Primary Health Care Nursing

Internationally, the higher health care and nursing services in primary care facilities has played an important role for years. In Austria, this field is now to be expanded, thereby facilitating access to health services and help with health issues through primary care facilities. In these facilities, centrally anchored core teams consisting of the higher health care and nursing services, primary care physicians and ordination assistants work closely together. It is planned to also house other health and social professions in such institutions.

As a Primary Health Care Nurse, you will play an essential role in all areas of disease prevention in the primary care facility. Your main tasks include identifying and advising on lifestyle and living environment-associated risks, long-term care of chronically ill and multimorbid patients as well as preventive home visits.

You will also take preventive measures for geriatric health risks, help identify health resources and support individuals, groups and families in their efforts to improve health.

Department

Applied Nursing Science

Topic

Quality of life

Highlights

Active participation and development of a new professional field
Extended nursing skills and an independent role in primary care
Guidance, consultation and training
Health research and epidemiology round out the spectrum
Our continuing higher education programs comply with the guidelines of the ÖGKV PFP® (Continuing Nursing Education Points brand by the Austrian Health Care and Nursing Association), which was launched in 2019 by the Austrian Health Care and Nursing Association (ÖGKV) to support continuing education options for certified nurses (DGKP).

Facts

Final degree: Academic Expert in Primary Health Care Nursing

Duration of course: 2 Semesters

Organisational form: part-time

Tuition fee once payment € 5.600,-^1,2 + ÖH premium

ECTS: 60 ECTS

Language of instruction: German

Application winter semester 2025/26: 30. August 2024 - 14. August 2025

Study places: 22

¹ Alternative modell in semester installments € 2.940,- per semester. Details on tuition fees can be found in the general fee regulations.
² Funding in the amount of € 2,800 is possible via PVE funding through RRF funds, please enquire.

Before the studies

You already work in the field of higher health care and nursing services and would like to expand your skills in the field of primary care. You would like to take on an independent role in a primary care facility and strengthen the interdisciplinary team with your expertise.
You can imagine a job in which you are responsible for the organization, coordination and implementation of treatment, nursing and support processes and act as a hub between numerous interfaces in primary care.
You are interested in the development and evaluation of nursing standards and would like to expand your competence in nursing research to include epidemiological monitoring and data analysis.
You are interested in further developing your professional field and using your newly acquired skills to promote the establishment of this new professional field.

Relevant admission requirement

For admission you need

a completed Bachelor's degree with a professional authorization for health care and nursing or
a diploma in general healthcare and nursing or child and adolescent nursing or psychiatric healthcare and nursing
and in both cases proof of at least 2 years of professional experience in the respective field.

In case of submitting a diploma you will also need either

a general university entrance qualification, proven by a
- Austrian secondary school leaving certificate (AHS, BHS, vocational higher education entrance qualification) or
- Austrian certificate of a limited higher education entrance qualification for the respective group of studies or
- equivalent foreign certificate
or relevant additional examinations in English B2 and German B2.
- the assignment from the diploma course is recognized as equivalent for the additional examination in German

Language requirements for admission

The required language level according to the Common European Framework of Reference for Languages (CEFR) is at least

German - level B2 and
English - level B2.

Legalization of foreign documents

Applicants may require legalization of documents from countries other than Austria in order for them to have the evidential value of domestic public documents. Information on the required legalizations can be found here in PDF format.

Legalization of Foreign Documents in Higher Education
Federal Ministry for Education, Science and Research

open

Translation of your documents

For documents that are neither in German nor English, a translation by a sworn and court-certified interpreter is required. Your original documents should have all the necessary legalization stamps before translation so that the stamps are also translated. The translation must be firmly attached to the original document or a legalized copy.

Online application - uploading documents

As part of your online application, upload scans of your original documents including all required legalization stamps. For documents not issued in German or English, scans of the corresponding translations must also be uploaded. The head of the study program decides on the equivalence of international (higher) education qualifications. Therefore, your documents can only be checked as part of the ongoing application process.

Your path to studying at FH Campus Wien begins with your registration on our application platform. In your online account, you can start your application directly or activate a reminder if the application phase has not yet started.

Documents for your online application

Proof of identity
- passport or
- identity card or
- Austrian driving license (proof of citizenship required) or
- residence permit (proof of citizenship required)
Proof of change of name, if applicable (e.g. marriage certificate)
Proof of fulfillment of the relevant admission requirement
- Bachelor's certificate in Health Care and Nursing or
- diploma in general health care and nursing, psychiatric health care and nursing or child and adolescent nursing (incl. diploma certificate) and
  - Austrian secondary school leaving certificate (AHS, BHS, vocational higher education entrance qualification) or
  - Austrian certificate of a limited higher education entrance qualification for the respective group of studies or
  - equivalent foreign certificate or
  - proof of successful completion of the additional examinations in English B2 and German B2 (or German assignment)
Proof of German level B2 according to the Common European Framework of Reference for Languages (CEFR). The following apply as proof
- secondary school leaving certificate from a German-language school
- completion of at least three years of studies in German
- supplementary examination pre-study course - German B2
- German certificate (not older than 3 years), e.g:
  - Austrian German Language Diploma: ÖSD Certificate B2
  - Goethe Institute: Goethe Certificate B2
  - telc: German B2
  - German language test for university admission for foreign applicants: DSH-2
  - German Language Diploma of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany: DSD II
  - Test of German as a foreign language (Test DaF): Level TDN 4 in all parts
  - Language Center of the University of Vienna: Course and successfully passed exam at level B2
  - Proof of a higher language level is also valid.
Proof of English level B2 of the Common European Framework of Reference for Languages (CEFR). The following apply as proof:
- secondary school leaving certificate with successfully passed secondary school leaving examination in English (level B2 must be evident)
- secondary school leaving certificate from an English-speaking school
- university entrance qualification certificate from an Austrian university with a successfully passed examination in the subject English
- Transcript of Records/Diploma Supplement from a recognized post-secondary educational institution with proof of successfully completed English-language courses amounting to at least 6 ECTS credits or 150 hours
- IB Diploma according to the regulations of the International Baccalaureate Organization with English as a school subject
- supplementary examination pre-study course - English B2
- English certificate (not older than 3 years), e.g.:
  - FH Campus Wien: Oxford Test of English level B2 (score range = 111-140)
  - TOEFL: 72-94 points
  - IELTS Academic: Overall Band Score = 5,5-6,5
  - Cambridge: Overall score level B2 (minimum scale score = 160 in B2 First (FCE) or C1 Advanced (Certificate in Advanced English CAE))
  - proof of language competence from a university language center at level B2
  - Proof of a higher language level is also valid.
Curriculum vitae in tabular form in German
Letter of motivation in German
Proof of employment in the higher service for health care and nursing
Legalizations and translations, if applicable (see tab “Foreign documents and degrees”)

Your application is valid once you have completely uploaded the required documents. If you do not have all the documents at the time of your online application, please submit them to the secretary's office by email as soon as you receive them.

After completing your online application, you will receive an email confirmation with information on the next steps.

The admissions procedure consists of two stages. The first stage is your online application. The documents submitted will be reviewed to determine if all the formal admission requirements are fulfilled. The second stage is an admission interview, in which we would like to learn more about your motives, skills and knowledge.
Applicants with only a diploma are required to attend the preparatory course for nursing science and research in order to make up for the scientific work and ensure their knowledge is at the same level as the other participants. This course is offered for students free of charge at FH Campus Wien (content only available in German).

Learn more about the content and procedure of the academic degree course, your questions about requirements, application and funding opportunities will also be answered.

•   October 16^th, 2024, 7pm - 8pm
•    October 31^st, 2024, 7pm - 8pm
• November 13^th, 2024, 7pm - 8pm
• December 19^th, 2024, 7pm - 8pm
• January 8^th, 2025, 7pm - 8pm
•    January 22^nd, 2025, 7pm - 8pm

To attend, please use our Zoom-Link, which will be the same for all sessions listed above.

If you plan to participate in a session we kindly ask you to inform us in advance via phcn@fh-campuswien.ac.at.
In case of any question please also refer to phcn@fh-campuswien.ac.at or +43160668774680.

You are welcome to also attend our consultation at these live events
•    Friday, November 15^th, 2024, Master & More, Austria Center, Bruno-Kreisky-Platz 1, 1220 Wien
•    Friday, November 22^nd, 2024, Open House der FH Campus Wien, Favoritenstraße 222-232, 1100 Wien
•    Thursday, March 6^th - 9^th, 2025, BeSt³ Messe Wien, Messe Wien
•    Friday, March 14^th, 2025, Open House der FH Campus Wien, Favoritenstraße 222-232, 1100 Wien

Do you still have questions about the study program?

Make an appointment with our secretary’s office phcn@fh-campuswien.ac.at and you will receive a personal consultation via Zoom with Head of the Academic Course.

Before the start of the first semester, you have the opportunity to catch up on knowledge from the areas of nursing science and research as part of a preparatory course in order to fulfill the admission requirements for the degree program or to simply refresh your knowledge.

To the preparatory course (in German)

What we offer you

FH Campus Wien is now the largest university of applied sciences for nursing and health care sciences in Austria. As the first university of applied sciences in Austria, we started the Bachelor’s Degree Program in Health Care and Nursing more than 10 years ago and have continuously built up a large network in the health sector. Our students benefit from this extensive network and from our many years of teaching expertise. Our partners also include the University of Vienna, with whom we have a teaching network.

Further key educational partners are the Vienna Health Association, the Vinzenz Group and the Barmherzigen Brüder, with whom we cooperate to provide the Bachelor’s Degree Program in Health Care and Nursing. The academic expert program in Health Care and Nursing, Practice Mentoring offers further training for a deeper link between nursing research and practice and serves as a basis for further career steps. With the Master’s Courses in Advanced Nursing Practice, Advanced Nursing Education and Advanced Nursing Counseling, we cover a broad spectrum of higher 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 area of the Competence Center for Applied Nursing Research provide you the opportunity to gain practical experience in application-oriented research.

During the studies

As a primary health care nurse, you take on an independent role in disease management, for example in wound management. You can draw on evidence-based nursing knowledge and participate in the treatment process for those afflicted with acute and chronic wounds.

In addition, health promotion and prevention play an important role as a contribution to strengthening the health literacy of patients and clients. The focus is on the entire life cycle from childhood to old age. For target group-oriented preparation of counseling measures and communication, you will explore different counseling concepts and communication techniques, such as principles for professional conversation.

Via numerous interfaces, you will coordinate the primary care of people across various sectors including pharmacies, social insurance, medical practices and nursing facilities, and organize counseling for nursing and health-related issues.

In addition, you will acquire knowledge of epidemiological monitoring and data analysis in the context of health research, health statistics and epidemiology. The focus is on:

Exploring research work on practice-relevant issues and applying them after critical assessment.
Acquiring knowledge of qualitative and quantitative research methods for participation in data collection and data evaluation processes
Carrying out independent surveys on the need for forms of intervention, developing target group-specific measures and evaluating their effectiveness.

Curriculum

Module Wound management

2.5 SWS

5 ECTS

Assessment, diagnostic process and therapy of chronic wounds | ILV
Assessment, diagnostic process and therapy of chronic wounds | ILV
2 SWS 4 ECTS
Content
Modern forms of wound care and pain therapy
Dressing materials, dressing application and dressing techniques
Wound diagnostics, wound management and local therapies
Practical implementation of modern wound care
Nutrition in wound healing disorders
Wound documentation and legal aspects
Teaching method
Mainly activating methods
Examination
Module exam
Literature
Danzer, S. (2019). Wundbeurteilung und Wundbehandlung (2. Aufl.). Stuttgart: Kohlhammer.
Daumann, S. (2018). Wundmanagement und Wunddokumentation (5. Aufl.). Stuttgart: Kohlhammer.
Protz, K. (2019). Moderne Wundversorgung (9. Aufl.). München: Urban & Fischer/Elsevier.
Teaching language
Deutsch

2 SWS

4 ECTS

Management of comorbidities of chronic wounds | ILV
Management of comorbidities of chronic wounds | ILV
0.5 SWS 1 ECTS
Content
in-depth knowledge of diseases frequently associated with chronic wounds (e.g. diabetes, peripheral arterial occlusive disease, malignant neoplastic diseases, venous insufficiency, dermatological diseases, ...)
in-depth knowledge of diseases and phenomena that occur more frequently due to chronic wounds (e.g. depression, social isolation, anxiety, ...)
diagnostic possibilities in the Austrian health care system
integrated care system for people with chronic wounds in Austria

Teaching method
Mainly activating methods
Examination
Module exam
Literature
Deravin, L. & Anderson, J. (Hrsg.) (2019). Chronic Care Nursing: A Framework for Practice (2. Aufl.). Cambridge University Press. doi:10.1017/9781108691642
Heyer, A.K (2016). Versorgungsepidemiologie des Ulcus cruris in Deutschland: Erkrankungshäufigkeit, Versorgungsqualität und Prädiktoren der Wundheilung. Berlin: Springer.
Reibnitz, C. & Skowronsky, A. (Hrsg.) (2018). Wundversorgung von A - Z. Berlin: Springer.
Teaching language
Deutsch

0.5 SWS

1 ECTS

Module Assessment and clinical evaluation

2.5 SWS

5 ECTS

Special lab diagnostics and drug management | ILV
Special lab diagnostics and drug management | ILV
1.5 SWS 3 ECTS
Content
>>Medicine Management
>Groups of active substances: Selected drugs for pain conditions, cardiovascular diseases, respiratory diseases, infectious diseases, diseases of the digestive system, metabolic diseases and disorders of the water-electrolyte balance.
>Selected medical devices: Area of feeding, incontinence care, dressing materials, stoma materials, walking aids etc.
>>Special laboratory diagnostics:
>Preanalytics
>Findings interpretation
>Blood coagulation
haematology
>Clinical chemistry
urine diagnostics
>Autoimmune diagnostics
>Genetics
>Case examples and interpretation of findings
Teaching method
Mainly activating methods
Examination
Final exam: Final written or oral examination at the end of the course
Literature

Ellegast, J. (2015). Klinische Pharmakologie. Basics. München: Urban & Fischer.
Graf, N. & Gürkov, R. (2020). Klinische Chemie. Laborwerte in der klinischen Praxis. München: Urban & Fischer.
Sandner, F. (2009). Allgemeine Pharmakologie, Basics. München: Urban & Fischer.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Advanced clinical assessment & evaluation of care needs | ILV
Advanced clinical assessment & evaluation of care needs | ILV
1 SWS 2 ECTS
Content
Basic skills of clinical examination (esp. auscultation and percussion of the thorax and abdomen, musculoskeletal system)
in-depth knowledge of describing physiological and pathological manifestations (skin, lungs, sensory organs, abdomen, neurological, ... excl. wound documentation)
Geriatric assessment and nursing needs assessment
triage systems
Nursing home visit
consolidation of the assessment of vital functions (e.g. ECG, pO2, pulses, ...)
selected clinically relevant conditions (e.g. delirium, hyper-/hypoglycaemia, terminal phase of life, ...)
Teaching method
Mainly activating methods
Examination
Continuous assessment: Ongoing performance reviews during the course
Literature
Dains, J.E., Baumann, L.C. & Scheibel, P. (2020). Advanced Health Assessment and Clinical Diagnosis in Primary Care. Amsterdam: Elsevier.
Goolsby, M.J. & Grubbs, L. (Hrsg.) (2015). Advanced Assessment: Interpreting Findings and Formulating Differential Diagnoses (3. Aufl.).Philadeplhia: F.A. Davis Company.
Holloway, B.W. (2014). Physical Assessment Check-off Notes: Nurse’s Clinical Pocket Guide.Philadeplhia: F.A. Davis Company.
Müller, C. & Braun, J. (Hrsg.) (2008). Klinikleitfaden für alle Stationen: Leitsymptome - Krankheitsbilder - Praxistipps  - Fit in Famulatur und PJ (3., überarb. Aufl.) München: Elsevier, Urban & Fischer.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Integrated types of care in special target groups

1 SWS

2 ECTS

Integrated care during the course of life | ILV
Integrated care during the course of life | ILV
1 SWS 2 ECTS
Content
Concepts of family health nursing in the context of child and adolescent nursing in an international context with a focus on health promotion and prevention
Tasks, functions and roles of Family Health Nurses (FHN) and School Nurses with a focus on child and adolescent care related to the age groups 0-18 years Roles, tasks and functions of the nurse in the school setting in the context of school health care in an international comparison
Exemplary model projects of integrated care in the context of child and adolescent care in Austria
Calgary Family Assessment Model (CFAM)- factors and components (structure, development, function) of assessment

Suicide prevention: risk groups, risk screening
Addiction prevention
Stress management and crisis intervention
Stigmatization (public & cultural, structural, personal) - focus on health care & destigmatization
Psychosocial counselling and psychoeducation
Family and reference systems of (older) people with mental and illnesses and children and adolescents

Responsibilities of the "Community Nurse" and the "Nurse Care Coordinator" in the care of older people
"Age-friendly PHC" - age-sensitive care and support for older people
Multidisciplinary collaboration and case analysis, care assurance at interfaces
Medical history and selected standardized assessment instruments for older people (geriatric assessment, frailty screening, etc.)
Education on health topics and health monitoring in older people
Disease management in the elderly
Nursing interventions for the elderly and common somatic and gerontopsychiatric diseases (e.g.: chronic diseases such as diabetes mellitus, chronic liver disease, etc.). diseases such as diabetes mellitus, chronic obstructive pulmonary disease, cardiac insufficiency; diseases of the musculoskeletal system; visual and hearing impairments; oncological diseases; dementia; depression).
Teaching method
Mainly activating methods
Examination
Final exam: Final written or oral examination at the end of the course
Literature
Brieskorn-Zinke, M. (2007). Public Health Nursing. Der Beitrag der Pflege zur Bevölkerungsgesundheit. Stuttgart: Kohlhammer.
Holoch E., Lüdeke M., Zoller E. (2017). Gesundheitsförderung und Prävention bei Kindern und Jugendlichen. Lehrbuch für die Gesundheits- und Kinderkrankenpflege. Stuttgart: Kohlhammer.
Zeitschriftenartikel:
Schmitt S., Görres S. (2012). Schulgesundheitspflege in Deutschland? – Eine Übersichtsarbeit zu Aufgaben und Rollen von School Nurses. Pflege, (25), 107–117.
Gundolf, A., (2019). SchulgesundheitspflegerInnen und ihre Kompetenzen- eine Bereicherung für das Primarschulsystem. Pädagogik der Gesundheitsberufe. 6(3), 192-201. DOI: 10293.000/30000-1688
Best, C., Oppewal, S., & Travers, D. (2018). Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review. The Journal of School Nursing (1984), 34(1), 14-17. DOI: 10.1177/1059840517745359
Kocks, A. (2008). Schulgesundheitspflege, Die Rolle der schwedischen School Health Nurse und das Thema Gesundheit im Setting Schule. Pflege und Gesellschaft.(2013) 13(3),P. 251-256 Retrived from: file:///Users/macbook/Downloads/0803-Kocks.pdf
Bauer, U., Reinisch, A., & Schmuhl, M. (Eds.). (2012). Prävention für Familien mit psychisch kranken Eltern. Bedarf, Koordination, Praxiserfahrung (1st ed.). Wiesbaden: Springer VS.
Bramesfeld, A., Koller, M., & Salize, H.-J. (Eds.). (2019). Public Mental Health. Steuerung der Versorgung für psychisch kranke Menschen (1st ed.). Bern: Hogrefe. doi.org/http://doi.org/10.1024/85869-000
Moreno, M. A., & Radovic, A. (Eds.). (2018). Technology and Adolescent Mental Health (1st ed.). USA: Springer. doi.org/http://doi.org/10.1007/978-3-319-99638-6
Sauter, D., Abderhalden, C., Needham, I., & Wolff, S. (Eds.). (2020). Lehrbuch Psychiatrische Pflege (4th ed.). Bern: Hogrefe.
Steidl, S.; Nigg, B. (2014): Gerontologie, Geriatrie und Gerontopsychiatrie. Ein Lehrbuch für Pflege- und Gesundheitsberufe. 4. Auflage. Wien: Facultas
Becker, S.; Brandenburg, H. (Hrsg.) (2014): Lehrbuch Gerontologie. Gerontologisches Fachwissen für Pflege- und Sozialberufe – eine interdisziplinäre Aufgabe. Bern: Hogrefe AG
Eger, K.; Höfler, S.; Levinsky, G.; Lohr, C.; Mayrhofer, A.; Rossa, M. (2010): Competence Center Integrierte Versorgung. Netzwerk aktiv besser leben mit Demenz. Abschlussbericht. www.cciv.at/cdscontent/load, 2020, May 25
Lovink MH, van Vught AJAH, Persoon A, Schoonhoven L, Koopmans RTCM, Laurant MGH. Skill mix change between general practitioners, nurse practitioners, physician assistants and nurses in primary healthcare for older people: a qualitative study. BMC Fam Pract. 2018;19(1):51. Published 2018 May 2. doi:10.1186/s12875-018-0746-1
World Health Organization – WHO (2004): Active Ageing: towards age-friendly primary health care.https://apps.who.int/iris/bitstream/handle/10665/43030/9241592184.pdf;jsessionid=0515BF4EEAB51B88BC8FB8A39B3BC2B0?sequence=1, 2020, May 25
Teaching language
Deutsch

1 SWS

2 ECTS

Module Integrated types of care in special settings

2 SWS

4 ECTS

Types of care in acute cases | ILV
Types of care in acute cases | ILV
1 SWS 2 ECTS
Content
Case studies of acute situations (heart attack, stroke, glucose derailment, intoxication, suicidal thoughts, burns etc.)
ECG (initial assessment)
Rapid tests
Teaching method
Mainly activating methods
Examination
Module exam
Literature
Fleischmann, T. (Hrsg.). (2018). Fälle Klinische Notfallmedizin: Die 100 wichtigsten Diagnosen. Elsevier Health Sciences.
Ohly, A. & Kiening, M. (2019). EKG endlich verständlich. Elsevier Health Sciences.
Teaching language
Deutsch

1 SWS

2 ECTS

Types of care for chronically sick people and complex cases | ILV
Types of care for chronically sick people and complex cases | ILV
1 SWS 2 ECTS
Content
Disease Management Programmes (DMP) (in Austria and other countries) - aims, funding, experiences of participants, results
Adherence
Chronic diseases (DM type 2, COPD, heart failure, PAOD etc.)
Complex cases (substitution treatment, HIV, people with mental illness, people with migration background and language barrier, etc.)
Presentation of clinical pictures/challenges, involved specialist groups, medication management, evidence-based programmes/procedures, guidelines
Teaching method
Mainly activating methods
Examination
Module exam
Literature
Austerer, A., & Radinger, O. (2018). Leben mit chronischer Krankheit: ein Lehrbuch für Gesundheitsberufe. Wien: Facultas.
Bosworth, H. (Ed.). (2010). Improving patient treatment adherence: A clinician's guide. Berlin: Springer Science & Business Media.
Kranzer, A. (2007). Auswirkungen und Erfolgsfaktoren von Disease Management. Wiesbaden: Deutscher Universitäts-Verlag GWV Fachverlage.
Nuovo, J., & Nuovo, J. (2007). Chronic disease management (pp. 3-122). New York: Springer.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Education concepts and methods

2.5 SWS

5 ECTS

Selected counseling and training methods | ILV
Selected counseling and training methods | ILV
1.5 SWS 3 ECTS
Content
Central terms of counselling, training and guidance
Legal basis of counselling according to GuKG
Understanding and roles of counselling in health care and nursing
Counselling science: Selected theories and models of counselling (person-centred counselling, systemic counselling)
Selected counselling approaches and methods (person-centred, systemic, solution-oriented, resource-oriented, etc.)
Selected nursing-relevant counselling methods
Counselling processes
Counselling settings with different target groups and settings
Conversational techniques in counselling - counselling communication and relationship building
Self-reflection and metacommunication in counselling
Use of educational materials (diabetes, stoma, injections)
Teaching method
Mainly activating methods
Examination
Final exam: Final written or oral examination at the end of the course
Literature
Becker, R. (2017). Beratung als pflegerische Aufgabe. Arbeitsmaterialien für Unterricht und Praxis. Stuttgart: Kohlhammer.
Berkling, H. (2010). Lösungsorientierte Beratung. Stuttgart: Kohlhammer.
Büggemann, H., Ehret-Ivankovic, K. & Klütmann, C. (2014). Beratung in fünf Gängen. Ein Leitfaden (2. Aufl.). Göttingen: Vandenhoeck&Ruprecht.
Engel, R. (2020). Gesundheitsberatung in der Gesundheits- und Krankenpflege (2. Aufl.). Wien: Facultas wuv.
Hallier, H. (2013). Gute Beratung. Zwischen Hybris und Bescheidenheit. BeraterInnen über sich, ihre Arbeit und ihren Anspruch an Professionalität. Berlin: Ulrich Leutner.
Hegemann, T. & Oesterreich, C. (2018). Einführung in die interkulturelle systemische Beratung und Therapie. (2. Aufl.). Heidelberg: Carl-Auer.
Kindl-Beifuß, c. (2019). Fragen können wie Küsse schmecken. Heidelberg: Carl-Auer.
Klein, R., Kann nicht, A. (2011). Einführung in die Praxis der systemischen Therapie und Beratung (2. Aufl.). Heidelberg: Carl-Auer.
Lauterbach, M. (2018). Einführung in das systemische Gesundheitscoaching (2. Aufl.). Heidelberg: Carl-Auer.
Nußbeck, S. (2014). Einführung in die Beratungspsychologie (3. Aufl). München: Ernst Reinhardt.
Plessl-Schorn, B. (2014). Patienten- und Angehörigenedukation. Aufgaben für Ausbildung und Praxis. Wien: Facultas wuv.
Radatz, S. (2018). Beratung ohne Ratschlag. Systemisches Coaching für Führungskräfte und BeraterInnen. Österreich: Literatur-VSM.
Schwarz, B. (2011). Patientenedukation kompakt. Theorie und Praxis der familienorientierten Information, Beratung und Anleitung in der Kinder- und Jugendlichenpflege. Wien: Austrian Standards plus.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Counseling of individuals, groups and organizations | ILV
Counseling of individuals, groups and organizations | ILV
1 SWS 2 ECTS
Content
Counselling Level I: Individual (collegial counselling, conflict counselling, coaching)
Consulting level II: Group (development phases, team processes, role positions, moderation)
Consulting level III: Organization (organizational development and opportunity management, organizational structures and cultures, organizational learning)
Teaching method
Mainly activating methods
Examination
Final exam: Final written or oral examination at the end of the course
Literature
Becker, R. (2017). Beratung als pflegerische Aufgabe. Arbeitsmaterialien für Unterricht und Pflege. Stuttgart: Kohlhammer.
Buchinger, K. & Klinkhammer, M. (2017). Beratungskompetenz. Supervision, Coaching, Organisationsberatung. Stuttgart: Kohlhammer.
Bürgi, A. & Eberhart, H. (2006). Beratung als strukturierter und kreativer Prozess. Ein Lehrbuch für die ressourcenorientierte Pflege. Göttingen: Vandenhoeck&Ruprecht.
Engel, R. (2020). Gesundheitsberatung in der Gesundheits- und Krankenpflege. (2nd ed.). Wien: Facultas wuv.
Hegemann, T., Oesterreich, C. (2018). Einführung in die interkulturelle systemische Beratung und Therapie. (2nd ed.). Heidelberg: Carl Auer.
Klein, R., Kann nicht, A. (2011). Einführung in die Praxis der systemischen Therapie und Beratung. (2nd ed.). Heidelberg: Carl-Auer.
Loeschen, S., Strehl, G. (2008). Der Satir-Prozess. Paderborn: Junfermann.
London, F., (2010). Informieren, Schulen, Beraten. Praxishandbuch zur pflegebezogenen Patientenedukation. (2nd ed.). Bern: Hans Huber.
Maier-Gutheil, C., (2016). Beraten. Stuttgart: Kohlhammer.
McLeod, J. (2004). Counselling – eine Einführung in Beratung. Tübingen: dgvt-Verlag.
Palesch, A. (2019). Ambulante Pflegeberatung. Grundlagen und Konzepte für die Praxis. (2nd ed.). Stuttgart: Kohlhammer.
Radatz, S. (2018). Beratung ohne Ratschlag. Systemisches Coaching für Führungskräfte und BeraterInnen. Österreich: Literatur-VSM.
Reichel, R., Rabenstein, R. (2012). Kreativ beraten. Methoden, Modelle, Strategien für Beratung, Coaching und Supervision. (5th ed.). Münster: Ökotopia.
Rogers, C. (1991). Entwicklung der Persönlichkeit. Stuttgart: Klett-Cotta.
Schulz von Thun, F. (2019). Miteinander reden: 1. Störungen und Klärungen. Allgemeine Psychologie der Kommunikation. Reinbek bei Hamburg: Rowohlt.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Qualitative survey and evaluation methods

2.5 SWS

5 ECTS

Qualitative research methods | ILV
Qualitative research methods | ILV
1.5 SWS 3 ECTS
Content
Basics of qualitative research
Planning and procedure of the qualitative research process
Overview of qualitative research methods (focus group, narrative interview, episodic interview, ero-epic interview, observation -auto-ethnographic writing)
Overview of selected qualitative evaluation methods (grounded theory, content analysis, thematic analysis)
Introduction to MAXQDA: importing transcripts, coding texts, outputting codes and importing them into word processing programs, outputting code findings
Presentation of results in qualitative research
Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance review
Literature
Flick, Uwe [Hrsg.] (2010): Qualitative Forschung: ein Handbuch. 8. Aufl. Reinbek bei Hamburg: Rowohlt
Froschauer, Ulrike; Lueger, Manfred (2009): Interpretative Sozialforschung: Der Prozess. Wien: Facultas
Literatur für die Referate (Erhebungsmethoden: Fokusgruppe, narratives Interview, episodisches Interview, ero-episches Gespräch, Autoethnografie; Auswertungsmethoden: Grounded Theory, Inhaltsanalyse, Themenanalyse) wird in der LV zur Verfügung gestellt.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Scientific work | ILV
Scientific work | ILV
1 SWS 2 ECTS
Content
Criteria of scientific work
Correct citation (focus: requirement at the Department of Applied Nursing Science)
Planning of a scientific paper - the exposé
Topic identification & concretization
Literature research and procurement (online research in theory and practice)
Material selection, material evaluation
Presentation of results
Structure of a scientific publication (focus: scientific essays)
Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance review
Literature
Eco, Umberto (2010): Wie man eine wissenschaftliche Abschlussarbeit schreibt. Doktor-, Diplom- und Magisterarbeit in den Geistes- und Sozialwissenschaften. 13., unveränd. Aufl. der dt. Ausg. Wien: Facultas WUV.
Huemer, Birgit; Rheindorf, Markus; Gruber, Helmut (2012): Abstract, Exposé und Förderantrag. Eine Schreibanleitung für Studierende und junge Forschende. Wien, Köln, Weimar: Böhlau.
Niedermair, Klaus (2010): Recherchieren und Dokumentieren. Der richtige Umgang mit Literatur im Studium. Konstanz: UVK Verlagsgesellschaft mbH
Panfil, Eva-Maria (2011): Wissenschaftliches Arbeiten in der Pflege. Lehr- und Arbeitsbuch für Pflegende. Bern: Verlag Hans Huber
Weitere Literatur wird in der LV bekannt gegeben.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Quantitative survey and evaluation methods
Quantitative survey and evaluation methods
2 SWS 4 ECTS
Examination
: Written module examination

2 SWS

4 ECTS

Quantitative research methods | ILV
Quantitative research methods | ILV
1 SWS 2 ECTS
Content
Basic concepts of empirical social research
Basic rules of questionnaire construction
Basics of quantitative survey methods
Research designs
Research design
Samples
Teaching method
Mainly activating methods
Examination
Module exam
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. (2015). Pflegeforschung anwenden. Elemente und Basiswissen für das Studium. 4. 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 SWS

2 ECTS

Statistics | ILV
Statistics | ILV
1 SWS 2 ECTS
Content
Fundamentals of descriptive statistics:
Statistical characteristics and measures of dispersion.
Frequency tables, cross tabulations

Basics of inferential statistics:
Significance
Correlations
Group comparison tests (t-test, U-test, ANOVA etc.)

Statistical data analysis with SPSS
Teaching method
Mainly activating methods
Examination
Module exam
Literature
Bühl, A. (2019). SPSS: Einführung in die moderne Datenanalyse ab SPSS 25. 16., aktualisierte Auflage. Hallbergmoos: Pearson.
Nicol, A.; Pexmann, P. (2010). Presenting Your Findings. A Practical Guide for Creating Tables (6th Edition). Washington, DC: American Psychological Association.
Raab-Steiner, E.; Benesch, M. (2012). Der Fragebogen. Von der Forschungsidee zur SPSS-Auswertung. Wien: Facultas WUV.
Rasch, B., Friese, M., Hofmann, W.J., Naumann, E. (2010). Quantitative Methoden 1. Einführung in die Statistik für Psychologen und Sozialwissenschaftler. 3., erweiterte Auflage. Berlin Heidelberg: Springer Verlag.
Rasch, B., Friese, M., Hofmann, W.J., Naumann, E. (2010). Quantitative Methoden Band 2. Einführung in die Statistik für Psychologen und Sozialwissenschaftler. 3., erweiterte Auflage. Berlin Heidelberg: Springer Verlag.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Professional development

2 SWS

4 ECTS

Quality and risk management | ILV
Quality and risk management | ILV
1 SWS 2 ECTS
Content
Basics, methods, models, tools and goals of quality management
Actors of quality management
Measurement criteria and key figures of quality management
Continuous improvement process
Basics of clinical risk management
Methods of risk assessment
Instruments of risk management
Potential risks in the health care sector

Teaching method
Mainly activating methods, lecture, group work, discussion
Examination
Continuous assessment
Literature
Hensen, P. (2019). Qualitätsmanagement im Gesundheitswesen. Grundlagen für Studium und Praxis (2. Aufl.). Wiesbaden: Springer Gabler.
Ribbeck, J. (2018). Qualitätsmanagement in Sozialunternehmen: Grundlagen – Systeme und Konzepte – Implementierung und Steuerung. Regensburg: Walhalla.
Sendlhofer, G. (2018). Qualitäts- und Risikomanagement im Gesundheitswesen: Der schnelle Einstieg. München: Carl Hanser.
Teaching language
Deutsch

1 SWS

2 ECTS

Nurse Care Coordinator | ILV
Nurse Care Coordinator | ILV
0.5 SWS 1 ECTS
Content
Role of PHCN in international comparison
Implementation of primary care units in Austria
Different professional titles and fields of activity of PHCNs
Objectives of PHCN in comparison with other countries
Teaching method
Mainly activating methods
Examination
Continuous assessment
Literature
Jansen, M.P., Zwygart-Stauffacher M. (Hrsg.). (2006).Advanced Practice Nursing: Core Concepts for Professional Role Development (3. Aufl.). Springer Pub. Co; 2006.
Stanhope, M. & Lancaster, J.(Hrsg.) (2012). Public Health Nursing: Population-Centered Health Care in the Community (8. Aufl.).Amsterdam: Elsevier Mosby.
Stievano ,A., Caruso, R., Pittella, F., Shaffer, F.A., Rocco, G. & Fairman, J. (2019). Shaping nursing profession regulation through history - a systematic review. International Nursing Review, 66(1):17-29. doi:10.1111/inr.12449
Teaching language
Deutsch

0.5 SWS

1 ECTS

Legal bases in primary health care | ILV
Legal bases in primary health care | ILV
0.5 SWS 1 ECTS
Content
Contents of the laws underlying primary care in Austria
15a B-VG Target control health
Company forms in the health care system (e.g.: hospitals, group practices, outpatient clinics, PVE, Ärzte-OG, ...)
Range of services, financing, requirements
Competences of the participating health and social professions
Teaching method
Mainly activating methods
Examination
Final exam: Final written or oral examination at the end of the course
Literature
Sladecek, E., Marzi, L.M. & Meißl-Riedl, S. (2018). Recht für Gesundheitsberufe: Mit allen wichtigen Berufsgesetzen (9. neu bearbeit. Auflage). Wien: LexisNexis
Teaching language
Deutsch

0.5 SWS

1 ECTS

Module Integrated types of care in special target groups

1 SWS

7 ECTS

Final examination by committee | AP
Final examination by committee | AP
0 SWS 2 ECTS
Content
Presentation of the key points of the thesis
Examination discussion and proof of in-depth knowledge of a related topic relevant to the final thesis
Cross-connections to integrated forms of care for selected age groups
Examination
Final exam: Commission final examination
Literature
Brandenburg, H., Panfil, E.M. & Mayer, H.: Pflegewissenschaft 2. Lehr- und Arbeitsbuch zur Einführung in die Pflegeforschung. Huber, 2007.
Ertl-Schmuck, R., Unger, A., Mibs, M., Lang, C.: Wissenschaftliches Arbeiten in Gesundheit und Pflege. UVK Verlag, 2015.
Karmasin, M & Ribig, R.: Die Gestaltung wissenschaftlicher Arbeiten. Facultas UTB, 2019.
Teaching language
Deutsch

2 ECTS

Thesis related to integrated care | SE
Thesis related to integrated care | SE
1 SWS 5 ECTS
Content
Writing a SE thesis on a focus of choice (selected fields of action for children and adolescents, for adults or for older people)

Teaching method
Mainly activating methods
Examination
Final exam: Thesis

Literature
American Psychological Association: Publication Manual of the American Psychological Association (6th ed.). APA, 2017.
Brandenburg, H., Panfil, E.M. & Mayer, H.: Pflegewissenschaft 2. Lehr- und Arbeitsbuch zur Einführung in die Pflegeforschung. Huber, 2007.
Ertl-Schmuck, R., Unger, A., Mibs, M., Lang, C.: Wissenschaftliches Arbeiten in Gesundheit und Pflege. UVK Verlag, 2015.
Karmasin, M & Ribig, R.: Die Gestaltung wissenschaftlicher Arbeiten. Facultas UTB, 2019.
Teaching language
Deutsch

1 SWS

5 ECTS

Module Healthcare system

2 SWS

4 ECTS

Care offers and financing systems within the social welfare and healthcare system | ILV
Care offers and financing systems within the social welfare and healthcare system | ILV
1 SWS 2 ECTS
Content
Financing systems in the social and health care system
Structure of the health care system in Austria
Financing and funds in the health care system (revenues, expenditures)
Cost development
Comparison of the Austrian health care system with other European countries
Primary care centres and their financial compensation incl. visions for the future
Care services
Primary, secondary and tertiary care in Austria
Care services in Austria
State benefits for persons in need of care and their relatives (care allowance, care leave, etc.)
Teaching method
Lecture with activating methods, discussions
Examination
Final exam: Final written or oral examination at the end of the course
Literature
BM für Arbeit, Soziales, Gesundheit und Konsumentenschutz, Herausgeber (2019) Das österreichische Gesundheitssystem. Zahlen – Daten – Fakten.
BM für Gesundheit, Geschäftsführung der Gesundheitsagentur, Herausgeber (2014) Konzept zur multiprofessionellen und interdisziplinären Versorgung in Österreich –„Das Team rund um den Hausarzt“.
Pöttler, G. (2020) Gesundheitswesen in Österreich. Organisation, Leitung, Finanzierung und Reformen übersichtlich dargestellt. 3. überarbeitete Auflage. Wien: Goldegg Verlag.
Teaching language
Deutsch

1 SWS

2 ECTS

Digitization in the healthcare system | ILV
Digitization in the healthcare system | ILV
0.5 SWS 1 ECTS
Content
Digitization and technology in nursing care
Areas of application of digital technologies in nursing
Challenges of technology use on an individual and societal level
Technology assessment
Current topics from the professional context (inpatient and outpatient care)
Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance assessment (intermediate tests on Moodle, presentation and written work)
Literature
Albrecht, U. (Hrsg.) (2016). Chancen und Risiken von Gesundheits-Apps (CHARISMHA). Medizinische Hochschule Hannover.
Bundesanstalt für Arbeitsschutz und Arbeitsmedizin (BAuA). Intelligente Technik in der beruflichen Pflege. Von den Chancen und Risiken einer Pflege 4.0. Berlin.
Bitkom e.V. (Hrsg.)(2017). Künstliche Intelligenz. Wirtschaftliche Bedeutung, gesellschaftliche Herausforderung, menschliche Verantwortung. Berlin.
Goll, S. & Nitschke, M. et al. (2015). Beratungsleitfaden zu ELSI-(ethical, legal and social implications)-Themen in der Beratung zu altersgerechten Assistenzsystemen. Bildungsministerium für Bildung und Forschung. Hochschule Hannover.
Hübner, U. & Liebe, J.D. et al. (2015). IT-Report Gesundheitswesen, Schwerpunkt – Pflege im Informationszeitalter, Forschungsgruppe Informatik im Gesundheitswesen (IGW), Schriftenreihe der Hochschule Osnabrück.
Rösler, U. & Schmidt, K. et al. (2018). Digitalisierung in der Pflege. Wie intelligente Technologien die Arbeit professionell Pflegender verändern. Berlin: Initiative Neue Qualität der Arbeit. Bundesanstalt für Arbeitsschutz und Arbeitsmedizin
Verein ONGKG – Österr. Netzwerk Gesundheitsfördernder Krankenhäuser und Gesundheitseinrichtungen. (2018). Chancen und Herausforderungen von E-Health für Gesundheitsfördernde Gesundheitseinrichtungen. Wien
Zentrum für Technologiefolgen-Abschätzung (Hrsg.) (2013). Robotik in Betreuung und Gesundheitsversorgung. ETH Zürich
Teaching language
Deutsch

0.5 SWS

1 ECTS

Interprofessional work | ILV
Interprofessional work | ILV
0.5 SWS 1 ECTS
Content
Occupational groups in the health care system and their tasks or areas of competence
Explanation of terms (interdisciplinary, interprofessional, multiprofessional, multidisciplinary, etc.)
Various leadership styles and their advantages and disadvantages
Communication and teamwork
Promoting cooperation in the primary care centre (meetings, team building, practical examples)
Teaching method
Mainly activating methods
Examination
Continuous assessment
Literature
Erger, R. (2019). Teamarbeit und Teamentwicklung in sozialen Berufen. Berlin: Cornelsen.
Nancarrow, S., Booth, A., Ariss, S., Smith, T., Enderby, P., Roots, A. (2013) Ten principles of good interdisciplinary team work. Human Resources for Health, 11,19.
Pöttler, G. (2020) Gesundheitswesen in Österreich. Organisation, Leitung, Finanzierung und Reformen übersichtlich dargestellt (3. überarb. Aufl.). Wien: Goldegg.
Weiss, D., Tilin, F. & Morgan, M. (2019) Interprofessionelle Gesundheitsversorgung. Management und Leadership. Bern: Hogrefe Verlag.
Teaching language
Deutsch

0.5 SWS

1 ECTS

Module Health communication

2 SWS

4 ECTS

Elements of health communication | ILV
Elements of health communication | ILV
1 SWS 2 ECTS
Content
Health literacy
Clarification of terms,
Connection with health
Figures/data/facts from Austria and internationally

Areas of health literacy:
Health information conveyed by media (written, websites, apps, social media,...) using the example of current health communication topics (e.g. vaccination)
Quality criteria of "Good Health Information" ("Good Health Information Austria")
Preparation of method papers on the organisational level
Checklist for assessing the quality of health information
Risk communication and fake news
open questions in the field of health information
Intercultural aspects

Quality of conversation in health care
Quality characteristics in the area of personal conversations between members of the health care professions and patients
building a patient-centred communication culture
Communication training

Citizen and patient empowerment as a transversal field of action
more participation, more self-determination through health literacy
Patients' rights

The health literate organization - a short insight
Creating frameworks and structures for more health literacy
Examples of health literate organizations

Teaching method
Mainly activating methods
Examination
Module exam
Literature
Badur, S., Ota, M., Öztürk, S., Adegbola, R., & Dutta, A. (2020). Vaccine confidence: the keys to restoring trust. Human vaccines & immunotherapeutics, 16(5), 1007-1017.
BMGF (2016): Verbesserung der Gesprächsqualität in der Krankenversorgung. Strategie zur Etablierung einer patientenzentrierten Kommunikationskultur. Wien: Bundesministerium für Gesundheit und Frauen
Kurtz, S., Silverman, J., & Draper, J. (2006). Teaching and Learning Communication Skills in Medicine. Abingdon: Radcliffe Publishing Ltd.
ÖPGK (2018a): Überblick über die 15 Qualitätskriterien für zielgruppenorientierte, evidenzbasierte Broschüren, Videos, Websites und Apps. Wien, Graz: BMASGK, Frauengesundheitszentrum, ÖPGK, 3. Auflage
ÖPGK (2018b): Gute Gesundheitsinformation Österreich. Die 15 Qualitätskriterien. Der Weg zum Methodenpapier – Anleitung für Organisationen. Wien, Graz: BMASGK, Frauengesundheitszentrum, ÖPGK, 3.Auflage
Silverman, J., Kurtz, S., & Draper, J. (2013). Skills for Communicating with Patients (3 ed.). London: Radcliffe Publishing Ltd.
Wegwarth, O., Kendel, F., Tomsic, I., von Lengerke, T., & Härter, M. Risikokommunikation unter Unsicherheit, 2020, Bremen: Kompetenznetz Public Health COVID-19.
Teaching language
Deutsch

1 SWS

2 ECTS

eCounseling and eHealth | ILV
eCounseling and eHealth | ILV
1 SWS 2 ECTS
Content
Definition and practical examples of eCounseling and eHealth methods
Relationship process, e.g. according to Peplau, and the role of the caregiver
Exemplary instruments for implementation (ICT, applications and software)
Data protection in the digital work environment
Influence of environmental conditions on health behaviour and participation in eCounseling and eHealth offers
Preventive and health-promoting offers by means of eCounseling and eHealth; examples from practice
Benefits and limitations of eHealth and eCounseling offers, e.g. Ambient Assisted Living
Teaching method
Mainly activating methods
Examination
Module exam
Literature
Bundesministerium für Soziales, Gesundheit, Pflege und Konsumentenschutz: eHealth in Österreich. Online: www.sozialministerium.at/Themen/Gesundheit/eHealth/eHealth-in-Oesterreich.html [4.6.2020]
Bundesministerium für Soziales, Gesundheit, Pflege und Konsumentenschutz (Hrsg.): Rahmenrichtlinie für die IT-Infrastruktur bei der Anwendung von Telemonitoring. Wien, 2018.
Hahn, Erik: Telemedizin – Das Recht der Fernbehandlung. Springer Verlag, Zittau 2019.
Diese Auflistung ist als vorläufig anzusehen.

Teaching language
Deutsch

1 SWS

2 ECTS

Module Applied counseling

3 SWS

6 ECTS

Content-oriented health and nursing counseling | ILV
Content-oriented health and nursing counseling | ILV
1.5 SWS 3 ECTS
Content
Analysis phase with use of assessment instruments (fatigue, delirium, pain) in the context of counselling
Selected counselling examples on content level (pain, migration and illness, psychiatric topics, fall prevention, cardiovascular diseases, diabetes, chronic wounds,...)
Selected lifestyle factors on content level (nutrition, exercise)
Basic principles of crisis counselling (BELLA concept)
Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance review
Literature
Becker, R. (2017). Beratung als pflegerische Aufgabe. Arbeitsmaterialien für Unterricht und Praxis. Stuttgart: Kohlhammer.
Goffman, E. (2016). Stigma. Über Techniken der Bewältigung beschädigter Identität. (23rd ed.). Frankfurt am Main: Suhrkamp.
Radatz, S. (2018). Beratung ohne Ratschlag. Systemisches Coaching für Führungskräfte und BeraterInnen. Österreich: Literatur-VSM.
Schäfer, C. (2017). Patientencompliance. Adhärenz als Schlüssel für den Therapieerfolg im Versorgungsalltag. (2nd ed.). Wiesbaden: Springer.
Schaeffer, D. (2009). Bewältigung chronischer Krankheit im Lebenslauf. Bern: Hans Huber.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Case-oriented health and nursing counseling | ILV
Case-oriented health and nursing counseling | ILV
1.5 SWS 3 ECTS
Content
Practical counselling exercises with a focus on the counselling content level on selected topics such as
-Stoma,
diabetes
-medication management -adherence,
-disease management,
-amputation,
-Chronic Illness,
-relatives of the chronically ill

Practical counseling exercises focusing on conversational techniques in counseling:
-Paraphrasing,
-Reframing,
-verbalizing,
-mirroring
-Formulating questions (solution-focused, hypnosystemic, analytic, hypothetical, circular questions, aggravation questions, scaling questions, miracle questions).

Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance review
Literature
Büggemann, H., Ehret-Ivankovic, K., Klütmann, C. (2014). Beratung in fünf Gängen. Ein Leitfaden. (2nd ed.). Göttingen: Vandenhoeck&Ruprecht.
Hallier, H. (2013). Gute Beratung. Zwischen Hybris und Bescheidenheit. BeraterInnen über sich, ihre Arbeit und ihren Anspruch an Professionalität. Berlin: Ulrich Leutner.
Kindl-Beifuß, c. (2019). Fragen können wie Küsse schmecken. Heidelberg: Carl-Auer.
Radatz, S. (2018). Beratung ohne Ratschlag. Systemisches Coaching für Führungskräfte und BeraterInnen. Österreich: Literatur-VSM.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Module Epidemiology, demographics and evaluation

2.5 SWS

5 ECTS

Epidemiology and demographics | ILV
Epidemiology and demographics | ILV
1.5 SWS 3 ECTS
Content
Basic concepts, terms and definitions of population development and its processes.
Overview of past, present and future population trends
Implications of the projected population development for Austrian health policy in general and the financial viability of the Austrian social security system in particular.
Overview and interpretation of basic epidemiological terms
Overview of the most important national and international health organisations and their respective focus on epidemiology (e.g. WHO, ECDC, RKI, Ministries of Health)
Presentation and analysis of data from different databases on sub-areas of epidemiology such as care epidemiology, social epidemiology, environmental epidemiology and discussion of the impact on individual and collective health of people and groups of people
Apply different epidemiological data to create target group-specific and evidence-based health and care interventions, or evidence-based counselling content.
Teaching method
Mainly activating methods
Lecture, presentations, group work, discussion
Examination
Final exam: LV-final oral or written final examination
Literature
Fachbücher:
Bonita, R.; Beaglehole, R.; Kjellström, T. 2013: Einführung in die Epidemiologie, Verlag Hans Huber, Bern.
Fletcher R; Fletcher S; Fletcher G 2019: Klinische Epidemiologie, Grundlagen und Methoden. Deutschsprachige Ausgabe (HG) Haerting J; Ripoll C; Mikolajczyk, 3. Auflage, Hogrefe Verlag, Bern.
Höpflinger, F. (2012). Bevölkerungssoziologie: Eine Einführung in demographische Prozesse und bevölkerungssoziologische Ansätze. (2. Auflage). Weinheim: Beltz-Juventa.
Engelhardt, H. (2016). Grundlagen der Bevölkerungswissenschaft und Demografie. Baden Baden: Ergon.
Haller, M. (2008). Die österreichische Gesellschaft. Sozialstruktur und sozialer Wandel. Frankfurt: Campus.
Studien
Hödl, M.; Halfens, R.; Lohrmann, Ch. 2019: Effectiveness of conservative urinary incontinence management among female nursing home residents - a cluster RCT. In: Archives of Gerontology and Geriatrics, 81, S. 245-251. www.sciencedirect.com/science/article/pii/S0167494319300044
Eglseer, D.; Halfens, R.; Lohrmann, Ch. 2017: Is the presence of a validated malnutrition screening tool associated with better nutritional care in hospitalized patients? In: Nutrition, 37, S. 104-111. www.sciencedirect.com/science/article/pii/S0899900716302908
Teaching language
Deutsch

1.5 SWS

3 ECTS

Evaluation, Health Impact & Health Technology Assessment (HIA, HTA) | ILV
Evaluation, Health Impact & Health Technology Assessment (HIA, HTA) | ILV
1 SWS 2 ECTS
Content
Theoretical foundations of evaluation
Methodological foundations of evaluation
Design of evaluation projects in health promotion

Basic principles of HTA and HIA
Importance and application of HTA and HIA in Austria and Europe
Components of and methods in HTA and HIA
Conception of HTA and HIA
Teaching method
Mainly activating methods, lecture, presentations, group work, discussion
Examination
Final exam: LV-final written or oral final examination
Literature
Bortz, J.; Döring, N. (2006). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler. Heidelberg: Springer Verlag.
Gollwitzer, M., Jäger, R.S. (2014). Evaluation kompakt. Weinheim: Beltz.
Holling, H., Schmitz, B. (Hrsg.). (2010). Handbuch Statistik, Methoden und Evaluation. Göttingen: Hogrefe.
Aschemann, R., Neuhold, B., Gruber, G. & Türscherl, E. (2015). Gesundheitsfolgenabschätzung in Österreich - ein aktueller Überblick. UVP-Report, 29(4). Zugriff am 21. August 2020 unter jasmin.goeg.at/341/1/Aschemann%20et%20al_UVP_report_4_2015.pdf
Fröschl B. et al. (2012). Methodenhandbuch für Health Technology Assessment, Version 1.2012. Wien: Gesundheit Österreich GmbH Bundesinstitut für Qualität im Gesundheitswesen. Zugriff am 21. August 2020 unter: hta.lbg.ac.at/uploads/tableTool/UllCmsPage/gallery/Methodenhandbuch.pdf
Gruber, G. & Türschl, E. (2016). HTA und GFA (HIA) in Österreich – Gemeinsamkeiten und Unterschiede. GMS Health Technol Assess, 12:Doc02. doi: 10.3205/hta000125
Linden, S. & Töppich, J. (2016). Health Impact Assessment (HIA). BZgA. Leitbegriffe der Gesundheitsförderung, doi:10.17623/BZGA:224-i064-1.0
Perleth, M. et al. (Hrsg., 2014). Health Technology Assessment. Konzepte, Methoden, Praxis für Wissenschaft und Entscheidungsfindung (2. Aufl.). Berlin: Medizinisch Wissenschaftliche Verlagsgesellschaft.
Teaching language
Deutsch

1 SWS

2 ECTS

Teaching times
1-2 times a month blocked:
Thursday afternoon
Friday and Saturday all day

Lessons take place in hybrid form.

Schedule PHCN 2026 (Content in German)
pdf, 88 KB

download

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.

As a graduate, you will use your expertise to contribute to the exciting task of helping to establish and continuously develop the new professional field.

Primary Health Care Nurses (PHCN) can be found in the following positions:

Integrated care manager
Case manager
Disease manager
Process manager (future area of responsibility)
Nursing expert
Nursing consultant
Quality manager
Telenurse

Occupational fields:

Primary Care Units (PCU)
Medical offices and group practices
Nursing practices (e.g. wound management practices)
Nursing information centers* (facilities to be implemented in the future)
Freelance work

Advanced master courses (for bachelor graduates)

Master’s Program (CE)

Advanced Nursing Counseling

part-time

Apply now

Master’s Program (CE)

Advanced Nursing Practice

part-time

A maximum of 30 ECTS of the completed academic course modules can be credited for the Master "Advanced Nursing Practice" and "Advanced Nursing Counseling" in order to enter the 2^nd semester, after a successful admission interview with the head of the program.

Studying made easy

Funding & Scholarships

More information here

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

Intensive German course

Start-up Service

Validation

Accessibility

queer @ FH Campus Wien

Networking with graduates and organizations

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

Lic. Marius Contor, MA BSc

Head of Program Primary Health Care Nursing
+43 1 606 68 77-4081
marius.contor@fh-campuswien.ac.at

Secretary's office

Katrin Serafina Arielle Eder

Favoritenstraße 222, F.1.29
1100 Wien
+43 1 6066877-4030
+43 1 6066877-4009
katrin_serafina_arielle.eder@fh-campuswien.ac.at

Lageplan Hauptstandort Favoriten (Google Maps)

Opening hours
Monday, 8.00 a.m. to 1.00 p.m.
Wednesday, 8.00 a.m. to 1.00 p.m.
Tuesday and Thursday by appointment
Friday, 8.00 a.m. to 1.00 p.m.

Teaching staff and research staff

Lic. Marius Contor, MA BSc

Head of Program Primary Health Care Nursing
marius.contor@fh-campuswien.ac.at
+43 1 606 68 77-4081

Academic Expert Program

Primary Health Care Nursing