Master's Program (Continuing Education)

Advanced Nursing Education

part-time

 
 

Advanced Nursing Education

Evidence-based nursing is changing the way education and research are conducted in the fields of health care and nursing. The certificate Master program for further education 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 certificate Master programs for further education, all focus on advanced clinical nursing skills combined with evidence-based care, nursing science and research.

Program in accordance with § 17 GuKG

Department
Applied Nursing Science
Topic
Quality of life
Networking

Highlights

  • Nursing pedagogy or university didactics

  • Advanced clinical nursing competency linked to evidence-based nursing, nursing science and research.

  • Certificate Master programs for further educations in management, teaching, and counseling foster a network that spans the entire health care and nursing profession

     

    Facts

    Final degree

    Master of Science (Continuing Education) MSc (CE)

    Duration of course
    4 Semesters
    Organisational form
    part-time

    Tuition fee

    once payment € 12.502,-

    Alternative model1+ ÖH premium / semester

    ECTS
    120 ECTS
    Language of instruction
    German

    Application Winter semester 2024/25

    02. October 2023 - 16. September 2024

    1 Alternative model for installments can be found under "Costs"

    Before the studies

    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.

    Do you still have questions about the program?

    Make an appointment with our office at anp@fh-campuswien.ac.at and arrange a personal consultation with programme director Sabine Schweiger via Zoom.

    Or attend one of the Online info sessions via Zoom:

    • Wed, 17.4.2024, 16.30-18.00, online via Zoom
    • Wed, 15.5.2024, 16.30-18.00, online via Zoom
    • Wed, 12 June 2024, 4.30 pm - 6.00 pm, online via Zoom

    Open this link to participate without registration via Zoom, Meeting ID 965 7184 926

    If you have any questions about participating in the online info sessions, please contact anp@fh-campuswien.ac.at

    • Proof of university entrance qualification (school-leaving certificate or vocational school-leaving certificate or proof of university entrance qualification examinations in German, English 2 (language level B2) and biology)
    • Diploma in the higher service of health care and nursing
      Remark:
      • Bachelor's degree or comparable degree from a university with a total of 180 ECTS or
      • Diploma in the higher service of health care and nursing + additional achievements (proof of special achievements/further education/special training after individual examination and, if necessary, imposition of conditions)
    • Equivalent foreign certificate
    • It is equivalent if it is agreed under international law or has been nostrified. The course management can also recognize the certificate in individual cases.
    • And preceding or accompanying two years of professional experience (practical relevance)

    To apply you will require the following documents:

    • Birth certificate
    • Proof of citizenship
    • Marriage certificate with name changes if applicable
    • School leaving certificate or equivalent certification
    • Bachelor degree / diploma certificate / equivalent certificate from abroad
    • Diploma in general health and nursing/pediatric care/psychiatric care
    • Certificates from specialized training and continuing education
      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
    • List of all training attended
    • Letter of motivation, CV in table form, picture

    The admission procedure consists of an admission interview, in which we would like to learn more about your motives, skills and knowledge.

    Costs

    The tuition 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

    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 € 12.502,-.

    Single payment: € 12.502,-
    (Due approximately four weeks before the start of the first semester.)

    Variant B

    This model offers you the possibility to pay the tuition fee in four installments of € 3.281,75. If you decide to leave the program early, you will still have to pay the entire fee.

    Installment per semester: € 3.281,75
    (Each due approximately four weeks before the semester begins.)

    Total amount: € 13.127,-

    Variant C

    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 € 4.025,-
    Fourth semester: € 2.302,-
    (Each due approximately four weeks before the semester begins.)

    Total amount: € 14.377,-

    Can I afford the degree program?

    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.

    During the studies

    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 certificate Master program for further education 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 certificate Master program in Advanced Nursing Education combines the following three core areas:

    • Science and research: based on research questions from teaching and practice, you analyze, examine and explain research findings. You learn to sustainably incorporate research applications into teaching and to integrate evidence-based research findings. With your know-how in empirical research methods and study designs as well as data collection procedures and analysis you will be able to participate in research projects.
    • Advanced Nursing Practice: you acquire advanced nursing science skills along with deepening your basic training and expertise acquired from practical experience. In addition, you learn to integrate advanced assessment-based plans of action into nursing practice. The focus of Advanced Nursing Practice comprises selected clinical conditions, such as chronic diseases, including dementia disorders, oncological diseases as well as preventive and health promotion topics.
    • Education focused on "university didactics": you acquire advanced nursing science skills along with deepening your basic training and expertise acquired from practical experience. These include action competence, such as the design of teaching and learning processes, performance assessment and the implementation of methodological and didactic approaches in academic and lifelong-learning (e-learning, e-teaching, etc.). You will also be qualified for educational management and the internationalization of teaching and research.

    Curriculum

    Module Advanced Practice Nursing
    4 SWS
    8 ECTS
    Applied Advanced Nursing Practice | ILV

    Applied Advanced Nursing Practice | ILV

    1.5 SWS   3 ECTS

    Content

    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

    Teaching method

    lecture, presentation, discussion, PBL, group work

    Examination

    Final exam: LV-concluding written final examination

    Literature

    > Alligood M.R.; Marriner-Tomey, A. (2010). Nursing theorists and their work. Maryland Heights. 7th edMosby/Elsevier.
    > Bryant-Lukosius, D.; Dicenso, A. (2004). A framework for the introduction and evaluation of advanced practice nursing roles. 5th ed. J, 48(5). Adv Nurs.
    > Bryant-Lukosius, D. (2010). The clinical nurse specialist role in Canada: forecasting the future through research. Can J Nurs Res. 42(2):19-25; discussion 6-8.
    > Bryant-Lukosius, D.; Carter, N.; Kilpatrick, K.; Martin-Misener, R.; Donald, F.; Kaasalainen, S.(2010). The clinical nurse specialist role in Canada. Nursing leadership. ;(23 Spec p.140-66).
    > Bryant-Lukosius, D.; Spichiger, E.; Martin, J.; Stoll, H.; Kellerhals, S.D.; Fliedner, M. (2016) Framework for Evaluating the Impact of Advanced Practice Nursing Roles. J Nurs Scholarsh.(48(2)p.201-9).
    > Butts, J.B.; Rich, K. (2011). Philosophies and theories for advanced nursing practice. Sudbury: Jones and Bartlett Publishers.
    > DiCenso, A.; Bryant-Lukosius, D.; Martin-Misener, R.; Donald, F.;  Abelson, J.; Bourgeault, I.(2010). Factors enabling advanced practice nursing role integration in Canada. Nursing leadership.(23 Spec No p 211-38).
    > DiCenso, A.; Martin-Misener, R.; Bryant-Lukosius, D.;  Bourgeault, I.;  Kilpatrick, K.; Donald, F.(2010) Advanced practice nursing in Canada: overview of a decision support synthesis. Nursing leadership.(23 Spec No p 15-34).
    > Fawcett, J. (2005). Contemporary nursing knowledge: analysis and evaluation of nursing models and theories. 2nd ed. Philadelphia: F.A. Davis.
    > Hamric, A.B.; Spross, J.A.; Hanson, C.M. (2014). Advanced practice nursing : an integrative approach. 5th ed. St. Louis: Saunders Elsevier.
    > Morin D, Eicher M.(2012). [Advanced practice nursing]. Revue medicale suisse. 8(352):1680-1.
    > Morin, D.; Shaha, M., Januel, J.M.; Laubscher, A.; Levi, H.B.; Ninane, F.. (2015). [Update on advanced practice nursing].In 108(5):72-6 Krankenpfl Soins Infirm.
    > Schober M.; Affara F.A. (2006). International Council of Nurses. International Council of Nurses : advanced nursing practice.( p.xxi-223). Oxford:MA.Blackwell.
    > Schober, M.;  Fadwa, A. (2008). Advanced Nursing Practice (ANP). Bern: Huber Verlag.
    > Tschudin, V. (2003). Approaches to ethics : nursing beyond boundaries. Edinburgh: Butterworth-Heinemann.
    > Tschudin, V. (2003). Ethics in nursing : the caring relationship Edinburgh.3rd ed. Butterworth-Heinemann.

    Teaching language

    Deutsch-Englisch
    1.5 SWS
    3 ECTS
    nursing ethics | ILV

    nursing ethics | ILV

    1 SWS   2 ECTS

    Content

    > Application of basic ethical positions to concrete ethical areas of tension and conflict situations. 

    > Discursive, structured, systematic and methodical discussion and application of decision-making models

    > Competently handle ethical case studies from professional practice and health care in intra- and interprofessional discourse (e.g. in clinical Ethics Committees), which include ... 

    > ... e.g. euthanasia, brain death and organ transplantation, measures restricting freedom, areas of tension within ethical principles on the basis of, for example, beliefs specific to a particular world view, dealing with dementia-related illnesses, changes in therapy goals, reproductive medicine options, etc.

    Teaching method

    lecture, group work

    Examination

    Continuous assessment: Immanent

    Literature

    > Hiemetzberger, M. (2020). Ethik in der Pflege. 3. überarbeitete Auflage. Wien: Facultas Verlag.

    > Halmich, Michael / Klein, Andreas (2021): Sterbehilfe / Suizidbeihilfe in Österreich. VfGH-Erkenntnis / Diskussion zur Neuregelung 2021. Rechtliche & ethische Aspekte zur Selbstbestimmung am Lebensende, Wien. 

    > Wiesing, Urban (Hg.) (2020): Ethik in der Medizin: ein Studienbuch, 5. Auflage, UB 19337, Ditzingen.

     

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    Nursing and chronic diseases | ILV

    Nursing and chronic diseases | ILV

    1.5 SWS   3 ECTS

    Content

    > 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

    Teaching method

    Group work, presentation

    Examination

    Final exam: LV-concluding written final examination

    Literature

    > Corbin, J. M.; Strauss, A. L.; Hildenbrand, A. (2010). Weiterleben lernen. Verlauf und Bewältigung chronischer Krankheit. Bern: Hans Huber.
    > Lubkin, I. M.  (2002). Chronisch Kranksein. Implikationen und Interventionen für Pflege- und Gesundheitsberufe. Bern: Hans Huber.

     

    Teaching language

    Deutsch
    1.5 SWS
    3 ECTS
    Module applied university didactics
    3 SWS
    6 ECTS
    Teaching and learning process design, incl. training 1 | ILV

    Teaching and learning process design, incl. training 1 | ILV

    2 SWS   4 ECTS

    Content

    > Basic concepts
    > Basics of planning a teaching position
    > Preparation and planning of lessons
    > Execution of lessons
    > Reflection of lessons
    > Teaching position

    Teaching method

    Seminar paper, teaching design

    Examination

    Continuous assessment: Immanent

    Literature

    > Becker, G. (2011). Unterricht planen. Handlungsorientierte Didaktik, Teil I.10.Auf.  Weinheim: Beltz Verlag.
    > Becker, G. (2009). Unterricht durchführen. Handlungsorientierte Didaktik, Teil II. , 9. vollständig überarbeitete Auflage.Weinheim: Beltz Verlag.
    > Becker, G. (2007). Unterricht auswerten und beurteilen. Handlungsorientierte Didaktik, Teil III. 1. Auflage Weinheim: Beltz Verlag.
    > Gudjons, H. (2008). Handlungsorientiert lehren und lernen. Schüleraktivierung, Selbstständigkeit, Projektarbeit. 7. Aktualisierte Auflage. Bad Heilbrunn: Klinkhardt
    > Schewior-Popp, S. (2013). Lernsituationen planen und gestalten. Handlungsorientierter Unterricht im Lernfeldkontext.  2. Auf. Stuttgart: Georg Thieme Verlag

    Teaching language

    Deutsch
    2 SWS
    4 ECTS
    Teacher-centred methodological approaches | ILV

    Teacher-centred methodological approaches | ILV

    1 SWS   2 ECTS

    Content

    > 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

    Teaching method

    lecture, discussion

    Examination

    Final exam: LV - final written examination

    Literature

    > Dummann, K.; Jung, K.; Lexa, S.; Niekrenz, Y. (2008). Einsteigerhandbuch Hochschullehre. Aus der Praxis für die Praxis. Darmstadt: WBG Verlag.
    > Gudjons, H. (2007). Frontalunterricht neu entdeckt: Integration in offene Unterrichtsformen. 2. Auflage. Bad Heilbrunn: Klinkhardt.
    > Pfäffli, B. (2006). Lehren an Hochschulen - Eine Hochschuldidaktik für den Aufbau von Wissen und Kompetenzen. Bern: Haupt.
    > Wahl, D. (2013). Lernumgebungen erfolgreich gestalten. Vom trägen Wissen zum kompetenten Handeln.  3. Auflage mit Methodensammlung.Bad Heilbrunn: Klinkhardt
    > Winteler, A. (2005). Professionell lehren und lernen. Ein Praxisbuch. Darmstadt: WBG Verlag.

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    Module basics university didactics
    2.5 SWS
    5 ECTS
    Education science and education theories | ILV

    Education science and education theories | ILV

    1 SWS   2 ECTS

    Content

    > theoretical and methodological foundations of educational science
    > schools of thought in educational science

    Teaching method

    Lecture

    Examination

    Final exam: LV - final written examination

    Literature

    > Gudjons, H. (2012). Pädagogisches Grundwissen. Überblick, Kompendium.  11. Auflage. Bad Heilbrunn: Klinkhardt.
    > Koller, H.-Chr. (2017). Grundbegriffe, Theorien und Methoden der Erziehungswissenschaft. Eine Einführung. 7. Auflage. Stuttgart: Kohlhammer Verlag.
    > Kruger, H.-H. (2012). Einführung in Theorien und Methoden der Erziehungswissenschaft. 6. Auflage. Opladen: Springer.
    > Raithel, J. u. a. (2009). Einführung Pädagogik. Begriffe – Strömungen – Klassiker – Fachrichtungen. 3. Auflage.  Wiesbaden: VS Verlag.

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    Didactic approaches/ university teaching | ILV

    Didactic approaches/ university teaching | ILV

    1.5 SWS   3 ECTS

    Content

    > 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

    Teaching method

    Group work, discussion, seminar work

    Examination

    Final exam: LV-concluding written final examination

    Literature

    > Böss-Ostendorf, A.; Senft, H. (2018). Einführung in die Hochschul-Lehre. Ein Didaktik-Coach. , 3. Auflage.Opladen: Verlag Barbara Budrich.
    > Kron, F. W.; Jürgens, E.; Standop, J. (2014). Grundwissen Didaktik.6. überarbeitete Auflage. München: Reinhardt,.
    > Kron, F. W.; Jürgens, E.; Standop, J. (2013). Grundwissen Pädagogik. 8. überarbeitete Auflage. Müchen: Reinhardt.
    > Krüger, H.-H.;  Helsper, W. (2010). Einführung in Grundbegriffe und Grundfragen der Erziehungswissenschaft. 9. Auflage.Opladen: Budrich.
    > Lehner, M. (2019). Didaktik. Bern: Haupt Verlag.
    > Macke, G.; Hanke, U.; Viehmann-Schweizer, P.; Raether, W. (2016). Kompetenzorientierte Hochschuldidaktik. Lehren – vortragen – prüfen – beraten.3. völlig überarbeitete und erweiterte Auflage. Weinheim und Basel: Beltz Verlag.
    > Nickolaus, R. (2019). Didaktik – Modelle und Konzepte beruflicher Bildung. Orientierungsleistungen für die Praxis. 5. überarbeitete Auflage. Hohengehren: Schneider Verlag.
    > Pfäffli, B. (2006). Lehren an Hochschulen – Eine Hochschuldidaktik für den Aufbau von Wissen und Kompetenzen. Bern: Haupt Verlag.
    > Rummler, M. (2011). Crashkurs Hochschuldidaktik. Grundlagen und Methoden guter Lehre. Weinheim: Beltz Verlag.
    > Siebert, H.(2019). Didaktisches Handeln in der Erwachsenenbildung. Didaktik aus konstruktivistischer Sicht.9. Auflage. Augsburg: Ziel Verlag.
    > Steindorf, G. (2000). Grundbegriffe des Lehrens und Lernens.5. Auflage. Heilbrunn: Klinkhardt.
    > Stelzer-Rothe, T. (2008). Kompetenzen in der Hochschullehre. Rüstzeug für gutes Lehren und Lernen an Hochschulen.2. aktualisierte Auflage. Rinteln: Merkur.
    > Terhart, Ewald (2019). Didaktik. Eine Einführung. Ditzingen: Reclam.
    > Waldherr, F. (2009). didaktisch und praktisch: Ideen und Methoden für die Hochschullehre. Hannover: Schäffer Verlag.

    Teaching language

    Deutsch
    1.5 SWS
    3 ECTS
    Module basics of nursing science
    4 SWS
    9 ECTS
    English specialist literature work and Professional English | ILV

    English specialist literature work and Professional English | ILV

    1 SWS   2 ECTS

    Content

    > 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

    Teaching method

    Group work, inputs

    Examination

    Continuous assessment: Immanent

    Literature

    > Ford, Y. (2017). Nursing English Essentials.3. überarbeitete Auflage. Bern: Hogrefe.
    > Jibidar, A. (2016). Grundwortschatz Englisch für Pflege- und Gesundheitsberufe. 2. Auflage.Wien: Facultas.
    > Skern, T. (2019). Writing Scientific English. A Workbook.3. Auflage Wien: Facultas.

    Teaching language

    Englisch
    1 SWS
    2 ECTS
    Advanced nursing science | ILV

    Advanced nursing science | ILV

    2 SWS   5 ECTS

    Content

    >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

    Teaching method

    lecture, e-learning

    Examination

    Final exam: LV-concluding written final examination

    Literature

    > Behrens, J.; Langer, G. (Hg.) (2010). Handbuch Evidence-based Nursing. Bern: Hans Huber
    > Behrens, J.; Langer, G. (Hrsg.) (2016). Evidence based Nursing and Caring.     Methoden und Ethik der Pflegepraxis und Versorgungsforschung - Vertrauensbildende Entzauberung der „Wissenschaft“. 4. Auflage.Bern: Hans Huber.
    > LoBiondo-Wood, G.; Haber, J. (2005). Pflegeforschung. Methoden, Bewertung, Anwendung. 2. Auflage.München, Jena: Urban & Fischer.> Mayer, H. (2019). Pflegeforschung anwenden.3. Auflage. Wien: Facultas Verlag.
    > Meyer, G.; Balzer, K.; Köpke, S. (2014). Nicht fakultativ, sondern obligat! Von der Notwendigkeit einer evidenzbasierten Praxis in der Pflege und Gesundheitsversorgung. In: PADUA, 9, 4, p. 195-200.
    > Smoliner, A. (2011). Patientenorientierung im Konzept Evidence-based Nursing?... und es funktioniert doch! In: Pflege, 24, 4, p. 225-227.

    Teaching language

    Deutsch
    2 SWS
    5 ECTS
    Academic writing | ILV

    Academic writing | ILV

    1 SWS   2 ECTS

    Content

    > 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

    Teaching method

    lecture, group work, presentation

    Examination

    Continuous assessment: Immanent

    Literature

    > American Psychological Association (2017).Publication Manual of the American Psychological Association (6th ed.).
    > Brandenburg, H., Panfil, E.M. & Mayer, H. (2007). Pflegewissenschaft 2. Lehr- und Arbeitsbuch zur Einführung in die Pflegeforschung. Bern:Huber Verlag.
    > Ertl-Schmuck, R., Unger, A., Mibs, M., Lang, C. (2015). Wissenschaftliches Arbeiten in Gesundheit und Pflege. München: UVK Verlag.
    > Karmasin, M & Ribig, R. (2019). Die Gestaltung wissenschaftlicher Arbeiten. Wien: Facultas Verlag.
    > Kornmeier, M. (2018). Wissenschaftlich schreiben leicht gemacht. Für Bachelor, Master und Dissertation. Stuttgart: UTB.
    > Kleibel, V., Mayer, H. (2011). Literaturrecherche für Gesundheitsberufe. 2. Auflage.Wien: Facultas.

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    Module Elective Subject Nursing Expertise
    1 SWS
    2 ECTS
    Elective Nursing Expertise (2 ECTS of your choice)
    Evidence based Care for Adults | VO

    Evidence based Care for Adults | VO

    1 SWS   2 ECTS

    Content

    > 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)

    Teaching method

    Case based learning, group work, lecture

    Examination

    Continuous assessment: Immanent

    Literature

    > Brooker, C., & Nicol, M. (2011). Alexander´s Nursing Practice (4th ed.). Oxford: Elsevier Ltd.

    > Haring, R. (2019). Gesundheit digital. Perspektiven zur Digitalisierung im Gesundheitswesen. Berlin: Springer Verlag.

    > Käppeli, S. (1997). Pflegekonzepte. Phänomene im Erleben von Krankheit und Umfeld Band 1. Bern: Verlag Hans Huber.

    > Käppeli, S. (2004) Pflegekonzepte. Phänomene im Erleben von Krankheit und Umfeld Band 3. Bern: Verlag Hans Huber.

    > McCormack, B., & McCance, T. (2017). Person-Centred Practice in Nursing and Health Care. Theory and Practice. Oxford: Wiley Blackwell.

    > Schober, M., & Affara, F. (2008). Advanced Nursing Practice (ANP). Bern: Verlag Hans Huber.

     

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    Evidence based Care for children and younger people | VO

    Evidence based Care for children and younger people | VO

    1 SWS   2 ECTS

    Content

    "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

    Teaching method

    Case based learning, group work, lecture

    Examination

    Continuous assessment: Immanent

    Literature

    Literatur in der LV

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    Public Health | VO

    Public Health | VO

    1 SWS   2 ECTS

    Content

    > 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

    Teaching method

    lecture, presentation, discussion, group work

    Examination

    Continuous assessment: Immanent

    Literature

    > Hurrelmann, K.; Richter, M.; Klotz, T. & Stock, S. (Hrsg.). (2018). Referenzwerk Prävention und Gesundheitsförderung. 5., vollst. überarb. Aufl. Bern: Hogrefe.

    > Hurrelmann, K. & Razum, O. (Hrsg.). (2016). Handbuch Gesundheitswissenschaften. 6. Aufl. Weinheim u. München: Beltz Juventa.

    > Egger, M.; Razum, O. & Rieder, A. (Hrsg.). (2021). Public Health Kompakt. 4., aktualisierte und erweiterte Aufl. Berlin/Boston: de Gruyter.

    > Weltgesundheitsorganisation (2004). Soziale Determinanten von Gesundheit. Die Fakten. Zweite Ausgabe. International Centre for Health and Society. www.euro.who.int/__data/assets/pdf_file/0008/98441/e81384g.pdf=


     

    Teaching language

    Deutsch
    1 SWS
    2 ECTS

    Module teaching- and learning processes
    4.5 SWS
    10 ECTS
    Teaching and learning process design, incl. training 2 | ILV

    Teaching and learning process design, incl. training 2 | ILV

    3 SWS   6 ECTS

    Content

    > 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

    Teaching method

    Lecture, group work, discussion, seminar work

    Examination

    Continuous assessment: Immanent

    Literature

    > Becker, G. (2011). Unterricht planen. Handlungsorientierte Didaktik, Teil I.10.Auf.  Weinheim: Beltz Verlag.
    > Becker, G. (2009). Unterricht durchführen. Handlungsorientierte Didaktik, Teil II. , 9. vollständig überarbeitete Auflage.Weinheim: Beltz Verlag.
    > Becker, G. (2007). Unterricht auswerten und beurteilen. Handlungsorientierte Didaktik, Teil III. 1. Auflage Weinheim: Beltz Verlag.
    > Gudjons, H. (2008). Handlungsorientiert lehren und lernen. Schüleraktivierung, Selbstständigkeit, Projektarbeit. 7. Aktualisierte Auflage. Bad Heilbrunn: Klinkhardt
    > Schewior-Popp, S. (2013). Lernsituationen planen und gestalten. Handlungsorientierter Unterricht im Lernfeldkontext.  2. Auf. Stuttgart: Georg Thieme Verlag

     

     

    Teaching language

    Deutsch
    3 SWS
    6 ECTS
    Performance assessment and evaluation | ILV

    Performance assessment and evaluation | ILV

    1.5 SWS   4 ECTS

    Content

    > 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

    Teaching method

    Seminar paper

    Examination

    Final exam: LV-concluding written final examination

     

    Literature

    > Böss-Ostendorf, A.; Senft, H. (2010).Einführung in die Hochschul-Lehre. Ein Didaktik-Coach. 1. Auflage.Stuttgart: UTB Stuttgart.
    > Brunner, I.; Häcker, T.; Winter, F. (2009). Das Handbuch Portfolioarbeit. Konzepte, Anregungen, Erfahrungen aus Schule und Lehrerbildung. 3. Auflage. Seelze-Velber: Klett Kallmeyer.
    > Jäger, R. (2001). Von der Beobachtung zur Notengebung – Ein Lehrbuch: Diagnostik und Benotung in der Aus-, Fort- und Weiterbildung. Landau: Empirische Pädagogik.
    > Macke, G.; Hanke, U.; Viehmann-Schweizer, P.; Raether, W. (2016). Kompetenzorientierte Hochschuldidaktik. Lehren – vortragen – prüfen – beraten. 3. völlig überarbeitete und erweiterte Auflage.Weinheim und Basel: Beltz Verlag.
    > Neuweg, G.H. (2019). Kompetenzorientierte Leistungsbeurteilung. Pädagogische und rechtliche Hilfestellungen für die Schulpraxis. 1. Auflage Linz: Trauner.
    > Rummler, M. (2011). Crashkurs Hochschuldidaktik. Grundlagen und Methoden guter Lehre. Weinheim: Beltz Verlag.
    > Schwendenwein, W. (1998). Theorie des Unterrichtens und Prüfens. Wien: WUV.
    > Stelzer-Rothe, Thomas (Hrsg.) (2008). Kompetenzen in der Hochschullehre. Rüstzeug für gutes Lehren und Lernen an Hochschulen.2. aktualisierte Auflage. Rinteln: Merkur-Verlag.
    > Waldherr, F.; Walter, C. (2009). didaktisch und praktisch: Ideen und Methoden für die Hochschullehre. Stuttgart: Schäffer-Poeschel Verlag.

    Teaching language

    Deutsch
    1.5 SWS
    4 ECTS
    Module teaching practice
    4 SWS
    9 ECTS
    basics in communication in education | ILV

    basics in communication in education | ILV

    1 SWS   2 ECTS

    Content

    > 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

    Teaching method

    Group work, discussion

    Examination

    Continuous assessment: Immanent

     

    Literature

    > Saberi, R. (2019). Interkulturelle Kommunikation an deutschen Hochschulen am Beispiel von Sprechstundengesprächen. Tübingen: Narr Francke Attempto Verlag.
    > Thiel, F. (2016). Interaktion im Unterricht. Opladen, Toronto: Verlag Barbara Budrich.

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    practice reflexion | PR

    practice reflexion | PR

    1.5 SWS   3 ECTS

    Content

    > 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

    Teaching method

    lecture, group work, presentation

    Examination

    Continuous assessment: Immanent

    Literature

    je nach Hospitation und Lehrveranstaltung

    Teaching language

    Deutsch
    1.5 SWS
    3 ECTS
    Teacher-centred methodological approaches | ILV

    Teacher-centred methodological approaches | ILV

    1 SWS   3 ECTS

    Content

    > 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

    Teaching method

    lecture, group work, presentation

    Examination

    Final exam: LV final oral or written final examination

    Literature

    > Berendt, B.; Szczyrba, B.; Voss, H.-P.; Wildt, J. (2006). Neues Handbuch Hochschullehre: Lehren und Lernen effizient gestalten. Stuttgart: Raabe.
    > Macke, G.; Hanke, U.; Viehmann-Schweizer, P.; Raether, W. (2016). Kompetenzorientierte Hochschuldidaktik. Lehren – vortragen – prüfen – beraten.3. völlig überarbeitete und erweiterte Auflage. Weinheim und Basel: Beltz Verlag.
    > Stelzer-Rothe, Thomas (Hrsg.) (2008). Kompetenzen in der Hochschullehre. Rüstzeug für gutes Lehren und Lernen an Hochschulen. 2. aktualisierte Auflage. Rinteln: Merkur-Verlag.
    > Welbers, U.; Gaus, O.; Wagner, B. (2005). The shift from teaching to learning. Konstruktionsbedingungen eines Ideals. Bielefeld: Bertelsmann.

    Teaching language

    Deutsch
    1 SWS
    3 ECTS
    rhetorics | UE

    rhetorics | UE

    0.5 SWS   1 ECTS

    Content

    > 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

    Teaching method

    lecture, presentation

    Examination

    Continuous assessment: immanent

    Literature

    > Becher, F. (2020). Rhetorik im Job. Der Baukasten für erfolgreiche Reden und Gespräche. Freiburg: Haufe.
    > Hermann-Ruess, A. (2010). Wirkungsvoll präsentieren. Das Buch voller Ideen. 1. Auflage.Göttingen: BusinessVillage.
    > Holzheu, H. (2002). Natürliche Rhetorik. Düsseldorf, Berlin: Econ Verlag.
    > Schopenhauer, A. (2017). Die Kunst, Recht zu behalten. Ditzingen: Reclam.
    > Schulz von Thun, F. (2013). Miteinander reden: 3. Das „Innere Team“ und situationsgerechte Kommunikation. Kommunikation, Person, Situation. 24. Auflage.  Reinbek bei Hamburg: Rowohlt Taschenbuch Verlag.
    > Thiele, A. (2015). Argumentieren unter Stress: wie man unfaire Angriffe erfolgreich abwehrt.12. Aktualisierte und erweiterte Auflage. München: dtv Verlagsgesellschaft.

    Teaching language

    Deutsch
    0.5 SWS
    1 ECTS
    Module Organisation and management in education
    1.5 SWS
    3 ECTS
    Education Management | ILV

    Education Management | ILV

    1.5 SWS   3 ECTS

    Content

    >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

    Teaching method

    lectures, group work, discussions

    Examination

    Final exam: LV-concluding written final examination

     

    Literature

    > Gessler, M. (Hg.) (2009). Handlungsfelder des Bildungsmanagements. Ein Handbuch. Münster; New York; München; Berlin: Waxmann.
    > Gieseke, W. (2008). Bedarfsorientierte Angebotsplanung in der Erwachsenenbildung. Bielefeld: Bertelsmann Verlag.
    > Griese, C.; Marburger, H. (2011). Bildungsmanagement. Ein Lehrbuch. München: Oldenbourg Verlag.
    > Hartz, S.; Meisel, K. (2006). Qualitätsmanagement. 2., überarbeitete Auflage. Bielefeld: Bertelsmann Verlag.
    > Hasler Roumois, U. (2013).Studienbuch Wissensmanagement. 3. überarbeitete und erweiterte Auflage. Zürich: orell füssli Verlag.
    > Heyse, V.; Erpenbeck, J.; Ortmann, S. (Hrsg.) (2010). Grundstrukturen menschlicher Kompetenzen - Praxiserprobte Konzepte und Instrument,. Münster: Waxmann Verlag
    > Kießling-Sonntag, J. (2003). Handbuch Trainings- und Seminarpraxis: Konzepte des Trainingshandelns, Trainingszyklus von der Auftragsklärung bis zu Transfersicherung, Werkzeuge erfolgreicher Seminargestaltung. Berlin: Cornelsen Verlag.
    > Loebe, H.; Severing, E. (2010). Bildungscontrolling – Erfolg sichtbar machen. Schriftenreihe des Forschungsinstituts Betriebliche Bildung (f-bb). Bielefeld: Bertelsmann.
    > Merk, R. (2006). Weiterbildungsmanagement. Bildung erfolgreich und innovativ managen. 3. Auflage. Augsburg: Ziel Verlag.
    > Pircher, R. (Hg.) (2010). Wissensmanagement, Wissenstransfer, Wissensnetzwerke. Konzepte, Methoden, Erfahrungen. Erlangen: Publicis.
    > Schlutz, E. (2006). Bildungsdienstleistungen und Angebotsentwicklung. Münster; New York; München; Berlin: Waxmann.
    > Tippelt, R.; Hippel, A. von (2010). Handbuch Erwachsenenbildung/Weiterbildung. 4., durchgesehene Auflage. Wiesbaden: VS Verlag für Sozialwissenschaften.
    > Zech, R. (2010). Handbuch. Management in der Weiterbildung. Weinheim und Basel: Beltz Verlag.

    Teaching language

    Deutsch
    1.5 SWS
    3 ECTS
    Module nursing research
    4 SWS
    8 ECTS
    applied nursing research | ILV

    applied nursing research | ILV

    1 SWS   2 ECTS

    Content

    > Writing an exposé for the MA thesis

    Teaching method

    group work, lecture

    Examination

    Continuous assessment: Immanent

    Literature

    > American Psychological Association (2017).Publication Manual of the American Psychological Association (6th ed.).

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    Qualitative research methods | ILV

    Qualitative research methods | ILV

    1.5 SWS   3 ECTS

    Content

    > 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

    Teaching method

    Lecture, E- Learning

    Examination

    Final exam: LV-concluding written final examination

    Literature

    > Flick,U., Von Kardorff, E., Steinke, I. (2015). Qualitative Forschung. Ein Handbuch.11. Auflage. Reinbeck bei Hamburg: Rowohlt.
    > Flick, U. (2016). Qualitative Sozialforschung. Eine Einführung. Reinbeck bei Hamburg. 7. Auflage.Reinbeck bei Hamburg:Rowohlt.
    > Przyborski, A., Wohlrab-Sahr, M. (2010). Qualitative Sozialforschung. Ein Arbeitsbuch. München. 1. Auflage.Oldenburg Verlag
    > Kruse, J. (2015). Qualitative Interviewforschung. Ein integrativer Ansatz.2. Auflage. Weinheim und Basel: Beltz Juventa,
    > Kuckartz, U. (2016). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung.3.Auflage. Weinheim und Basel: Beltz Juventa.
    > Mayring, P. (2015). Qualitative Inhaltsanalyse. Grundlagen und Techniken.12. Auflage. Weinheim und Basel: Beltz Juventa.

    Teaching language

    Deutsch
    1.5 SWS
    3 ECTS
    Quantitative research methods | ILV

    Quantitative research methods | ILV

    1.5 SWS   3 ECTS

    Content

    > Deepening quantitative empirical nursing research

    > Construction of a questionnaire

    > Research designs

    > Samples

    Teaching method

    lecture, group work, exercises
     

    Examination

    Final exam: LV-concluding written final examination

     

    Literature

    > Atteslander, P. (2010). Methoden der empirischen Sozialforschung. Berlin, New York: Walter de Gruyter.
    > Bortz, J.; Döring, N. (2006). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler. Heidelberg: Springer Verlag.
    > Diekmann, A. (2011). Empirische Sozialforschung. Grundlagen, Methoden, Anwendungen. Hamburg: Rowohlt Taschenbuch Verlag.
    > Mayer, H. (2019). Pflegeforschung anwenden. Elemente und Basiswissen für das Studium. 5. vollständig überarbeitete Auflage. Wien: Facultas.
    > Raab-Steiner, E.; Benesch, M. (2012). Der Fragebogen. Von der Forschungsidee zur SPSS-Auswertung. Wien: Facultas WUV.
    > Schnell, R; Hill, P.; Esser, E. (2011). Methoden der empirischen Sozialforschung. 9., aktualisierte Auflage. München: Oldenburg Verlag.
     

    Teaching language

    Deutsch
    1.5 SWS
    3 ECTS

    Module Evidence Based Nursing
    2 SWS
    4 ECTS
    Research-based nursing practice | ILV

    Research-based nursing practice | ILV

    1 SWS   2 ECTS

    Content

    > 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

    Teaching method

    lecture, discussion, group work, presentation

    Examination

    Final exam: LV-concluding written final examination

    Literature

    > Brandenburg, H. (2005). Wie gelangt neues Wissen in die Praxis der Pflege? In: PrInternet, 09, p. 464 - 471.
    > Breimaier, H.; Halfens, R.; Lohrmann, C.: (2011): Nurses´ wishes, knowledge, attitudes and perceived barriers on implementing research findings into practice among graduate nurses in Austria. In: Journal of Clinical Nursing, p. 1 – 13.
    > Haslinger-Baumann, E., Müller, G.; Them, C. (2014). "Vom Putzen bis zur Wissenschaft" Die Herausforderung, wissenschaftliche Forschungsergebnisse in der täglichen Pflegepraxis anzuwenden. In: Pflegewissenschaft, 11, p. 621 - 630.
    > Haslinger-Baumann, E.; Jukic-Puntigam, M.; Steininger, A.; Burns, E.: (2011). Theorie – Praxistransfer am Beispiel einer evidence-basierten Praxisleitlinie zum Thema Hautpflege bei Harn- und/oder Stuhlinkontinenz für Spitäler und Langzeitpflegeeinrichtungen. In: Pflegewissenschaft, 03, p.182 - 188.
    > Haslinger-Baumann, E.: (2009). Evidence-based Nursing – Ein Brückenschlag zwischen Wissenschaft und Praxis. In: Mayer H. (Hg): Pflegewissenschaft – Von der Ausnahme zur Normalität. Facultas Verlag, Sp. 197 – 218.
    > Stetler, C.; Damschroder, L.; Helfrich C.; Hagedorn, H.: (2011). A Guide for applying a revised version of the PARIHS framework for implementation. In: Implementation Science, open access.

    www.implementationscience.com/content/6/1/99.


    > Roes, M (2014). Implementierung von Studienergebnissen. In: PADUA, 9, 4, p. 201 - 204.
    > Titler, M., Steelman V.; Budreau G.; Buckwalter K.; Goode C.: (2001). The Iowa Model of Evidence-Based Practice to Promote Quality Care. In: Critical Care Nursing Clinics of North America, 13, 4, p. 497-509.
    > Titler, M; Mentes, J.; Rakel, B.; Abbott, L.; Baumler, S.: (1999). From Book to Bedside: Putting Evidence to Use in the Care of the Elderly. In: Journal of Quality Improvement, 25, 10, p. 545 – 556.

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    Statistics | ILV

    Statistics | ILV

    1 SWS   2 ECTS

    Content

    > 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)

    Teaching method

    lecture, group work, discussion

    Examination

    Final exam: LV-concluding written final examination

    Literature

    > Hatzinger, R.; Nagel, H. (2013). Statistik mit SPSS. Fallbeispiele und Methoden. Hallbergmoos: Pearson
    > Koller, M.M. (2014). Statistik für Pflege- und Gesundheitsberufe. Wien: Facultas.
    > Krämer, W. (2011). So lügt man mit Statistik. München: Piper.
    > Raab-Steiner, E. (2015). Der Fragebogen. Von der Forschungsidee zur SPSS-Auswertung. Wien: Facultas.
    > Stetler, C.;  Damschroder, L.; Helfrich, C.; Hagedorn, H. (2011).     A Guide for applying a revised version of the PARIHS framework for implementation. 

    In: Implementation Science, open access, www.implementationscience.com/content/6/1/99. 

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    Module health communication
    4 SWS
    8 ECTS
    Health promotion and prevention | ILV

    Health promotion and prevention | ILV

    2 SWS   4 ECTS

    Content

    > 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

    Teaching method

    lecture, discussion, group work, presentation

    Examination

    Final exam: LV-concluding written final examination

    Literature

    > Hurrelmann, K.; Klotz T.; Haisch, J. (Hrsg.) (2014). Lehrbuch Prävention und Gesundheitsförderung. 4. Auflage. Bern: Hans Huber.
    > Wulfhorst, B.; Hurrelmann, K. (Hrsg.) (2009). Handbuch Gesundheitserziehung. Bern: Hans Huber.
    > Sørensen, K.; Van den Broucke, S.; Fullam, J.; Doyle, G.; Pelikan, J.; Slonska, Z.; Brand, H. (2012). Health literacy and public health: A systematic review and integration of definitions and models.

    In: BMC Public Health, 12, www.biomedcentral.com/1471-2458/12/80.

    Teaching language

    Deutsch
    2 SWS
    4 ECTS
    Personal education, counseling and communication | ILV

    Personal education, counseling and communication | ILV

    2 SWS   4 ECTS

    Content

    > 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

    Teaching method

    lecture, group work, discussion, case-based learning

    Examination

    Continuous assessment: Immanent

    Literature

    > Bachmaier, S. (2011). Beraten will gelernt sein. Ein praktisches Lehrbuch für Anfänger und Fortgeschrittene. 10. Auflage.Basel: Beltz Verlag.
    > Bamberger, G. G. (2001). Lösungsorientierte Beratung. Basel: Beltz Verlag.
    > Büttner, C.; Quindel, R. (2005). Gesprächsführung und Beratung. Heidelberg: Springer Verlag.
    > Mitschka, R. (2000). Sich auseinander setzen – miteinander reden: ein Lern- und Übungsbuch zur professionellen Gesprächsführung für LehrerInnen, SozialarbeiterInnen und BeraterInnen. Linz: Veritas Verlag.
    > Mutzeck, W. (2008). Kooperative Beratung: Grundlagen, Methocen, Training, Effektivität. 6. Auflage.Basel: Beltz Verlag.
    > Radatz, S. (2009). Beratung ohne Ratschlag. Systemisches Coaching für Führungskräfte und BeraterInnen. 6. Auflage. Wien: Verlag Systemisches Management.
    > Schulz von Thun, F. (2010). Miteinander reden. Teil 1: Störungen und Klärungen. Teil 2: Stile, Werte und Persönlichkeitsentwicklung. 48. Auflage.Reinbek: Rowohlt Verlag.
    > Stefanoni, S.; Alig, B. (2009). Pflegekommunikation. Gespräche im Pflegeprozess. Bern: Hans Huber Verlag.
    > Tietze, K.-O. / Schulz von Thun, F. (2003). Kollegiale Beratung: Problemlösungen gemeinsam entwickeln. Miteinander reden: Praxis. Reinbek: Rowohlt Verlag.

    Teaching language

    Deutsch
    2 SWS
    4 ECTS
    Module Internationalisation
    2 SWS
    4 ECTS
    Project- and quality management | SE

    Project- and quality management | SE

    2 SWS   4 ECTS

    Content

    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

     

    Teaching method

    lecture, group work, presentation

    Examination

    Continuous assessment: Immanent

    Literature

    > Baartmans, P.; Geng, V. (2006). Qualität nach Maß. Entwicklung und Einführung von Qualitätsstandards im Gesundheitswesen. Bern: Hans Huber.
    > Gareis, R. (2016). Happy Projekts! Wien: Manz.
    > Gebert, A. J.; Kneubühler, H.-U. (2003). Qualitätsbeurteilung und Evaluation der Qualitätssicherung in Pflegeheimen: Plädoyer für ein gemeinsames Lernen. Bern: Hans Huber.
    > Giebing, H.; Francois-Kettner, H.; Roes, M.; Marr, H. (1999). Pflegerische Qualitätssicherung. Konzept, Methode, Praxis. Bern: Hans Huber.
    > Patzak, G.; Rattay G. (2009). Projektmanagement. Wien: Linde.
    > Schiemann, D.; Moers, M.; Büscher, A. (2014). Qualitätsentwicklung in der Pflege. Konzepte, Methoden und Instrumente. Stuttgart: Kohlhammer Verlag.
    > Uhl, A. (2008). Qualitätsentwicklung sozialer und gesundheitlicher Dienste für Menschen mit Pflege- und Betreuungsbedarf. Delphi-Konsensusprozess zur Entwicklung eines Qualitätsprofils der ambulanten pflegerischen Versorgung. Berlin: Lit Verlag.
    > Zollondz, H.-D. (2011). Grundlagen Qualitätsmanagement. Einführung in Geschichte, Begriffe, Systeme und Konzepte. München: Oldenburg.

    Teaching language

    Deutsch-Englisch
    2 SWS
    4 ECTS
    Module media and methods
    2 SWS
    4 ECTS
    Media didactics and media pedagogy | ILV

    Media didactics and media pedagogy | ILV

    2 SWS   4 ECTS

    Content

    > 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

    Teaching method

    Blended Learning
    Peer feedback or learning tandems

    Examination

    Continuous assessment: Immanent

    Literature

    > Kerres, M. (2012). Mediendidaktik: Konzeption und Entwicklung mediengestützter Lernangebote. 3. Auflage. München: Oldenburg-Verlag.
    > Reimann, G. (2015). Studientext Didaktisches Design.

    Hamburg: Universität Hamburg. gabi-reinmann.de/wp-content/uploads/2013/05/Studientext_DD_Sept2015.pdf, Zugriff am 10.07.2020.


    > Sander, U.; Gross, F.; Hugger, K.-U. (2008). Handbuch Medienpädagogik. Wiesbaden: VS-Verlag.

    Teaching language

    Deutsch
    2 SWS
    4 ECTS
    Module Organisation and management in education
    3 SWS
    6 ECTS
    Education policy and university law | ILV

    Education policy and university law | ILV

    1 SWS   2 ECTS

    Content

    > 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

    Teaching method

    Lecture

    Examination

    Final exam: LV-concluding written final examination

    Literature

    > Berka, W.; Brünner, C.; Hauser, W.  (Hrsg.) (2018). Handbuch des österreichischen Hochschulrechts. 3. überarbeitete Auflage.Wien: NWV Verlag.
    > Hauser, W. (Hrsg.) (2019). Hochschulrecht Jahrbuch 2018. Wien: NWV Verlag.
    > Kasparovsky, H.; Wadsack-Köchl, I. (2015). Das österreichische Hochschulsystem. Wien: Bundesministerium für Wissenschaft, Forschung und Wirtschaft.
    > Kernegger, G.; Müllner, E. (Hrsg.) (2005). Internationalisierungsprozess an Österreichs Hochschulen, Wien: Österreichischer Austauschdienst.
    > Schmid, K.; Hafner, H.; Pirolt, R. (2007). Reform von Schulgovernance-Systemen. Vergleichende Analyse der Reformprozesse in Österreich und bei einigen PISA-Teilnehmerländern.  Ibw-Forschungsbericht Nr. 135. Wien: ibw.
    > Schmid, K.; Hafner, H. (2011). Reformoptionen für das österreichische Schulwesen. Internationaler Strukturvergleich und notwendige Reformen aus Sicht der Unternehmen. Ibw-Forschungsbericht Nr. 161. Wien: ibw.
    > Seifert, M.  (2004). Rechtliche Grundlagen des Bologna-Prozesses und der Lissabon-Strategie. Europaweite Vereinheitlichung der Studienstrukturen und Maßnahmen zur Erleichterung der Anerkennung von Diplomen. Wien: Europainstitut Wirtschaftsuniversität Wien.
    > Zeitschrift für Hochschulrecht. Der Bolognaprozess – Weg zu einem Europäischen Hochschulraum, zfhr 2005, 57.

    Teaching language

    Deutsch
    1 SWS
    2 ECTS
    Curricula- and curriculum development | SE

    Curricula- and curriculum development | SE

    2 SWS   4 ECTS

    Content

    > 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

    Teaching method

    Lecture, discussion, group work,

    Examination

    Final exam: LV-concluding written final examination

    Literature

    siehe Empfehlungen in der LV

    Teaching language

    Deutsch
    2 SWS
    4 ECTS
    Module professionalisation
    2 SWS
    4 ECTS
    coaching, counseling and crisismanagement | SE

    coaching, counseling and crisismanagement | SE

    0.5 SWS   1 ECTS

    Content

    > 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

    Teaching method

    lecture, presentation, discussion, group work

    Examination

    Final exam: LV-concluding written final examination

    Literature

    > Barth, D. (2015). Beratungswissen auf den Punkt gebracht. Ein Handbuch für Studierende, professionelle Begleiter/-innen und alle, die es werden wollen. Norderstedt: BoD.
    > Fahr, U. (2017). Coaching an der Hochschule. Grundlagen und Impulse für Coaches und Hochschulangehörige. Wiesbaden: Springer Fachmedien.
    > Szczyrba B.; Treeck, T. von; Wildt, B.; Wildt, J. (2017). Coaching (in) Diversity an Hochschulen. Hintergründe – Ziele – Anlässe – Verfahren. Wiesbaden: Springer Fachmedien.

    Teaching language

    Deutsch
    0.5 SWS
    1 ECTS
    Teacher professionalisation  | ILV

    Teacher professionalisation  | ILV

    1.5 SWS   3 ECTS

    Content

    > 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

    Teaching method

    lecture, group work, discussion

    Examination

    Continuous assessment: Immanent

     

    Literature

    > Artner, L.; Asselmeyer, H.; Oelker, B. (2019). Diversitätssensible Hochschullehre in der Pflegequalifizierung und –forschung. In: David Kergel/Birte Heidkamp (Hrsg. 2019).Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre.(p. 393-411). Wiesbaden: Springer Fachmedien Wiesbaden.
    > Darmann-Finck, I. (2018). Gesundheit/Pflege. In: Felix Rauner /Philipp Grollmann (Hg.): Handbuch Berufsbildungsforschung. (3rd ed., p. 226-233). wbv Media GmbH & Co. KG – Bielefeld.
    > Egger, R.; Merkt, M. (2016). Teaching Skills Assessments: Qualitätsmanagement und Personalentwicklung in der Hochschullehre. Wiesbaden: Springer Fachmedien
    > Egger, R.; Kiendl-Wendner, D.; Pöllinger, M. (2014). Hochschuldidaktische Weiterbildung an Fachhochschulen: Durchführung - Ergebnisse – Perspektiven. Wiesbaden: Springer Fachmedien.
    > Holoch, E. (2002). Situiertes Lernen und Pflegekompetenz. Entwicklung, Einführung und Evaluation von Modellen Situierten Lernens für die Pflegeausbildung. Bern: Hans Huber.
    > Kesselring, A. (1994). Praxiserfahrung als Quelle des Lernens. (p. 96-104)  In: Pflege, 7/2.
    > Mieg, H. A. (2018). Professionalisierung. In: Felix Rauner /Philipp Grollmann (Hg.): Handbuch Berufsbildungsforschung. ( 3th ed., p. 452-462). wbv Media GmbH & Co. KG – Bielefeld.

    > Inderbitzin, W. (2019): Führung an Hochschulen aktiv gestalten. Eine praxisorientierte Einführung für Leitungspersonen. Wiesbaden: Springer Fachmedien.
    > Truniger, L. (2017): Führen in Hochschulen. Anregungen und Reflexionen aus Wissenschaft und Praxis. Wiesbaden: Springer Fachmedien.

    Teaching language

    Deutsch
    1.5 SWS
    3 ECTS

    Module Internationalisation
    1 SWS
    2 ECTS
    Internationalisation of learning and teaching | ILV

    Internationalisation of learning and teaching | ILV

    1 SWS   2 ECTS

    Content

    > 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

    Teaching method

    lecture, discussion, teamwork, reflection

    Examination

    Continuous assessment: Active participation in class, draft an internationalisaton project in individual or group work (2 pages per student)

    Literature

    > Beelen, J. and Jones,E. (2015). Looking back at 15 years of Internationalisation at Home. In: EAIE Forum, winter issue.
    > Ferencz, I. (2015). Mobility Windows – the What, Why, How and to Which End? In: Green et al (Eds.): Internationalisation of Higher Education – Developments in the European Higher Education Area and Worldwide, Volume No 1.
    > Green, W.; Leask, B. and Whitsed, C. (2015). Internationalisation of the Curriculum at Home. In: EAIE Forum, winter issue.
    > Gregersen-Hermans, J.; Lauridsen, K. (2019). Unpacking the International Classroom. In: EAIE Forum, spring issue.
    > Jones, E. (2016). Mobility, Graduate Employability and Local Internationalisation. In: Jones et al (Eds.): Global and Local Internationalisation. Sense Publishers.
    > Knight, J. (2012). Concepts, Rationales, and Interpretive Frameworks in the Internationalization of Higher Education. In: Deardorff et al (Eds.): The SAGE handbook of international higher education. SAGE Publications.
    > Leask, B. (2016). Internationalizing Curriculum and Learning for All Students. In: Jones et al (Eds.): Global and Local Internationalisation. Sense publishers.
    > Mbagts, M; Bulnes, C.; De Louw, E. (2019) The Evolving Campus. In: EAIE Forum, spring issue.

    Teaching language

    Deutsch-Englisch
    1 SWS
    2 ECTS
    Module master thesis
    0.5 SWS
    22 ECTS
    Master Thesis | MT

    Master Thesis | MT

    0 SWS   18 ECTS

    Content

    > 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

    Teaching method

    Independent work supported by coaching

    Examination

    Final exam: Approval of the Master thesis

    Literature

    Abhängig von der gewählten Literatur

    Teaching language

    Deutsch
    18 ECTS
    Master Thesis rolling seminar | SE

    Master Thesis rolling seminar | SE

    0.5 SWS   2 ECTS

    Content

    > 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

    Teaching method

    discussion, presentation

    Examination

    Continuous assessment: Immanent

    Literature

    > Karmasin, M.; Ribnig, R. (2019). Die Gestaltung wissenschaftlicher Arbeiten. Wien: Facultas.
    > Leitfaden Masterthesis FH-Campus Wien
    > Mayer, H. (2019). Pflegeforschung anwenden. Elemente und Basiswissen für Studium und Weiterbildung. Wien: Facultas.
    >Online: Sprachleitfaden FH- Campus Wien

     - intranet.fhcampuswien.ac.at/wpcontent/uploads/2013/06/sprachleitfaden.pdf


    > Panfil, E.M. (Hrsg.) (2017). Wissenschaftliches Arbeiten in der Pflege. Lehr- und Arbeitsbuch für Pflegende. 2. Auflage. Bern: Huber Verlag. 

    Teaching language

    Deutsch
    0.5 SWS
    2 ECTS
    Masterthesis Examination | AP

    Masterthesis Examination | AP

    0 SWS   2 ECTS

    Content

    > 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

    Teaching method

    presentation, defence

    Examination

    Final exam: overall commission examination

    Literature

    > Je nach Thema der Abschlussarbeit, bzw. vorgegebener Literatur für den Fachteil

    Teaching language

    Deutsch
    2 ECTS
    Module media and methods
    3 SWS
    6 ECTS
    e-learning & e-teaching | SE

    e-learning & e-teaching | SE

    3 SWS   6 ECTS

    Content

    > 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

    Teaching method

    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

    Examination

    Continuous assessment: Immanent

     

    Literature

    > Arnold, P.; Thillosen, A.;Killian, L.; Zimmer, G. (2013).Handbuch E-Learning. Lehren und Lernen mit digitalen Medien. Bielefeld:Bertelsmann.
    > Ebner, M.; Schön, S. (2013). Lehrbuch für Lernen und Lehren mit Technologien

    . l3t.eu/homepage/das-buch/ebook-2013, Zugriff am 10.07.2020


    > Salmon,Gilly (2004). E-Tivities. The Key to Active Online Learning. London: Kogan Page Limited.
    > Spary, C. (2014). E-Learning: Bildung 2.0?: Anforderungen auf dem elektronischen Weg der individualisierten Lernumgebungen. Transfer Band 9. Berlin: RabenStück Verlag

    Teaching language

    Deutsch
    3 SWS
    6 ECTS

    Times
    One or two times per month in blocks on Thursday afternoons or all day Friday and Saturday

    Academic year schedule (PDF 109 KB, content only available in German)

    Number of teaching weeks
    14 per semester

    Language of instruction
    German

    After graduation

    As a graduate of this program, a wide range of occupational fields and career opportunities are open to you. Find out here where your path can take you.

    You have already gained experience in upper grade health care and nursing. With this certificate Master program for further education you can help shape this emerging professional field as a health and nursing counselor and support evidence-based nursing. You are an expert when it comes to providing counseling in public and private health care facilities. You will be involved in the areas of inpatient, day-patient and out-patient care. You will be responsible for discharge management in hospitals, nursing facilities or clinics. At nursing support or counseling centers you will be involved in case and care management. Your counseling will also take the social environment into account. You will not only counsel patients and their families, but also entire organizations and nursing teams. You will take on case counseling, process or project consulting and coaching. You will not only be active face to face, but also online. In addition, you will be responsible for knowledge management. You will also apply your knowledge in research projects at universities and colleges.

    • Universities of applied sciences, universities

    • Education and training institutions for social, health care and nursing services

      • Public education institutions

      • Counseling centers for teaching and learning

        Studying made easy

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        Try out studying

        Try out your desired study program, content in German

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        Bücher mit Geld
        Funding & Scholarships

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        Time abroad

        Expertise, language skills, broadening horizons

        >
        Fish jumps out of fishbowl into another fishbowl
        Open Lectures

        Find out more, in German

        >
        Center for academic writing
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        Intensive German course
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        EICC
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        Validation
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        queer @ FH Campus Wien
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        Networking with graduates and organizations

        Logo of the Vienna Health Association. Green W artistically drawn as a bow and the word Wiener Gesundheitsverbund, next to it a vertical line and the red and white Vienna coat of arms, as well as the black lettering Stadt Wien.

        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!

        Contact

        Head of Program

        Secretary's office

        Joanne Li, BA
        Marion Schaufler

        Application management
        Favoritenstraße 222, F.1.16
        1100 Vienna
        +43 1 606 68 77-4040
        +43 1 606 68 77-4009
        anp@fh-campuswien.ac.at

        Office hours
        Monday, Wednesday, Friday: 8.00 a.m. to 1.00 p.m.
        Tuesday: 8.00 a.m. to 3.30 p.m.
        Thursday: 8.00 a.m. to 5.00 p.m.

        Contact

        Head of Program

        Secretary's office

        Joanne Li, BA
        Marion Schaufler

        Application management
        Favoritenstraße 222, F.1.16
        1100 Vienna
        +43 1 606 68 77-4040
        +43 1 606 68 77-4009
        anp@fh-campuswien.ac.at

        Office hours
        Monday, Wednesday, Friday: 8.00 a.m. to 1.00 p.m.
        Tuesday: 8.00 a.m. to 3.30 p.m.
        Thursday: 8.00 a.m. to 5.00 p.m.

        Teaching staff and research staff

         

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