Your degree program is oriented towards international standards, is practically relevant and scientifically based. Besides technical-methodical scientific skills, you will also acquire social skills, communication skills and self-competence. In its methodical approach the degree program promotes project, problem and action-oriented learning.
Since 2008, FH Campus Wien has offered the first Austrian bachelor's degree program in health care and nursing as a generalist degree program and combines nursing science with the professional qualification for upper grade health care and nursing. The degree program lays the foundation for evidence-based nursing: What you plan and decide in nursing is not based solely on proven tradition, but is scientifically proven. You will complete extensive internships in hospitals and nursing homes of the Vienna Hospital Association and the Vinzenz Group in Linz, Vienna and Ried.
Mag.a Tamara RechbergerHeidi SchöngrundnerFavoritenstraße 226, D.3.271100 ViennaT: +43 1 606 68 77-4000 F: +43 1 606 68 77-4009 email@example.com
Office hours during the semesterMon, 8.00 a.m.-1.00 p.m.Tue, 8.00 a.m.-5.00 p.m.Wed, 8.00 a.m.-1.00 p.m.Thur, 8.00 a.m.-5.00 p.m.Fri, 8.00 a.m.-1.00 p.m.
Application period for the summer semester 2020
1st July to 11th October 2019
tuition fee / semester:
+ ÖH premium + contribution**
* Tuition fees for students from third countries € 727 per semester
**for additional study expenses (currently up to €83 depending on degree program and year)
You are interested in nursing science, applied nursing methods, medicine and health science. For you, health care and nursing mean taking on responsibility, acting according to basic humanistic ethics values and treating patients with empathy and respect. You seek practical training provided in a process-oriented manner that focuses on working with with nursing diagnoses, nursing objectives and health care methods. You want to be able to justify your decisions scientifically. You have a professional picture of health care and nursing that is not only rooted in tradition, but you are aware that the profession is evolving rapidly towards evidence-based care, and health promotion and prevention.
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. We developed the bachelor's degree program with them as part of a teaching cooperation. Important partners from the industry include the Vienna Hospital Association, with whom we work closely to organize our extensive internships, and the Vinzenz Group. The near future holds great potential for multi-site research projects. We also pay close consideration to science and research as we continually develop our the content of the degree program. Practical relevance is also guaranteed at our Campus Lecture evenings, which are open to all and feature contributions from prominent experts.
The degree program combines science with extensive practical experience, which makes it possible for you to earn the legally recognized professional qualification for upper grade services in health care and nursing by completing the program. Nursing based on scientific knowledge, that is the difference between the degree program and a certificate from a traditional vocational school system. Evidence-based care is the foundation that allows you to offer people the best care possible while at the same time conserving resources. Thus, as a graduate you will be able to follow scientific developments, critically question them and, in individual cases, implement them in your professional life. However, this alone is not enough to implement evidence-based measures in nursing. It is important to recognize what is feasible for the patients and their personal environment, and what the organization allows. You will be able to take all of this into consideration with your nursing experience in order to make the best decision for the patient in the end.
Lector: Dr.in Isabel Haider-Strutz
-Definitions in pathology - statistical variables-Tasks of the pathologist - intravital and postmortal diagnostics-Disease causes, course and consequences-Pathology of heredity-Disorders of cell growth and cell reproduction-Cell and tissue damage-Regeneration and repair of tissue-Inflammation pathology-Tumor pathology-Disorders of the circulatory system-Imaging diagnostic procedures and laboratory parameters
Oral / practical or written exam at the end of lecture course
Mostly presentation methods
Lector: Mag.a Daniela Durchschlag, BSc MSc, Dr.in Isabel Haider-Strutz
Infectious diseases:-Basics of infectious disease studies-The immune system-Immunizations / vaccination plan, reactions / defense mechanisms-Methods of pathogen detection-Notifiable diseases-Signs of infectionMicrobiology und Parasitology:-Bacteria-Viruses-Prions-Fungi-Parasites/multicellular parasitesHygiene in health care facilities and extramural areas:-Organization of hospital hygiene (hygienic standards)-Nosocomial infections-General hygiene and hygiene measures-Cleaning, disinfection and sterilization-Hand hygiene-Hygiene in specific care settings-Protective clothing, isolation-Infection prevention for employees-Infection protection for multi-resistant pathogens-Food and environmental hygiene-Sample material
Lector: Dr.med. Barbara Scarr-Aberle
Medical Terminology:-Location and directional labels, Numbers, Colours-Declensions-Clinical terminology and vocabularyBiology:-Basics of biology, chemistry and biochemistry-Basics of biophysics-Biology of cells-Genetics and evolution-TissuesAnatomy Physiology:-The healthy person-Physique and musculoskeletal system (active + passive)-Cardiovascular system-Respiratory system-Blood, immune system, lymphatic organs-Digestive tract-Kidneys and urinary tract-Reproductive organs-Endocrine system-Nervous system-Sensory organs (eyes, ears, skin)Nutrition:-Metabolism and nutrition-Exemplary dietary forms-Basics of infant nutrition
Lector: Mag.a Daniela Durchschlag, BSc MSc, Mag.a Bettina Hojdelewicz, FH-Prof.in Mag.a Sabine Schweiger
Through practical exercises, the students consolidate practical handling in the following areas:> Central content: self-perception and interaction> Conceptual system of Kinaesthetics®> Among others (1) basics of movement and weight levels with regard to gravity (2) movement patterns, (3) positions for the respective movement activities, (4) external factors for the promotion of movement> Positioning techniques: VATI positioning, back, side, abdominal positioning and seated positioning modes, handling positioning aids
Mostly activating methods
Lector: Gabriela Ludwig, MSc, FH-Prof.in Mag.a Barbara Riegler
-Basic philosophy / anthropological concepts / human image of nursing-The "12 life activities (LA) from the model of life according to Roper, Logan and Tierney (1993; 2009) are used as a teaching content structure. Aspects of concepts of health promotion, transcultural care, basal stimulation® and kinaesthetics are taken into account within the respective LA.-The content-based analysis of the following life activities must be combined with 1-3 (evidence-based) nursing studies.-The individual life activities (LA) "Ensuring a safe environment", "Communicating", "Breathing", "Eating and drinking", "Excreting", "Keeping clean and dressing", "Adjusting body temperature", "Moving "," Working and playing "," Feeling and acting as a man / woman "and" Sleeping " are processed according to the following systematics (except LA" Finding meaning / dying "):a. Meaningfulness:- norms and values - meaning for humans and their reference system- self-reflection of likes, habits and behaviors with regard to one’s own and the unfamiliar- influence factors on the respective LA and their interactionsb. Monitoring aspect:- behavioral patterns of the respective LA- impact of deviations on health, well-being and level of development- perceiving and describing changes- care-relevant observations of skin and skin attachments as well as of gestures, facial expressions, body posture and cognition. Detecting, documenting and relaying deviations - Detection and risk assessment of the following phenomena: exsiccosis, contracture, pneumonia, thrombosis, decubitus etc.-c. Selecting and applying care measures:-self-care and care dependency as a reciprocal process, dependency care-Possibilities for safeguarding privacy and personal space, taking into account concepts of honor and shame -Establish and assess the need for care and derive care measures in all forms and on all levels of care, taking into account health promotion, living environment and nursing research-Prophylactic measures with regard to the life-world background and the entire lifespanExample of topic discussion using the following LA:LA "Moving":Importance:> Importance of movement for humans over the entire lifespan> Own preferences, habits, behaviors> Understanding and tolerance towards the unfamiliar> Pointing out the impact of influencing factors on LA "Moving" and their interactionsObservation:> Motion patterns and sequences taking into account the spatial position> Impact of deviations on health and extent of ability of self-care> Assessing changes (e.g. body image, paralysis, movement disorders, somatosensory disorders, reflex disturbances, etc.)> Assessment of the risk factors using assessment instruments (for example decubitus, falls, contractures, thrombosis, etc.)Select and apply care offers:> Health promotion through exercise programs and body therapies> Back-friendly working methods> Movement exercises and change of position using aidsNote:-Care interventions such as mobilization and positioning techniques → see skills training "Kinaesthetics, positioning and mobilization"
Lector: Mag.a Daniela Durchschlag, BSc MSc
The students are guided towards:-Implementation of the theoretical content (theory-practice transfer) in all practice areas defined within FH GUK AV for successful skills achievement:-(1) Acute care such as, for example, stationary care in the (a) surgical field (general surgery and special surgical areas such as gynecology and obstetrics, urology, ear nose and throat department) and inpatient care in (b) conservative therapy (general / internal medicine and special fields of internal medicine, such as cardiology, oncology, hepatology, psychiatry, pediatrics),-(2) Long-term care (e.g. geriatric centers, stationary and semi-stationary areas),-(3) Ambulant nursing / mobile care (e.g. home care, ambulances), as well as areas of -(4) Prevention and rehabilitation.As well as in areas such as, for example, self-employed care, public health services, practices and group practices and other care facilities with regard to health care and nursing.-Implementation and identification of health risks and resources, and setting of measures to prevent accidents and / or disease.-Keeping of a training protocol in the form of an internship manual, which contains a guide for the entire practical training course.-Promoting personal learning engagement and ensuring the learning progress in the areas mentioned, as well as reflection of the experiences from the respective professional field.-Reflection of a case history in the course of semester 5 together with a teacher.-Implementation of study tasks (see "Reflection on Practical Work") in the context of the respective clinical area.
Continuous assessment and internship evaluation
Lector: Markus Wohlmannstetter, MSc
-Legal foundations of First Aid-Danger zones-Rescue chain-Life-threatening situations-Immediate measures-Crisis intervention-Emergency management in the hospital-Civil protection
Lector: Cathrine Chalupka, MSc, Mag.a Daniela Durchschlag, BSc MSc
Determination of vital parameters:> Non-invasive monitoring: manual and mechanical determination of: pulse, blood pressure, temperature, consciousness, vigilance, respiratory function → basics> Documenting and interpreting the determined values> Application of ward-specific documentation proceduresCatheterization:> Urinary catheterization (gender and age-specific, types of catheterization, materials, application), instillations and irrigation> Nursing requirements for lying catheter, collection systems> Suprapubic bladder catheterization> Residual urine determinations by means of a disposable catheter and noninvasive sonographic methodsEnemas: enemas and clysters:> Definition, indications and contraindications> Effect and forms (disposable enemas, cleansing enema, colonic irrigation, contrast enemas, medicinal enemas)> Preparation of an enema, information, positioning and care of the patient during the enema, follow-up, hygienic handling
written exam at the end of lecture course
Lector: Mag.a Bettina Hojdelewicz
-Definition: care theory, nursing model, conceptual nursing model, metaparadigm-Abstraction level and typologies of theories-Implementation of nursing models in nursing practice-Benefits of nursing models-Current value of classic nursing models-Criticism of nursing theories-Central statements on health / well-being, people, the environment and nursing duties in nursing models (for example Hildegard Peplau, Nancy Roper, Dorothea Orem, Kristen Swanson, Marie-Luise Friedemann)-Theoretical nursing aspects in connection with the problem-solving process-The care process as a relationship and problem solving process-Definition of the care process, historical aspects and developmental history of the care process-Steps of the care process including description and characterization-Critical reflection on benefit, meaning, and weaknesses-Legal basis (with regard to care documentation)-Aspects of conversational skills and documentation of the care process (focus: nursing assessment)-Contents of the diagnostic process
Oral or written exam at the end of the lecture course
Lector: Cathrine Chalupka, MSc, Mag.a Daniela Durchschlag, BSc MSc, Gabriela Ludwig, MSc, Mag. Martin Salvenmoser
-In the introduction the upcoming internship process will be discussed: design and course of the internship, data protection requirements and confidentiality obligation, practical objectives, internship documentation, progress meetings with self and external assessments, internship assessment, learning support> During practice reflection and supervision, practice-related stress situations are dealt with, and group discussions for the development of personal resources and coping strategies are conducted.Study tasks:> Study Task 1: Clinical Internship 1- Development of an anamnesis- Presentation of an activity of daily living- Reflection on the issue of disgust and the influence of the patient's history form on the care process> Task 2: Clinical Internship 2- Preparation of an anamnesis and individually relevant care diagnoses according to NANDA- Presentation of a prepared nursing diagnosis- Reflection on and treatment of the topic of incontinence in professional health care and nursing> Study Task 3: Clinical Internship 3- Development of an anamnesis, individually relevant care diagnoses and care interventions according to NANDA- Presentation of the evaluation process and search for a suitable study that meets the scientific criteria- Treatment of questions about wound management by means of a wound situation from practice> Study Task 4: Clinical Internship 5 + 6- Preparation of an anamnesis and description of the evidence-based nursing interventions based thereon- Research of two to three thematic evidence-based studies- Presentation of the prepared nursing interventions
Lector: MMag. Philipp Seitz
•Psychological functions from the perspective of different scientific directions and human images, depth psychological, cognitive behavioristic and humanistic concepts•Psychological requirements of the human life span relevant for neonatologic up to geriatric care•Principles of psychosomatics and psychogenic functional disorders•Socio-psychologically and socioculturally oriented approaches to treatment in nursing-specific conflict and stress situations as well as to low-adherence patients•Preventive, salutogenetically oriented health psychology as well as clinical-psychological forms of intervention and associated research approaches•Developmental psychology of children and adolescents (personality, cognitive, motor and language development, milestones of development)•Health and disease concepts of children at the respective development level•Imparting the current theoretical knowledge of cognitive developmental psychology•Anxiety - basic forms, age - related fears•Attachment theory and reactive attachment disorder•Principles of clinical psychology (psychosocial crisis, posttraumatic stress, relation to relief discussion)•Principles of psychotherapeutic and supervisory methods (context of disease management)•Psycho-hygienic methods for the maintenance of professional standards and for burnout prevention•Nursing-care self-examination, group and individual counseling as well as professional supervision, intervision and coaching
Written or oral module exam
> Theoretical, systematic and comparative pedagogical and adragogical concepts> Psychohygiene and Burnout, Coping methods> Motivational work, use of media, psychoeducational individual and group programs> Self Exploration in the nursing profession> Scientific an educational management
•Special aspects of nursing care within the context of health and medical sociological discourse. Research areas of public health, health economics and social epidemiology•CV-related processes as reference points of care treatment (development and socialization of people on the individual level, lifeworld level, society level)•The term "group": group norms, social role, role conflicts including the reflection of one's own role in different contexts (occupational), dealing with role conflicts, group types, prerequisites for the formation of a group, group development, group functions•Definitions and characteristics of "authority", concept and special forms of personal as well as positional authority•Social inequalities, social strata, types of strata, factors of social inequality, social mobility, inequality of the state of health and disease among sexes, forms of poverty•Fields of action of social pediatrics
Lector: Dr. Andreas Zeilinger, DGKP
-Overview of the legal fields and regulations relevant to the profession-Characteristics of health professions from a legal point of view-Case-specific solution of legally relevant issues of care in different settings-Professional competencies according to GuKG (amendment 2016)-Professional qualification, professional practice, professional title, professional duties and rights-Representation of the relationship between the various legal areas, professional rights, organizational rights (e.g. Hospitals Act, Nursing Home Residence Act), patient rights, labor and employment law, civil and criminal law in general
Predominantly active methods
Lector: Dr.med.univ. Florian Blauensteiner, Dr.in Isabel Haider-Strutz
Diseases and disorders (causes, symptoms, diagnostics, therapy, prognosis) with a focus on internal medicine (reference to all age groups) of the cardiovascular system, the hematopoietic system and the immune system:-Blood pressure regulation disorders-Diseases of the vascular system-Coronary heart disease and myocardial infarction-Heart failure and cardiac arrhythmia-Inflammatory heart disease; valvular defects-Blood cell disorders (red, white), coagulopathies-Malignant lymphomas-HIV infection and AIDS-Allergies and autoimmune diseases of the respiratory system:-Infectious respiratory diseases-Chronic obstructive pulmonary disease, fibrosis-Bronchial and lung tumors-Diseases of the pulmonary circulation-Pleural disorders-Aspiration and aspiration pneumonia of the digestive tract:-Esophageal and gastric disorders-Intestinal disorders, peritoneal diseases-Liver, bile duct and pancreas diseases of metabolism and the endocrine system:-Diabetes mellitus types I and II-Pituitary gland, thyroid gland, adrenal cortex-Fat and purine metabolism-Nutritional diseases of the musculoskeletal system:-Degenerative / inflammatory / rheumatic diseases-Traumatic impairment-Congenital malformationsDiseases and disorders (causes, symptoms, diagnostics, therapy, prognosis) with a focus on neurology (reference to all age groups) of the central and peripheral nervous system:- Cerebral seizures, infections, inflammatory and degenerative diseases of the CNS, Intracranial hypertension, headache- CNS tumors, muscle disease- Cerebral insult- Cerebral injury / effect of hypoxia
Oral or written exam at the end oft he lecture course
Predominantly presentation methods
-Basic principles of scientific work-Competences of scientific work-Criteria of scientific work-Types of sources / literature / publications-Overview of literature management programs-Literature research
Lector: FH-Prof.in Mag.a Barbara Riegler
General ethics:-Definitions: ethics, morality, ethos, values (professional and cultural values, conflicts of values), norms, rules, virtues-Tasks of ethics, fundamental questions of ethics, aims and limits of ethics-Models of descriptive ethics (exemplary): e.g. phenomenological approach, linguistic analytical approach-Classical theories of normative ethics (exemplary): deontology, teleology or consequential ethics, virtue ethics, communitarian ethics, ethics of justice, ethics-Current Approaches: care ethics, ethics of responsibilityEthics in care:-Ethics in care: ethical problems in healthcare institutions, the particular situation of patients-Ethics code: function of a professional code, ICN Code-Selected basic questions and areas of tension of the nursing practice (exemplary): autonomy of the patient, (informed consent, the right not to know), the relationship between patient – caregiver - relatives, refusal of food, brain death and vigil coma, organ transplantation, therapy limitation - therapy discontinuation, aggression and violence, patient decree, rationing in the health care system etc.-Ethics of organizations and ethics committee: models, tasks, aims-Decision-making models e.g. Rabe, NimwegenerTranscultural care:-Relationship between culture and religion-Concepts for transcultural competence-Models of transcultural care (e.g. M. Leininger)-Transcultural interaction in the nursing setting
Lector: Raphael Schönborn, MA
-Family as a system - expectations, available resources, life and relationships and motivation of relatives and people of reference-Role of the caregiver among expectations and requirements-Advisory, guidance and training roles of nurses in the home care setting-Quality assurance systems for family and community-based care-Model according to M-L. Friedemann-Calgary Family Assessment and Intervention Model (family discussion and documentation, completion of family contact)-Health care science approaches and concepts of family and community-based care (WHO concept / Family Health Nurse, Family Nursing)-Legal framework, organizational, cooperation and financing possibilities-Stress and relief factors for the nursing reference system-Current research results, model projects and the implementation status in Austria and Germany
Oral or written exam at the end of lecture course
Lector: Johanna Binder, BSc MSc, Gabriela Ludwig, MSc
Basal Stimulation®:- Components (posture, competence, technique) of Basal Stimulation®- Experiences and basal stimulation offers in the somatic, vibrational, vestibular, auditory, audio- rhythmic, oral / olfactory, tactile-haptic, visual areas- Basic principles and aspects of high-quality, professional touch, constancy of touch, contact intensity- Calming and invigorating full body care- Offers accompanying activation and withdrawalConstrained positioningBobath Concept:- Principles of the Bobath concept- Process of active movement learning- Handling movement in bed, positioning, movement of the pelvis and upper body, sitting, transfer and mobilization of partially active and severely affected patients
Introduction / definition of geriatrics, geropsychiatry Biological aspects of aging Geriatrics range of geriatrics- prevention- acute geriatrics- geriatric rehabilitation- palliative geriatrics geriatric assessmentAge-specific phenomena- multi-morbidity (e.g., cardiovascular system, urogenital tract, digestive tract, sense organs, movement apparatus, infectious diseases, nervous system, etc.)- chronicity- immobilization Sleep disturbances Vaccinations in old age Medication in old age (polypharmacy) The geriatric team Geropsychiatry Delirium Dementia Age-related Depression Suicidality
-Definitions of gerontology, geriatrics, long-term care and gerontological age research, age theories and being old as a living condition-Structural change of aging (demographic development, sociological view)-Needs of elderly and aging people (human closeness, sexuality, education, etc.)-Life quality in old age-Facilities / services for elderly people in Austria and in international comparison-Care concepts in gerontological care (biography, validation, etc.)-Nursing interventions for age-related depression, delirium, dementia, deprivation, aggression and regression-Selected assessment instruments in gerontological care-Cooperation with the reference system and counseling in the gerontological care setting-Quality management and quality features in the setting of gerontological care-Ethics in gerontological care using the example of malnutrition-Violence and aggression in gerontological care
Lector: FH-Prof.in Mag.a Dr.in Roswitha Engel
-The character, tasks and aims of history-Health, illness and the procedures of care and healing in antiquity-The development of nursing, medicine and hospital systems in the Middle Ages-The foundation of the first hospitals and health provision from the Renaissance to the early modern period-The beginnings of professionalization of nursing care and influential personalities, e.g. Theodor Fliedner, Florence Nightingale, Agnes Karll-The profession at the beginning of the 20th century-The history of Austrian care-Nursing during the Nazi-era-The development post-1945-Presentation of the state of care in today's society in connection with its history
End of course written or oral exam
Lector: Mag. Martin Salvenmoser
-Terminology: Communication, interaction, conversation, language-Basic process of verbal and non-verbal communication: the communication model according to F. Schulz von Thun (2004) and P. Watzlawick (2003), Nachrichtenquadrat-Basic examples of nonverbal communication, mimicry, gesture, posture, focused attention and touch-Axioms of communication according to P. Watzlawick (2003): content and relational aspect, the impossibility of not communicating, punctuation of event sequences, digital and analogue communication, symmetrical and complementary interactions-Basic approach to conversation skills according to Rogers: empathy, authenticity, appreciation, acceptance-Basics of reframing and mediation-Communication breakdowns using examples-Fundamentals of conversation - conversation techniques: active listening, verbalizing, paraphrasing, asking questions, concretising, giving feedback, evaluating, etc.-Conversational situation: planning, preparation, structure and control; closeness/distance;Types of conversation: information conversation, discussion of problems, conflicts, giving advice, exoneration, motivational, etc.; Elements of non-violent communication according to M. Rosenberg;Conflict levels (for example, according to F. Glasl), strategies for resolving conflicts; Basics of mentalization, the importance of emotions in interaction and communication;Basics of conversations to motivate behavioural change, possibilities of implementation in healthcare
The students are guided to the:- implementation of theoretical content (theory-practice transfer) in all areas of competence according to FH GUK AV defined practice areas: (1) Acute care such as, for example, inpatient care in the (a) surgical department (general surgery and specialties such as, for example, gynaecology and obstetrics, urology, ear nose and throat department) and inpatient care in the (b) non-surgical department (general/internal medicine and specialist fields of internal medicine such as cardiology, oncology, hepatology, psychiatry, paediatrics), (2) Long-term care (e.g. geriatric centres, inpatient and dy-care),(3) Ward/mobile care (e.g. home care, wards), as well as areas of (4) Prevention and rehabilitation.optionally and additionally in areas such as self-employed care, public health services, GP surgeries and community practices, and other care facilities related to health care and nursing.- implementation and identification of health risks and resources and putting in place accident and illness prevention measures.- keeping of a training journal in the form of an placement manual, which contains a guide for the whole placement training.- promotion of personal learning and ensuring learning progress in the above areas, as well as reflection upon the experiences from the respective professional field.- reflecting upon case history in the course of the 5th semester together with academic staff.- Implementation of study tasks (see practice reflexion) in the context of the respective clinical specialty.Information: - see Praktikumsbeschreibung Kapitel 1.10
Continuous assessment and placement evaluation
Clinical work placement
Lector: Cathrine Chalupka, MSc
-Language and its impact on interaction-The importance of communication for patients in specific settings:communication with people with dementiaspecial features of communication with people with sensory impairmentsupportive communication (for example, basic communication for people with disabilities)-Communication in crisis situations: delayed illness processing, emotional shock, grief, loss, anxiety, relief conversation-Basics of aggression, violence and de-escalation (definition, forms, stages, origin theories, prevention and safety management)-Highly focused, shortened communication in emergencies (emergency communication)
Written module exam
Lector: FH-Prof.in Mag.a Sabine Schweiger
-History of hospice and palliative movements: historical and current developments of hospice and palliative care-Selected definitions of palliative care: WHO, EAPC, Caring, Spiritual Caring-The dying process and the stages of dying (e.g., Kübler-Ross, Renz, Jonen-Thielemann)-Grief and mourning task models (e.g., Kast, Worden)-Palliative care in different care contexts: care at the life-end in different institutions, at home and in emergencies, dealing with the deceased and their frame of reference with dignity-Selected symptoms in palliative care including assessment instruments: "Total pain" and pain therapy, fatigue, diet and loss of appetite, cachexia, nausea and vomiting, constipation and diarrhoea, dyspnoea, agitation, pruritus, stomatitis and xerostomia, anxiety and depression, dehydration in the later stages of life-Needs of the dying: physical, psychological, religious-cultural needs and spiritual accompaniment-Psychosocial aspects: communication with the dying and severely ill, "Breaking Bad News", understanding and accompanying bereavement processes, dealing with the goodbye, and the grief of the health care staff-Ethics in palliative care: ethical decision-making cultures, dying with dignity, the euthanasia debate, living wills and power of attorney.
Lector: Cathrine Chalupka, MSc, Gabriela Ludwig, MSc
-Arzneimittelgabe: Arzneimittelformen, gesetzliche Bestimmungen hinsichtlich Medikamentenanordnung- u. verabreichung (inkl. Suchtgiftgebarung), inkl. Delegation (Qualitätssicherung: Aufgaben des gehobenen Dienstes für Gesundheits- und Krankenpflege hinsichtlich Bestellung, Lagerung, Vorbereitung und Verabreichung von Arzneimitteln, Beobachtung von Wirkung/Nebenwirkungen des verabreichten Arzneimittels und Dokumentation), Gestaltung von Arzneimittelverpackungen und Packungsbeilagen, Anwendungs- und Aufbewahrungshinweise, Arzneimittelberechnungen, Fehlermanagement bei falscher Arzneimittelgabe -Standard Operating Procedures (SOP): Prinzipien, exemplarische Durchführung bei Diabetes mellitus -Punktionen: Vene, Kapillare, Arterie, Vorbereitung (z.B. Emla Pflaster), Durchführung und Nachsorge bei venösen und kapillaren Blutabnahmen-Periperer Gefäßkatheter: Funktionsprinzip, peripherer Gefäßkatheter, Vorbereitung, Durchführung und Nachsorge beim Setzen von peripheren Gefäßkathetern-Zentraler Gefäßkatheter: Funktionsprinzip, Vorbereitung, Assistenz, Nachsorge, Setzen und Handling-Teilweise und vollständig implantierbare Kathetersysteme: Funktionsprinzip, Vorbereitung, Assistenz, Nachsorge, Setzen und Handling-Injektionen: s.c., i.m., i.v., Vorbereitung, Durchführung und Nachbereitung bei Injektionen-Infusionen: Infusionsarten, Infusionszubehör, Tropfgeschwindigkeitsberechnung, Tropfenzähler, Infusomat, Motorspritze, Infusionsvorbereitung, An- und Abschluss von Infusionen bei liegendem Gefäßzugang-Sonden: Legen der Magensonde, Wechsel der PEG Sonde, Assistenz bei Sengstaken-Blakemore, Lagekontrolle und pflegerische Interventionen bei liegenden Sonden--Hinweis: -Transfusionen und Bedside- Test, Durchführung patientInnenennaher Blutgruppenüberprüfung; siehe Fertigkeitentraining „Überwachung“ -Grundlagen des invasives Monitorings: arterielle Blutdruckmessung, ZVD-Messung, Temperatur; siehe Fertigkeitentraining „Überwachung“
In the introduction, the upcoming placement process will be discussed: the design and course of the placement, data protection requirements and confidentiality, practical objectives, placement documentation, location discussions with self and third-party assessments, placement assessment, learning supportIn practice reflection and supervision, practice-related stress situations are dealt with, along with group discussions for the development of personal resources and coping strategies.Study Tasks:Study Task 1: Clinical Placement 1-Development of an anamnesis-Presentation of an ATL-Reflection on disgust and the influence of the patient's history on the care processStudy Task 2: Clinical Placement 2-Preparation of an anamnesis and individually relevant care diagnoses according to NANDA-Presentation of a developed care diagnosis-Reflection on, and treatment of, the topic of incontinence in professional health and medical careStudy Task 3: Clinical Placement 3-Development of an anamnesis, individually relevant care diagnoses and care interventions according to NANDA-Presentation of the evaluation process and searching for a suitable study that meets the scientific criteria-treatment of questions concerning wound management by means of a wound situation from practiceStudy Task 4: Clinical Placements 5 + 6-Preparation of an anamnesis and description of the evidence-based nursing interventions based thereon-Research into 2-3 related evidence-based studies-Presentation of the nursing interventions developed
Lector: Mag.a Daniela Durchschlag, BSc MSc, Mag.a Bettina Hojdelewicz
-Reading and reading techniques-Activating writing exercises-Literature processing (evaluation, summary, citation)-Designing a Bachelor thesis exposé
Lector: Dr. Winfried Hartl, MR Dr. Robert März, Dr. Atrin Ramasani
Diseases and disorders, including their causes, symptoms, diagnostics, therapy, prognosis with a focus on surgery, paediatrics and gynecologySurgical interventions in diseases> of the cardiovascular system: - Congenital heart disease / acquired heart valve defects- pericardial diseases- diseases of the arteries and veins- surgical procedures> of the respiratory system- abnormalities- non-tumor diseases (aspiration, atelectasis)- tumors- thoracic injuries- surgical procedures> of the digestive tract- congenital abnormalities- esophageal and gastric diseases- intestinal diseases, peritoneal diseases- liver, biliary and pancreatic diseases- surgical procedures- bariatric surgery> of the metabolism and endocrine system- pituitary, thyroid, parathyroid, adrenal cortex- surgical procedures on the thyroid> of the musculoskeletal system:- traumatic impairments- congenital abnormalities- surgical proceduresSurgical interventions in diseases> female reproductive organs:- tubes and ovaries, uterus, vulva and vagina, mammae- surgical proceduresPediatric interventions in diseases:Pediatrics and child health - introduction:-therapeutic team, conversation with parents, common problems in pediatrics – the crying baby, sleep problems, nutritional problems, unwanted behaviorspediatric consultation (medical history, internal examinations, development status, milestones, etc.)prepartial diagnostics - exemplary presentation of the treatment paththe child with congenital abnormalities - overview of the most important congenital abnormalities; treatment path shown by the example of a congenital heart defectthe premature baby with hyperbilirubinemiathe suddenly critically ill newborn in the hospital and at home, e.g. sepsis> The child with-respiratory disease - acute laryngitis, cystic fibrosis;-acute abdominal pain-with acute intestinal infection - risk of dehydration - food management (nutritional and fluid requirements newborn to schoolchild)-Down syndrome - overview of the most common genetic diseases; treatment path exemplified-seizures – using the example of epilepsy and febrile convulsionThe oncologically ill child - overview of the most important childhood tumors; treatment path using the example of leukemiaEndangerment of children welfare - causes, effects using the example of neglect, ill-treatment, abuse; obesity; teenage pregnancy
- knowledge sources in nursing- nursing Science / research: definition and subject area- historical, national and international digression into the development of nursing science & nursing research- areas of nursing research- research approaches (overview)- research process- ethical aspects of nursing research
Lector: Mag.a Eva Linton-Kubelka, M.A.
-Common terminology in nursing and health care -Summing up and analyzing specialist literature in English -Advanced communication skills with regard to scientific discourse
Through exercises, students deepen the practical handling of the following topics:- general dressing techniques: bandage dressings, gauze dressings, net dressings- principles of wound management: types of wounds, wound healing phases, wound assessment, principles of wound treatment, wound documentation- factors influencing wound healing- dressing materials- chronic wounds- stoma care
Lector: Marianne Dunst, MSc., Sylvia Thiel
- explanation of the term body perception (body image and body work) and ergonomics- physiological principles of the body and movement- principles, tools and aids of ergonomics- adaptation of the environment (living space and workplace) to ergonomic requirements- pathological changes in ergonomics (stress limits, movement restrictions, asymmetries)- balancing preventive and health-promoting offers (stabilization, stretching, relaxation, positioning, respiration, etc.)- measures of the new back school, psycho-social aspects of chronic back pain, goals and contents of the preventive back school
Lector: Marianne Dunst, MSc.
- health concepts and different perspectives in the understanding of health- dimensions of health- factors influencing health: health resources and risks, personal health factors- health theories and concepts- prevention: classification of prevention measures by time (primary, secondary and tertiary prevention), objective (behavioral and proportional prevention) and methods- implementation of prevention measures in the care target groups (all ages)- health promotion: core elements and approaches to health promotion acc. WHO (World Health Organization), concrete health promotion projects (national and international);- implementation of health promotion among the care target groups- public health (surveys) – general health targets- health literacy- settings-specific tasks of nursing in health promotion, prevention and public health- occupational medicine: tasks, goals, employee protection law, occupational safety
Lector: Cathrine Chalupka, MSc, Claudia Chlebecek, MSc
Being a child-child and family in society-children's rights, EACH Charter-child in the hospital (admissions, separation trauma / hospitalism, safety, supervisory duties)-family in the Children's Hospital - possibilities of co-hospitalization, financial aspects, KIB-basis of nursing activities in child and adolescent health care and nursing (take into account development status, parental support, parent integration, etc.)-concepts of family-centered care-dealing with developmental fears All teaching contents are special care measures for selected diseases, which are given by way of example. Current medical findings and further developments as well as local peculiarities should be considered accordingly. The care of special target groups requires basic family-oriented nursing understanding and knowledge about the clinical picture and focuses on complementary, special observations, preventive measures, nursing diagnoses, nursing plans, counseling and competencies of cooperation in medical diagnostic and therapeutic measures.The acutely ill child on the example of a toddler with exsiccosis "name, age 4 years" with the main problems:- dehydration with sudden weight loss- inability of the child to keep food- development status and the resulting requirements for the caregiver- effects of the acute illness on the reference system> Assigned content:- physiological nutritional status and abnormalities- water and electrolyte balance incl. observation and assessment- observation - skin, excretion, nutritional status, vital signs, vigilance, general condition, abdomen- nursing intervention adapted to the level of development- support of the reference system in the case of "life-threatening" illness (crisis diagram Friedemann)> The chronically ill child with congenital abnormalities and disability using the example of a child with Down syndrome "name", from infancy to young adult with the main problems:- the disabled child in the reference system- perception restriction- reduced resilience due to heart disease- effects of Down syndrome on development and behavior> Assigned content:-special communication-promotion of development and perception (hearing, speech, vision, motor skills) in the setting of the Children's Hospital and as part of early childhood support-nursing priorities with congenital vitia-dealing with resistance to medical nursing interventions (e.g. assistance with examinations: difficult "violent" blood sampling)-pain management-support possibility of the reference systemThe premature infant with hyperbilirubinemia using the example of "name, 32 weeks" with the main problems:-prematurity / risky newborn child-hyperbilirubinemia-promoting development / handling-neonatology as a setting-effects on the reference system (for example: mother-child attachment)> Assigned content:-individual care for premature babies: NIDCAP® (Newborn Individualized Developmental Care and Assessment Program), concepts such as Kinesthetic Infant Handling® and Basal Stimulation®,-observing versus monitoring the sick-setting neonatology - dealing with medical devices and their significance and effects on the child and its reference system-physiological need for sleep of premature babies (meaning of the day-night-rhythm)-stress of premature babies, signals of premature babies-positioning-phototherapy - possibilities, effects, selection of suitable nursing interventions-diet of premature babies and administration-principles and rules of interdisciplinary cooperation as well as parent information and integration-support possibilities of the reference system
End of course written exam
Predominantly active methodsself-study and presentation, lecture, video-clips and exercises
The students are guided to the:-implementation of theoretical content (theory-practice transfer) in all areas of competence according to FH GUK AV defined practice areas: (1) Acute care such as, for example, inpatient care in the (a) surgical department (general surgery and specialties such as, for example, gynaecology and obstetrics, urology, ear nose and throat department) and inpatient care in the (b) non-surgical department (general/internal medicine and specialist fields of internal medicine such as cardiology, oncology, hepatology, psychiatry, paediatrics), (2) Long-term care (e.g. geriatric centres, inpatient and dy-care),(3) Ward/mobile care (e.g. home care, wards), as well as areas of (4) Prevention and rehabilitation.optionally and additionally in areas such as self-employed care, public health services, GP surgeries and community practices, and other care facilities related to health care and nursing.-implementation and identification of health risks and resources and putting in place accident and illness prevention measures.-keeping of a training journal in the form of an placement manual, which contains a guide for the whole placement training.-promotion of personal learning and ensuring learning progress in the above areas, as well as reflection upon the experiences from the respective professional field.-reflecting upon case history in the course of the 5th semester together with academic staff.-Implementation of study tasks (see practice reflexion) in the context of the respective clinical specialty.Information: -see Praktikumsbeschreibung Kapitel 1.10
Lector: Mag.a Bettina Hojdelewicz, Mag. Dr. Oliver Radinger, BA, Mag.a Dr.in Gerlinde Rebitzer
All teaching contents are special care measures for certain diseases, which are given by way of example. Current medical findings and further developments are to be considered accordingly. Special care requires basic understanding of nursing and knowledge of the disease and focuses on complementary, special observation, preventive measures, creating care plans, advisory function and competencies of cooperation in medical diagnostic and therapeutic measures.All of the following nursing focuses should be linked to (evidence-based) nursing science study results.Nursing priorities in connection with diagnostics, conservative and operative therapy of patients with diseases of the immune system using the example:-HIV and AIDS Nursing priorities in connection with diagnostics, conservative and operative therapy of patients with metabolic diseases using the example:-Diabetes mellitus type I and II-ObesityNursing priorities in connection with diagnostics, conservative and operative therapy of patients with cardiovascular and vascular diseases using the example:-Angina pectoris, myocardial infarction (including heart failure)-Peripheral arterial disease-Coronary bypass surgery, peripheral bypass surgery and amputation,Nursing priorities in connection with diagnostics, conservative and operative therapy of patients with diseases of the endocrine system using the example:-Thyroid: over- and under-function as well as special care and monitoring after thyroid surgeryNursing priorities in connection with diagnostics, conservative and operative therapy of patients with diseases of the digestive system using the example: > Acute and chronic inflammatory diseases e.g. ulcer, Crohn's disease, ulcerative colitis, pancreatitis> Gastrointestinal carcinoma > Pancreatic carcinoma> Cirrhosis-Acute emergencies e.g.: ileus, peritonitis-Ileostomy careNursing priorities in connection with diagnostics, conservative and operative therapy of patients with diseases of the respiratory system using the example:-COPD-Bronchial asthma-Special care and monitoring in the case of lung surgery incl. pleural effusion, pneumothorax, thoracic drainageThe general peri- (pre-, intra- and post-) operative care situation of all age groups:-definition of terms (peri-, pre-, intra- and postoperative care, nursing consultation, consent to surgery and anesthesia, etc.)-general perioperative (including pre- and postoperative) care-intraoperative care in the operating room and anesthesia area-postoperative care in the recovery room / IMC / intensive care unit and in the inpatient area-drainage-postoperative complications e.g. thrombosis, pulmonary embolism
Lector: FH-Prof.in Mag.a Dr.in Elisabeth Haslinger-Baumann
-disambiguation of epidemiology including purpose and application-basic epidemiological terms such as frequency measures, effect dimensions, etc.-study designs in epidemiology-use of epidemiology in health policy and health planning
Lector: Eveline Prochaska, BSc MSc, Mag. Dr. Oliver Radinger, BA
-Historical Review of the development of classifications-Conceptual clarification and construction principles of classification systems and nursing classifications as well as their requirements and goals-Advanced Nursing Process (ANP) - the advanced, in-depth nursing process-Nursing and affected classification systems (e.g., NANDA-I, NIC, NOC, ICNP®, ENP, LEP, ICD, ICF, SNOMED)-National and international developments-Conceptual clarification of Nursing Informatics-Data protection and data security in health care-Application forms of e-health: information, communication, interaction, transaction, integration of possibilities of electronic evaluation of care data (MNDS)
Lector: Mag. Andreas Zwiefler, aHPh
-pharmacology-pharmacokinetics-dosage forms and application options-dose, effects, side effects-labeling and storage of medicinal products-drug groups: selected drugs for pain, sleep disorders, cardiovascular diseases, blood disorders, infectious diseases, digestive system disorders, hormonal imbalances, muscular-skeletal disorders, metabolic disorders, tumor diseases, disorders of the water and electrolyte balance-introduction to toxicology
Lector: Cathrine Chalupka, MSc, Mag.a Daniela Durchschlag, BSc MSc, Gabriela Ludwig, MSc, FH-Prof.in Mag.a Barbara Riegler, FH-Prof.in Mag.a Sabine Schweiger, MMag. Philipp Seitz
-In the introduction, the upcoming placement process will be discussed: the design and course of the placement, data protection requirements and confidentiality, practical objectives, placement documentation, location discussions with self and third-party assessments, placement assessment, learning support-In practice reflection and supervision, practice-related stress situations are dealt with, along with group discussions for the development of personal resources and coping strategies.Study Tasks:Study Task 1: Clinical Placement 1-Development of an anamnesis-Presentation of an ATL-Reflection on disgust and the influence of the patient's history on the care processStudy Task 2: Clinical Placement 2-Preparation of an anamnesis and individually relevant care diagnoses according to NANDA-Presentation of a developed care diagnosis-Reflection on, and treatment of, the topic of incontinence in professional health and medical careStudy Task 3: Clinical Placement 3-Development of an anamnesis, individually relevant care diagnoses and care interventions according to NANDA-Presentation of the evaluation process and searching for a suitable study that meets the scientific criteria-treatment of questions concerning wound management by means of a wound situation from practiceStudy Task 4: Clinical Placements 5 + 6-Preparation of an anamnesis and description of the evidence-based nursing interventions based thereon-Research into 2-3 related evidence-based studies-Presentation of the nursing interventions developed
Lector: Cathrine Chalupka, MSc, Dr. Winfried Hartl
-Female sexuality: gynecological examination methods, contraception - family planning; female sexual reaction cycle, libido and orgasmic disorders; unwanted sterility - the sterile couple; transgender - deviations from the assigned social gender role, HPV vaccination-Embryonic development-Pregnancy: placenta and umbilical cord, certain and uncertain indications of pregnancy, calculation of the date of birth, ultrasound examinations, CTG, lifestyle advice of pregnant women (diet, stimulants, sports, travel, sexuality)-Disorders during pregnancy: extra uterine pregnancy. (= Tub.), miscarriage (abortion), disorders of the placenta / umbilical cord, premature rupture of the membranes, diseases of the mother - gestosis, diabetes mel., blood group incompatibility, premature birth-Birth: types of labor, the course of birth (the "normal" birth)-Delivery of the newborn: observational focus, screening, prophylaxis, APGAR (first assessment of the newborn)-Change in the family constellation after the birth of a child-Phases of pregnancy, prenatal care, physical / mental adjustment process, lifestyle / psychosocial influences on the course of pregnancy, sexuality during pregnancy-Design possibilities of the physiological birth-Puerperium / postpartum-Care and support of the new mother-Parenting instructions for newborn babies (for example, prevention of SIDS)-Nursing interventions in the care of the healthy newborn-Basics of the theory of breastfeeding and breastfeeding practice-Theoretical approaches to nursing in relation to postpartum care and newborn care
Predominantly presentation methodsself-study and presentation, lecture, video-clips and exercises
Lector: Dr.in Ursula Goedl, Dr. Theresa Stockinger, Univ. Prof. Dr. Arnulf Thaler, Dr.in Sylvia Vassilev
Diseases and disorders (causes, symptoms, diagnosis, therapy, prognosis) with focus on urology, psychiatry, psychosomatics and sensory organs (ENT, ophthalmology, dermatology)Urology: Diseasesthe urine producing/conducting system:-kidney, ureter, urinary bladder and urethra-operational procedures-water and electrolyte balance, acid and base balancemale genitals:-Prostate, testicle and epididymis, penis-sexual dysfunction, intersexualityPsychiatry:Psychopathology: disorders of-consciousness and orientation-memory and thinking-affectivity and avolition-needs and the perception-self-awareness and delusionPsychosomatic aspects:-the example of pain, depression, eating disorders etc.Sense Organs: Diseases ofthe skin: -rashes, bacterial, viral, parasitic and fungal infections, allergies, eczema, psoriasis vulgaris, leg ulcers, skin tumors, physical damage the eyes: -eyelids, lacrimal ducts, conjunctiva, sclera, cornea, iris, lens, optic nerve, pupil, glaucoma, traumatic ocular changesthe ENT: -diseases of the oral cavity, salivary glands, larynx, trachea, nose, sinuses and ear
Final written or oral course exam
Lector: Mag.a Andrea Alder, MBA, Mag. Helmut Beichler, Cathrine Chalupka, MSc, Carmen Dorfmeister, BSc MSc, Mag.a Daniela Durchschlag, BSc MSc, Mag.a Bettina Hojdelewicz, Mag.a Tanja Jakob, BSc, Mag. Sabine Köck - Hódi, Cigdem Kurt, BSc., MSc.,, Mag. Dr. Oliver R
Writing bachelor thesis 1
Bachelor thesis 1
Lector: Anja Katharina Patschka, BA MSc
The students acquire knowledge on the following topics:•Personal security management•Assessment and detection instruments in case of aggression events•Follow-up care after aggressive acts and violent eventsThrough practical exercises, students deepen their practical experience of the following topics:•De-escalation in special situations•Dealing with patients who are in a crisis situation that can lead to internalized or externalized aggression•Recognizing one’s own part in interactions•Recognizing your own emotionality in interactions
Lector: Mag. Dr. Oliver Radinger, BA, Mag.a Astrid Sobczak
•Definitions and characteristics of chronic diseases at all ages•Theories and models of chronic diseases•Importance of chronic diseases for individuals, different target groups and family/social frameworks from a psychosocial and economic point of view, based on a theoretical model•Tasks of the health professions•Requirements of the healthcare system•Selected phenomena in the course of a chronic illness using the examples of stigmatization, body image changes, adherence and transition•Coping mechanisms for chronic diseases for individuals and their social frameworks in different life and developmental stages on the basis of selected examples: AIDS, asthma, dementia, chronic pain, cystic fibrosis, congenital malformations, etc., possibilities of nursing support
Written or oral final course exam
Lector: Mag. Helmut Beichler, Cathrine Chalupka, MSc, Mag.a Bettina Hojdelewicz, FH-Prof.in Mag.a Barbara Riegler
•Practical case studies on the contents of the previous courses "Nursing in special situations 1 & 2"•One case study in the field of child and adolescent health and nursing and psychiatric health and nursing is compulsory•The work is structurally carried out according to the principles of the nursing process•All case studies are to be linked with evidence-based nursing science study results•The teaching process involves a teacher from the multi-professional context (e.g., MTD, midwives, medicine, education)The following selection of topics is available:People with:•depression•diabetes mellitus•illnesses from neonatology•violence, abuse, neglect experiences•metabolic syndrome•developmental delay•epilepsy•oncological diseases•apoplexy•Paraplegia•heart attack•organ transplantation•dialysis treatment•Chronic inflammatory bowel disease•multimorbidity•chronic pain, etc.
Predominantly active methods (Case work, multi-professional team teaching)
Lector: Mag. Helmut Beichler, Mag.a Bettina Hojdelewicz
All teaching content concerns special care measures for certain diseases, which are given as examples. Current medical findings and further developments are to be considered accordingly. Special care requires a fundamental understanding of nursing and a knowledge of the condition, and focuses on supplements, special observation, preventive measures, preparation of care plans, advisory functions and expertise in medical diagnostic and therapeutic interventions.All of the following nursing focuses should be linked to evidence-based nursing science study results.Nursing priorities in connection with diagnosis, conservative and operative therapy of patients with diseases of the musculoskeletal system:•Rheumatic diseases (for example chronic polyartritis), accident surgery - SHT incl. intracranial pressure measurement, bone fractures, osteosynthesisNursing priorities in connection with diagnosis, conservative and operative therapy of patients with diseases of the genitourinary system:•Disorders of the prostate, urothelial carcinoma, acute and chronic renal failure (hemodiafiltration procedure)Nursing priorities in connection with diagnosis, conservative and operative therapy of patients with gynaecological diseases:•Inflammatory diseases of the female reproductive organs•Surgery in the gynaecological field (for example cervical carcinoma)•Oncological diseases in the gynaecological area, e.g., breast cancerNursing priorities in connection with diagnosis and conservative and operative therapy of patients with oncological diseases: •Introduction to the foundations of oncology; technical aspects and safety of tumour therapy; intravenous chemotherapy - complications, side effects; frequent clinical and nursing problems (supportive care); basic features of psycho-oncology; ethical problems of oncology; palliative therapy; especially pain therapy, fatigue, bone marrow puncture, bone marrow transplantationNursing priorities in connection with the diagnosis and treatment of patients with diseases of the central and peripheral nervous system:•Ischemic insult, intracranial haemorrhage, paraplegia, multiple sclerosis•Rehabilitative care focuses on selected diseases: stroke, Parkinson's disease, multiple sclerosis, paraplegiaNursing priorities in connection with diagnosis and conservative and operative therapy of patients with ear, nose and throat diseases, eye and skin diseases:•Visually impaired•Hearing impairment•Cancer of the larynx•Allergies: testing, contact allergy, urticaria, anaphylaxis, latex allergy
Lector: Cathrine Chalupka, MSc, Mag.a Daniela Durchschlag, BSc MSc, Gabriela Ludwig, MSc, Anja Katharina Patschka, BA MSc, FH-Prof.in Mag.a Barbara Riegler, MMag. Philipp Seitz
Lector: Carmen Dorfmeister, BSc MSc
Exposition of psychiatric healthcare and nursing•Fields of activity in psychiatric healthcare and nursing: building relationships (reflective, accepting attitude), structuring daily life, dealing with illness, promoting health and components such as closeness-distance dynamics in a therapeutic relationship, promotion of autonomy, activation and motivation, sociotherapy and adapting the patient environment•Observation and interaction•Communication Guiding theories and strategies of psychiatric health care and nursing•Theoretical background of nursing – the interpersonal relationship processes according to Hildegard Peplau •The Tidal-Model: A recovery-based approach to mental health care•Adherence in the context of nursing•Participative decision making •Das Klärungskarussell (4-step solution-oriented guidance model) – How to find solutions in complex work situations? Mental health versus mental illness – areas of tension between society and individual›Society and diversity›Standards›Values•Mental health - mental illness ›Vulnerability-stress-model›Conceptions of care•Stigmatisation›Labelling, stereotypes, prejudice and discrimination•Forms of stigmatisation ›Public and cultural stigmatisation›Structural stigmatisation›Self-stigmatisation•De-stigmatisation›Empowerment, recovery and participation›Anti-stigma competence•Current status of research on the stigmatisation of people with mental illnesses in health care and nursing Stress reactions in the psychiatric context•Crisis and crisis intervention›Nursing focused on crisis intervention•Trauma and traumatisation›Nursing priorities•Suicidal tendencies›High-risk groups›Theoretical, practice-oriented explanatory models for suicide›Risk assessment of suicidal tendencies›Assessment of suicide risks in nursing: NGASR-scale›Nursing prioritiesSchizophrenia und schizophreniform disorder›Psychosis›Delusions›Hallucinations›Formal thought disorder•Nursing priorities›Building relationships and giving support›Conveying security and protection›Structuring and promoting activity in daily life›Communication and psychoeducationAffective disorders•Bipolar affective disorder•Mania›Nursing priorities›Building relationships, conversational skills, giving support›Structuring and promoting activity in daily life•Depression›Nursing priorities›Building relationships and communication›Giving support, attitude towards patients›Motivation, activation, structuring daily lifePersonality disorders – Borderline personality disorder in focus•Differentiation of personality disorders•Borderline personality disorder – emotionally unstable personality disorder›Biosocial developmental model›Reasons and triggers for self-harm›Skills training as nursing intervention›Skills›Tension curve›Developing skills›Nursing priorities: building relationships and giving supportAddiction diseases›Aims of addiction therapy•Alcohol addiction›Nursing priorities when dealing with intoxication/acute withdrawal›Nursing priorities on inpatient withdrawal units for alcohol dependency›Nursing priorities when dealing with delirium tremens •Drug addiction•Dependence on medicinal drugs•Addictions not related to substance abuse•Nursing priorities for addiction diseases›Assessment›Aims of nursing and care›Nursing interventions›Professional support›Building relationships›Principles and challenges of giving supportPsychiatric care structures a– areas of responsibility in nursing and advice centers
Semester datesWinter semester: 5th September 2018 to 27th January 2019Summer semester: 13th February to 7th July 2019
Number of teaching weeks18 per semester, including 46 weeks clinical internship
TimesMon. to Fri. 8:00 a.m. to 4:00 p.m.
Language of instructionGerman
You will work with healthy and sick people and assist them in regaining or maintaining their abilities to engage in physical, mental and social activities. Your field of activity will therefore include the care and support of people of all ages suffering from physical and mental illnesses. You will counsel healthy and sick people and their families and work in health preservation, promotion or prevention. You have many options in general health care and nursing: in the inpatient sector for internal medicine or surgery, which includes hospital wards from various fields such as gynecology, oncology, urology, orthopedics, accident surgery. You also work in outpatient and day-patient sectors such as day wards or in the outpatient sector. These are general occupations. If you want to specialize, with additional qualifications you can also follow a career in the intensive care, anesthesia or OR sectors.
As an expert in health care and nursing, you will perform individual-, organization- and society related tasks. You will work directly with patients/clients and relatives in different care settings, make evaluations, ensure care organization and quality management and work in counseling, prevention and health promotion. A wide variety of opportunities will be open to you:
Master course for advanced professional training, part-time
Equivalence is determined by international agreements, validation or in individual cases a decision by the head of the academic section.
> Completed training in geriatric or nursing care, social service care, massage therapy: German, Biology and English 1 > Diploma in medical technology services: English 1 > College for social services and commercial professions: Biology, English 1 > Apprenticeship groups such as optometrist, orthotist, pharmacist, massage therapist and orthopedic technician: German, Biology, and English 1 Proof of English proficiency of level 1 must be provided by the beginning of the degree program. Individual cases are decided by the head of the academic sector.
There are 352 places available in the bachelor's degree program in Health Care and Nursing at the viennese study locations and 60 places at the Upper Austrian study locations each year. The ratio of places to applicants is currently around 1:2.
To apply you will require the following documents:
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 selection process consists of a written test, a group discussion and an interview with the selection committee.
Written test (in german): 19th October 2019
The Campus Vinzentinum Linz, Ried and Vienna have been training students as part of the bachelor's degree program in Health Care and Nursing since fall 2014. In fall 2015, the Campus Social Medical Center South of Vienna (SZX) and the Campus Social Medical Center East of Vienna (SZO) of the Vienna Hospital Association (KAV) will convert their internship positions to study places for the bachelor's degree program in Health Care and Nursing. The Vinzentinum and KAV campuses will adopt the curriculum of FH Campus Wien. FH Campus Wien is responsible for the quality assurance and coordination of the training at the Vinzentinum and KAV campuses.
Each year a total of 86 study places are available at the three Vinzentinum campuses, and beginning with the academic year 2015/16, a total of 72 study places will be available at the two KAV campuses. Teachers from the Vinzentinum and KAV campuses, all of whom are qualified in accordance with the AQ Austria standard, will provide most of the on-site training.
Students will complete their internships at the hospitals and health care facilities of the Vinzentinum and Vienna Hospital Association. Approximately fifteen percent of the degree program courses will be held at the main campus of FH Campus Wien in order to promote the sharing and development of a professional community. Cross-site research projects are also planned.
72 (WiSe)36 (SoSe)
Head of Department Nursing Science, Head of Degree Program Health Care and Nursing T: +43 1 606 68 77-4001 firstname.lastname@example.org
Verena Geißler-Matejik, BAAssistantD.3.28P: +43 1 606 68 77-4008F: +43 1 606 68 email@example.com
Head of Department Nursing Science, Head of Degree Program Health Care and Nursing
Head of Academic Course Healthcare and Nursing, Practice MentoringAcademic Staff
Head of Academic Course Advanced Nursing Practice, Academic Staff
Head of Academic Course Advanced Nursing Education, Advanced Nursing Counseling, Academic Staff
Mag. Michael Aiglesberger, BScN, MBAmichael.firstname.lastname@example.org
Ursula EisnerLanggasse 194010 LinzT: +43 732 7677-7398F: +43 732 email@example.com
Mag. Dr. scient. med. Michael Pagani, Bakk.firstname.lastname@example.org
Angelika BreinbauerMarianne EnzingerSchlossberg 14910 RiedT: +43 (0)7752 602 3800F: +43 7752 email@example.com
Laura MalitaStumpergasse 131060 ViennaT: +43 1 59988-3647F: +43 1 firstname.lastname@example.org
Coordinator of the degree programs of the KAV Campus
Gabriele Fuchs-Hlinka, MScgabriele.email@example.com
Vienna Hospital Association, Directorate-GeneralThomas-Klestil-Platz 7/11030 Viena
Michaela Dorfmeister, MBAmichaela.firstname.lastname@example.org
Annemarie OswaldAndrea Steinbauer Langobardenstraße 1221220 ViennaT: +43 1 28802-5308F: +43 1 email@example.com
Elisabeth Breiteneder, MBAelisabeth.firstname.lastname@example.org
Gabriele KoflerGabriele WinkelmüllerKundratstraße 31100 ViennaT: +43 1 60191-5008F: +43 1 email@example.com
Mag.a Barbara Zinkabarbara.firstname.lastname@example.org
Theresa Batthyány, Bakk.phil.Sabrina SchmidJohannes von Gott Platz 11020 WienT: +43 1 21121-1310F: +43 1 21121-1315