Academic course, part-time
Health care and nursing is in transition. As a result of the current legal expansion of job profiles, new job requirements are now being put into practice. Against this background, this academic upgrade for qualified health care and nursing personnel was started in March 2017 and complements the diploma program . This gives you the opportunity to deepen your knowledge in applied health care and nursing and to underpin it with knowledge from nursing science and research. University didactics and practical mentoring form further focal points in the academic education.
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Application deadline for the summer semester 202213rd May to 15th November 2021
tuition fee€ 5.600,- once payment or€ 2.940,- per semester
+ ÖH premium / semester
You would like to expand your expertise in health care and nursing with scientific competence. For this reason, you want to strengthen and reflect on your previous nursing experience with science and research. It is your desire to make a change in health care and nursing and to help further develop your profession. You would like to take responsibility for the individual and professional mentoring of trainees at all levels and are aware that practice-oriented learning requires university didactic expertise.
FH Campus Wien is now the largest university of applied arts for nursing and health care sciences 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. The Vienna Healthcare Group, the Vinzenz Group and the Barmherzige Brüder are important educational partners. Together, we run the Bachelor's degree program for Health Care and Nursing. With the Master's courses in Advanced Nursing Practice, Advanced Nursing Education and Advanced Nursing Counseling, we cover a broad spectrum of qualifications for the higher health care and nursing services. In addition to teaching, we are also involved in research and development. R&D projects in the field of health care and nursing give you the opportunity to experience application-oriented research in practice.
The course helps to further improve the quality of health care and nursing. As an academic advanced training course for qualified health care and nursing personnel, it closes a gap between the diploma program associated with the professional qualification and a university degree. You have the opportunity to deepen your clinical nursing competence and to link it with evidence-based findings from nursing science and research. Based on your professional experience, you will increase the effectiveness of your nursing decisions. You will be optimally prepared for the increased demands in practice and additionally qualify for the practical mentoring of trainees of all levels. As a graduate, you are entitled to instruct trainees of all levels and to carry the additional title of practical instructor.
In the academic course, you will acquire a systematic understanding of science and, on the basis of your newly acquired scientific and evidence-based expertise, increased professional competence.
In addition to a university didactic focus, you will also be trained in practical mentoring, which can be compared to §64 GuKG.
Increased practical requirements such as emergency management, personalized medicine, discharge management, the preparation of nursing reports as well as changes in the delegation and subdelegation are reflected in the content of the academic course.
Lector: Mag. Dr. phil. Martina Hiemetzberger, Dr. Andreas Zeilinger, DGKP
• General ethics: clarification of essential ethical concepts and positions that play an important role in a professional context • Introduction to the basic positions of ethical judgment and reasoning • Applied ethics: values and value conflicts in health care, professional codes and areas of responsibility • Organizational ethics: organization of communicative self-reflection • Ethics counseling, Clinical Ethics Committee (CEC) • Ethical decision-making processes: methods and models • Case discussions on the formation and strengthening of the capacity for reflection, judgment and argumentation in intra-disciplinary and inter-disciplinary dialogue
- Lecture - Group work - Presentations - Individual work - Case study discussions
Lector: Mag. Helmut Beichler
>Learning location >Education and Instructions >Setting >Framework conditions >Dealing with fears >Assessment discussion and Criticism discussion
Full time attandence, cooperation, working orders
Lectures, group work, role play with video analysis
Lector: Mag.a Martina Rosenberger
> Health concepts and different perspectives in health understanding: understanding of health by lay people, biomedical, biopsychosocial, psychological, sociological, nursing science and personal health understanding, understanding of health in a historical context > Factors influencing health: health resources and risks, personal health factors > Health theories and concepts: focus on salutogenesis (Antonovsky) and the resulting implications for nursing > Prevention: classification of prevention measures by time (primary, secondary and tertiary prevention), objectives (behavioral and proportional prevention) and methods (health information and counseling, health education and training and health self-help), implementation of preventive measures in the care target groups > 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 > Factors influencing health -> health literacy > HLS-EU-SURVEY Austria
Oral or written module examination
Lector: Mag. Dr.phil Ilse Gradwohl, Bakk.phil.
Didactics as a university college discipline: about etymology, meaning of words, subject and its goals university college/ didactics and its subject theory: Relationship among theory, models and concepts theoretical foundations of teaching and learning at university colleges – in the reference guide to practical studies Changing learning habits (“Shift from Teaching to Learning”) Correlation between the research and planning of teaching and carrying out learning settings evidence of performance Evaluation and feedback – university college didactical concepts in the reference guide to practical studies – specific examples as an educational tool for the creation of the didactical actions repertoire. (on encouraging independently organized and active learning including individual knowledge constructions; on growing into profession-specific tenor; on observing and describing experienced acts of communication and interaction; on planning, systemic diagnosis and theory-grounded reflection; on considering motivational, volitional and social aspects of learning; on working out and trying out specific alternate actions; on the reference guide to peer groups learning, peer feedback
Lector: Markus Wohlmannstetter, MSc
> Behavior in emergency situations > Decision making in emergency medicine > Assessment of emergency patients > Standardized patient care > Scoring systems, algorithms and guidelines > Assessment and treatment schemes in emergency medicine > Patient assessment in emergency rooms > Communication in emergency situations
Lector: Mag.a Marlene Pfeifer-Rabe
>definition: assessment in general >nursing assessment: definition, delimitation/nursing expertise and assessment/ nursing assessment in legal basics/ role of A instruments in the nursing process >examples for selected nursing assessments >theoretical application of nursing assessment instruments by means of examples of practical experience
powerpoint various didactic methods group work single person working article reading blended learning guidance during the work for a scientific paper to assess grades
Lector: Mag.a Astrid Sobczak
> Pflegetheoretischer Hintergrund > Der Pflegeprozess als Problemlösungs- und Beziehungsprozess > Beschreibung und Charakterisierung der einzelnen Schritte des diagnostischen Prozesses > Pflegeklassifikation im Sinne der Systematisierung > Implementierung und Kritische Reflexion
written module examination
lecture, discussion blended learning
> Disambiguation: descriptive, analytical and clinical epidemiology, research objectives of epidemiology; epidemiological questions in nursing: distribution of health-related conditions that require nursing, measurements of nursing services, measurement of nursing phenomena, risk factors, etc. > Prevalence of nursing-related phenomena using the example of pain, decubitus, crural ulcer, etc. > Nursing coverage vs. health reporting > Selected priorities of health reporting (e.g. life expectancy and mortality, epidemiology, health care)
> Revision of principles of scientific work > Literature research process (handling current care-relevant online databases) > Processing of international literature > Design of exposés
immanent exam character
Lector: Mag. Dr. phil. Ursula Halbmayr-Kubicsek, MSc
Terminology: nursing theories, nursing models, conceptional nursing model and metaparadigma > Classification of theories > Implementing of nursing models in practical nursing > Use of nursing models > Current rating of nursing models > Criticism of nursing theories > Central statements about health, human beings, environment and nursing in nursing models according to selected examples - The Peaceful End of Life (Ruland & Moore) - Caring (Kristen M. Sawanson) - Uncertainty in Illness Theory (Mishel) - Postpartum Depression Theory (Beck)
>Lecture >Group sequences >Discussions
Lector: Stefan Legat, MSc, Markus Wohlmannstetter, MSc
> Monitoring by means of medical-technical monitoring devices > Aspiration of the upper respiratory tract as well as the tracheostoma > Dealing with various drainages, probes and catheters > Blood sampling from venous and arterial vessels > Dealing with peripheral permanent venous catheters > Carrying out medical therapeutic interventions based on Standard Operating Procedures > Components of the hemostasis system > Indications and substitution of EC, TK and plasma (GFP) > Transfusion-associated complications > Bed-Side Testing (ABO Identity Test) > Administration of blood and blood substitutes
Lecture Discussion Practical exercises
Lector: Mag.a Alice Spann, BSc MPH
Working directly on nursing papers (abstracts & complete articles), students will discover and acquire practice in: . What a research article is, and its components, thus acquiring its language, . What makes the difference between qualitative and quantitative approach; and how to identify . Finding information in a nursing research paper . Introduction to the interpretation of conclusions of research reports for their potential meaning in clinical practice
. Direct practice on nursing papers: . Practice various reading techniques and steps to follow when working with papers . Reading with a critical mind, and asking appropriate questions
Lector: Mag.a, Dr.in Ulrike Auböck
• Vocational training – places of learning (practice, Skillslab-LTT) • Didactics in vocational training • Cognitive Apprenticeship (CAS) • Further selected guidance models in vocational training • The importance of reflection
Written planning and execution of an guidance sequence and performance presentation (written exercise between LV-days)
Lecture, film sequences, discussion, individual and group work, practical exercises
> Practical implementation of guidance models in nursing practice > Application of situation-specific methods for reflection in the context of the Higher Education Practical Guide
> To begin with there is an extensive clarification of the terms "sex" and "gender"; on the basis of numerous disciplines these terms and their meanings are defined and discussed in each discipline. > Furthermore, a critical sensitivity is created through debate based on the media-conveyed definitions of "sex" and "gender". > The definition of "Gender Medicine" and its tasks will be discussed in detail. > The historical development of Gender Medicine and its key milestones are presented. > On the basis of numerous examples of gender-specific differences in diseases such as coronary heart disease, depression, diabetes and osteoporosis in adulthood, ADHD, eating disorders, allergies and sudden infant death syndrome in children and adolescents and depression, falls and dementia in old age. > The macroeconomic dimension of gender medicine will be discussed on the basis of epidemiological data on so-called "common diseases". > Differential drug compatibility and prescription as well as pharmacological research are discussed in a separate unit. > The role of "gender" in the "treating patient" relationship is discussed. > The application of the "Gender Lens Tool" is learned through numerous examples and continuous application during the course. > A critical look at the use of the variable "gender" in scientific studies will be attained by reviewing various scientific studies.
>composition of a case study according to the methodical steps of EBN >composition of research paper according to current issues with scientific relevance to the occupational area >application/implementation of given elements of structure (title page, abstract, page of content, introduction, main part, summary, explanation of abbreviations, annex) of the Bachelor research paper >application and implementation of rules of quoting
immanent exam character: EBN-case study = grade
>inquiry of scientific and issue-related sources of literature >autonomous written composition of Bachelor paper2
Lector: FH-Hon.Prof.in Mag.a Dr.in Gerlinde Rebitzer
-description of the basic development of evidence-based nursing (EBN) -description and exemplary implementation of the methodical steps of EBN -tasks, questions, literature research, critical assessment, implementation and adaption and evaluation -handling of a case study according to the methodical steps
lecture, discussion, group work, self study, presentation
Lector: Mag. Cornelia Kelterer
Discharge management as part of case management in the hospital setting • Organizational forms, tasks, objectives, policies and challenges of discharge management • Dismissal management as a task of the higher civil service for GuK according to GuKG, when is indirect discharge management required? • The most important fundamentals of the nursing care landscape in Vienna. • Consultation and discussion as a basis for discharge management. • Work through practical case studies and learn counselling situations in role-plays.
Module Exam Course-end writing of a case study and oral presentation of the results.
Teacher-centred teaching of basic knowledge Case studies for better theoretical understanding Group work and presentation of results Role plays
Lector: Mag. Martin Salvenmoser
cooperative communication feedback goals evaluation
lecture work in groups role playing game
• Definitions and characteristics of chronic diseases at all ages • Theories and models of chronic diseases • Signification of chronic diseases for individuals and different target groups and family / (Bezugssystem kann ich nicht übersetzen) from a psychosocial and economic viewpoint using a theoretical model • Health care tasks • Requirements for the health system • Selected phenomena in the course of disease of a chronic disease using the example of stigmatisation, body image changes, adherence and transition • coping mechanisms of chronic diseases for the individual and his frame of reference in different stages of life and / or developmental stages based on selected examples: AIDS, asthma, dementia, chronic pain, cystic fibrosis, congenital malformations, etc .., possibilities of nursing support
lecture, self-study, oral presentation, discussion, written exam, working with articles from professional magazines and extracts of specific literature
Lector: Dr. Johannes Steuer, MSc
> Cooperation with other emergency services > Triage > Medical aid organizations at the scene > Working with checklists > Decision-making > Working in a team > Leadership > Staff work > Crisis communication
Lector: Mag. Dr. scient. med. Michael Pagani, Bakk.
> Definitions > Collection of care allowance applications > Social and/or pension insurance institutions > Legal basics (GuKG) with reference to care reports > Guidelines for the assessment > Needs of caregivers > Fundamentals of the living will and power of attorney > Differentiation of guardianship, health care proxy, family representation and adult protection law > Fundamentals of patient and relatives' education
lectures group work self studies
Lector: Mag.a Dr.in Simone Grandy, Mag. Dr. Paulina Wosko
> Scientific theoretical discourses of quantitative and qualitative research as well as the quality criteria of quantitative and qualitative research > Research design of quantitative research (experimental and non-experimental designs), internal and external validity of quantitative designs > Intensive qualitative research methods (e.g. grounded theory, ethnography, phenomenology) > Data collection methods in quantitative and qualitative research Quantitative course content: Basic scientific-theoretical position of quantitative research The principle of deduction and formulation of hypotheses Quality criteria of quantitative research Overview of quantitative research designs Overview of quantitative survey methods
Teaching methods: Input and small group work
Lector: Mag.a Dr.in Simone Grandy
repitition of the basic ideas of statistics sample vs. population levels of measurement descriptive statistic probability distribution correlation and regression
Immanent examination character
lecture and group activities
Lector: Mag. Regina Neubauer, MSc
Delegation and sub-delegation > Distinction between delegation, sub-delegation and assignment of tasks as well as prerequisites on the part of the organization > Criteria of the delegation on the basis of case studies > Knowledge management, especially knowledge transfer, knowledge exchange and knowledge generation > The importance of a comprehensive knowledge of the patient's current situation as well as the person to whom it is delegated (which may be delegated to whom)
Day and group sequences discussions Processing of case studies or learning tasks
You also have the opportunity to attend selected open courses from other degree programs or departments. You can find the registration details here.
You have already gained experience in higher health care and nursing service. With this academic course, you can further develop the practical field in various areas and support evidence-based health care and nursing. You also have the option of immediately continuing with a Bachelor's degree. For graduates of the academic course, both proven knowledge acquired through internships and the skills-related content of the health care and nursing diploma as well as the modules of the academic course will be credited towards the Bachelor's degree program in Health Care and Nursing. An immediate entry into the Bachelor's degree program is possible after a further admission procedure and if sufficient study places are available.
Information for applicants with non-Austrian (school) certificates
It is not possible to save incomplete online applications. You must complete your application in one session. Your application will be valid as soon as you upload all of the required documents and certificates. In the event that some documents (e.g. references) are not available at the time you apply, you may submit these later via email, mail or in person by no later than the start of the degree program.
The admission procedure consists of a written aptitude test as well as an admission interview, in which we would like to learn more about your motives, skills and knowledge.
26th November 2021 at 9.00 a.m.
Head of Academic Course Healthcare and Nursing, Practice Mentoring, Primary Health Care Nursing, Public Health T: +43 1 606 68 firstname.lastname@example.org
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