in health and nursing > Developments at Universities > Managing and Leading Universities > Professionalisation Management at Universities > Empowerment and Self-Leadership > Leading and Leadership in Courses, Degree Programmes, Initial, Further and Special Training > Perceiving and Reflecting Leadership > Leadership & Communication, Leadership & Female Leadership > Mediation as a central task of Leadership
lecture, group work, discussion
> basics of media didactics > learning theories in the field of media didactics and media pedagogy > problem areas of the conception of media learning offers > practical implementation of a multimedia learning environment
Blended Learning Peer feedback or learning tandems
> verbal and non-verbal presentations > motivation to learn from a pedagogical point of view > methods of training and counselling > cooperative and collegial counselling (idea of man, basic attitudes, techniques) > basics of different counselling concepts (client-centred, systemic, cooperative, collegial, ...) > Techniques and possible applications of counselling concepts > Comparison of different images of humanity and related basic attitudes > Role of experts, counsellors and people seeking advice > Requirements and building blocks for successful discussions > Diversity as a parameter against the background of the occupational field > Fields of communication in the occupational context, counselling settings > Individuality as a focus
lecture, group work, discussion, case-based learning
Quality Management > Basics of quality management > Quality methods and tools > Quality management systems and models > Quality indicators > Continuous improvement process Project Management > Project management basics > Project management sub-processes > Phase-oriented application of selected project management methods > Project definition and project environment analysis > Project planning and project organization > Communication in projects > Introduction to project controlling > Project conclusion > Project plan creation
> Repetition of basic statistical concepts (data levels, data management) > Fundamentals and application of descriptive statistics (frequencies, crosstabs, statistical ratios, measures of correlation) > Fundamentals and application of inferential statistics (concept of significance, Chi-square test, group comparison tests (T-test, U-test, ANOVA, etc.), correlation)
> Basic concepts and theoretical knowledge of e-learning and e-teaching > Technologies in teaching > Concepts of blended learning > Basic knowledge of using Learning Management Systems (LMS) > Web 2.0 tools and WIKIs in teaching > Lecture recordings with desktop recording, creation of webinars
Blended Learning Scenario with Flipped Classroom Self-directed learning in collaborative teams in the distance learning phase and presentation and discussion of the results in the presence. Group puzzle Peer feedback
> Significance and goals of internationalisation in teaching and studies > Introduction and implementation of internationalisation concepts > Relevance and significance of internationalisation strategies > Strategies for involving different university stakeholders in internationalisation > Approaches and activities relating to "internationalisation at home" and "abroad" > Dimensions of internationalisation of teaching and curricula > Internationalisation of learning outcomes > Opportunities and risks of internationalisation of teaching and studies
Continuous assessment Active participation in class, draft an internationalisaton project in individual or group work (2 pages per student)
lecture, discussion, teamwork, reflection
> Independent work on a relevant topic based on the subject areas ANE, ANC or ANP under the supervision of a supervisor > Design of the MA thesis
Final exam Approval of the Master thesis
Independent work supported by coaching
> Coaching of small groups to accompany the preparation of the MA thesis > Presentation of the MA thesis in the small group > Presentation and discussion of Master theses, with regard to their content and methodological design in accordance with the criteria of the FH Campus Wien and the Department of Applied Nursing Science
> The final Master's examination is an oral comprehensive examination before a board of examiners and is designed to assess academic competence and the relevant professional fields (it consists of three parts, each of which must be assessed positively). > Presentation and discussion of the MA thesis > Expert discussion
Final exam overall commission examination
Times One or two times per month in blocks on Thursday afternoons or all day Friday and Saturday
Scheduled teaching times, subject to change:Schedule AN-22 (PDF 151 KB - only available in German)
Number of teaching weeks14 per semesterLanguage of instructionGerman
The program fee is determined according to the actual costs. In addition to the tuition fee, you will also have to pay the ÖH student union fee each semester. There is a 10 % discount on payment options A, B and C for graduates of FH Campus Wien Health Care and Nursing.
You can choose between three models with different payment options:
Variant A assumes that you will complete and pay for the entire program. In this model, you will pay the entire fee prior to the start of the program in a single payment of € 11.907,-.
Single payment: € 11.907,-(Due approximately 4 weeks before the start of the first semester)
This model offers you the possibility to pay the program fee in 4 installments of € 3.126,-. If you decide to leave the program early, you will still have to pay the entire fee.
Installment per semester: € 3.126,- (total amount € 12.504,-)(Each due approximately 4 weeks before the semester begins)
This model takes into account the possibility of leaving the program after each semester and is ideal for those who want to keep the option open to leave the program early.
First, second, third semester: each € 3.849,-Fourth semester: € 2.146,- (total amount € 13.693,-)(Each due approximately 4 weeks before the semester begins.)
Financial aid is available for academic courses, master courses and for courses and seminars. You can find information about funding agencies under grants and scholarships.
To apply you will require the following documents:
The following special trainings (in accordance with the Austrian Federal Act on Nursing Care (GuKG), Federal Law Gazette I No. 108/1997, sections 66-72, as amended) or further trainings, respectively, (pursuant with Nursing Further Training Decree, Federal Law Gazette II No. 453/2006, as amended) from the upper grade health and nursing service are considered for recognition as an admission requirement: Special training:Special training in pediatric care Special training in psychiatric nursing Special training in intensive care Special training in anesthesia care Special training in kidney replacement therapy care Special training in pediatric intensive care Special training in OR care Special training in hospital hygiene Special training for teaching Special training for managment Further training: Care counseling Basic and middle management Other; subject to individual assessment
It is not possible to save incomplete online applications. You must complete your application in one session. Your application will be valid as soon as you upload all of the required documents and certificates. In the event that some documents (e.g. references) are not available at the time you apply, you may submit these later via email, mail or in person by no later than the start of the degree program.
The admission procedure consists of an admission interview, in which we would like to learn more about your motives, skills and knowledge. Any extraordinary achievements or special training will be given special consideration.
Head of Master´s Course Advanced Nursing Counseling, Advanced Nursing Education, Advanced Nursing Practice, Academic Staff T: +43 1 606 68 firstname.lastname@example.org
Monday, Wednesday, Friday 8:00-13:00Tuesday 8:00-15:30Thursday 8:00-17:00
Head of Academic University Development
Head Department Nursing Science, Head of Degree Program Health Care and Nursing
Head of Teaching Support Center
We closely cooperate with the Vienna Healthcare Group, the Vinzentinum Vienna, the Barmherzige Brüder Vienna, the University of Vienna, the Professional Association and other health care institutions. Our cooperations ensure that you have points of contact for your career or your participation in research and development activities. You will find many of our cooperations in the Campusnetzwerk. A look at them is always worthwhile and may lead you to a new job or to an interesting event of our cooperation partners!
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