Academic Expert Program

Public Health

part-time

A paradigm shift has already taken place in the nursing and health sciences in recent years. In addition to the disease orientation, the focus is also on maintaining and shaping health. The two poles “health” and “illness” are already the focus in the basic training for nursing and health sciences. The academic expert program offers people with professional experience in this area focused training for new professional fields in public health. By completing the course, you will be qualified take on an independent role in primary, secondary and tertiary prevention and health promotion. The potential for professional development emerges from the demographic development of the population, which brings with it an increasing need for measures for the long-term maintenance and improvement of health and quality of life.

Department
Applied Nursing Science
Topic
Quality of life

Highlights

  • A focus on health promotion and prevention for different target groups and settings

  • Health literacy and empowerment of individuals, communities, families, schools, kindergartens and companies

  • New professional fields and new fields of application

  • 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 Public Health

    Duration of course
    2 Semesters
    Organisational form
    part-time

    Tuition fee

    once payment € 5.600,-1

    + ÖH premium/semester

    ECTS
    60 ECTS
    Language of instruction
    German

    Application Winter semester 2024/25

    18. September 2023 - 15. August 2024

    Study places

    22

    1 Alternative modell in semester installments € 2.940,-/semester

    Before the studies

    You already work in the practical field of health care and nursing or in other health professions such as midwifery and would like to deepen and expand your expertise. Health promotion and prevention are very important to you and you want to work in this area in a target group-oriented manner. You would like to provide health counseling and support families, communities, schools or companies in expanding their health skills and improving their quality of life. You are interested in further developing your professional field and opening up new fields of application with your newly acquired skills.

    Do you still have questions about the study program?

    Make an appointment with our secretary’s office ph@fh-campuswien.ac.at and you will receive a personal consultation via Zoom with Head of the Academic Course Christina Mogg, WS 2024/25.

    Inform yourself in the online info sessions about the study content and process of the academic university course. In addition, Christina Mogg, program director from winter semester 2024/25, will answer questions about requirements, application, and funding options.

    19.3.2024, 16.00-16.45 p.m, Zoom-Link| Meeting-ID: 998 468 0036 | Passwort: 673122
    25.4.2024, 11.00-11.45 a.m, Zoom-Link| Meeting-ID: 998 468 0036 | Passwort: 673122
    23.5.2024, 13.00-13.45 p.m, Zoom-Link| Meeting-ID: 998 468 0036 | Passwort: 673122
    11.6.2024, 16.00-16.45 p.m, Zoom-Link| Meeting-ID: 998 468 0036 | Passwort: 673122

    To participate, join using theZoom-Link. This Link is valid for all sessions. Meeting-ID: 998 468 0036 | Passwort: 673122

    For your participation, we kindly request registration if possible at ph@fh-campuswien.ac.at.
    If you have any questions, please contact Tamara Rechberger at ph@fh-campuswien.ac.at or+43 1 6066877-4007.

     

    • a completed bachelor's degree with professional qualification in health and nursing / the completion of an equivalent or higher degree at a domestic or foreign post-secondary or tertiary educational institution in nursing and health sciences OR
    • a diploma in general health and nursing / pediatric and adolescent nursing / psychiatric health and nursing.
    • university entrance qualification (if Matura is not available, then English Matura level (B2) and German additional examination must be presented)
    • equivalent foreign certificate, it is equivalent if it is agreed under international law or has been nostrified. The head of the study program can also recognize the certificate in individual cases.
    • at least two years of professional experience in the respective field

    • Birth certificate
    • Proof of citizenship
    • Marriage certificate with name changes if applicable
    • University entrance qualification or equivalent
    • A diploma in general health care and nursing OR pediatric care OR psychiatric care (incl. diploma certificate)
    • Letter of motivation
    • CV in table form with current photo
    • Certificate of employment in higher health care and nursing services

    Please note:
    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 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).

    During the studies

    The occupational field of public health is still in its infancy in Austria. Social skills as well as educational and conceptual skills are just as much in demand in this area as health care and nursing science know-how. The course covers all the necessary requirements to actively help shape and develop the new professions.

    As a public health expert, you will independently promote the health literacy of individuals, families, communities and the general population through tailor-made training and education programs, following a targeted survey of needs and resources.

    The know-how acquired during your training will enable you to:

    • Organize and coordinate preventive services within the framework of primary, secondary and tertiary prevention at the municipal level, in schools, kindergartens and companies.
    • Apply different counseling concepts and principles of communication for professional conversation and counseling. Plan and conduct information, training, instruction and counseling as required for individuals, groups and organizations.
    • Prepare health information in a way that is appropriate for the target group and implement it using eCounseling and eHealth.

    In addition, you will acquire knowledge of epidemiological monitoring and data analysis in the context of health research, health statistics and epidemiology. These skills are essential building blocks in the development of health promotion and prevention programs in companies and communities. This area of activity focuses on:

    • Research and critical assessment of research work on problems of practical relevance.
    • 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 Health promotion and prevention
    3 SWS
    6 ECTS
    Life style factors and determinants of health  | ILV

    Life style factors and determinants of health  | ILV

    1 SWS   2 ECTS

    Content

    • Lifestyle - Definition of terms
    • Determinants of health
    • Influence of lifestyles on health behaviour and health
    • Determinants of health at the individual level, social and community level, level of living and working conditions, and overall policy level
    • Health behaviour and lifestyles in different target groups
    • Social inequality and health
    • Theories and models of health behaviour - e.g. Health Belief Model
    • Targeted health promotion measures for the discussed target groups/settings

    Teaching method

    Mainly activating methods

    Examination

    Final exam: LV-final oral or written final examination

    Literature

    • Bormann, C. (2012). Gesundheitswissenschaften. Einführung. Konstanz/München: UKV.
    • Handbuch Gesundheitssoziologie (2020). Springer Verlag, DOI doi.org/10.1007/978-3-658-06477-8
    • Hurrelmann, K., Klotz, T., Haisch, J. (Hrsg.). (2014). Lehrbuch Gesundheitsförderung und Prävention. 4., vollst. überarb. Aufl. Bern: Huber.
    • Hurrelmann, K. & Razum, O. (Hrsg.). (2016). Handbuch Gesundheitswissenschaften. 6. Aufl. Weinheim u. München: Beltz Juventa.
    • Renneberg, B. & Hammelstein, P.(2006). Gesundheitspsychologie. Berlin, Heidelberg: Springer.
    • Schwartz, F.W. (Hrsg.). (2003). Das Public-Health-Buch: Gesundheit und Gesundheitswesen (2., vollst. neu bearb. u. erw. Aufl.). München: Urban & Fischer.
    • Wallner, H. & Blättner, B. (2011). Gesundheitswissenschaft. Eine Einführung in Grundlagen, Theorie und Anwendung (5. Aufl.). Stuttgart: Kohlhammer.
    • Weltgesundheitsorganisation (2004). Soziale Determinanten von Gesundheit. Die Fakten. Zweite Ausgabe. International Centre for Health and Society. www.euro.who.int/__data/assets/pdf_file/0008/98441/e81384g.pdf

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Health competence | ILV

    Health competence | ILV

    1 SWS   2 ECTS

    Content

    • Health literacy - Definition of terms
    • Areas of health literacy
    • Health literacy of the Austrian population
    • Health as a social challenge
    • The promotion of health literacy among different target groups - measures and fields of action

     

    Teaching method

    Mainly activating methods

    Examination

    Final exam: LV-final oral or written final examination

    Literature

    • Kickbusch, I.; Hartung, S.: Die Gesundheitsgesellschaft. Konzepte für eine gesundheitsförderliche Politik. 2. Auflage, Verlag Hans Huber, Hogrefe AG, Bern, 2014.
    • Pelikan, J.M. et al.: Die Gesundheitskompetenz der österreichischen Bevölkerung – nach Bundesländern und im internationalen Vergleich. Abschlussbericht der Österreichischen Gesundheitskompetenz (Health Literacy) Bundesländer-Studie. LBIHPR Forschungsbericht. 2013
    • Schaeffer, D., & Pelikan, J. (2017). Health Literacy. Bern: Hogrefe.

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Global health systems and politics  | ILV

    Global health systems and politics  | ILV

    1 SWS   2 ECTS

    Content

    • Different health care systems worldwide (country examples: Switzerland, Singapore, USA, Austria, England...) - including their financing.
    • Comparative analysis of the individual health care systems including their advantages and disadvantages from the point of view of the states and the beneficiaries.
    • Health policy in the EU and in an international context

    Teaching method

    Mainly activating methods

    Examination

    Final exam: LV-final oral or written final examination

    Literature

    • Markle, W. H., Fisher, M. A. & Smego, R. A. (2013). Understanding Global Health. (2. Aufl.). New York: McGraw Hill.
    • Schölkopf, M. & Pressel, H. (2017). Das Gesundheitswesen im internationalen Vergleich: Gesundheitssystemvergleich, Länderberichte und europäische Gesundheitspolitik (Health Care Management). Berlin: MWV Verlag.

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Module Health promotion and prevention on communal level
    2 SWS
    4 ECTS
    Health promotion and prevention with chronically sick people  | ILV

    Health promotion and prevention with chronically sick people  | ILV

    1 SWS   2 ECTS

    Content

    • Definition of health - disease - chronic disease
    • Subjective theories of health and illness
    • Significance of chronic illness for society and for the health care system
    • Changes in norms and acceptance in the context of chronic illness
    • Importance of health literacy and participatory decision making as an aspect of public health and people with chronic disease.
    • Chronic Disease Self- Management Program
    • Chronic disease and health literacy
    • Health literacy in health care facilities and hospitals and healthcare organizations at the community level.

    Teaching method

    Mainly activating methods

    Examination

    Final exam: LV-final oral or written final examination

    Literature

    • Sobczak, A., & Radinger, O. (2022). Leben mit chronischer Krankheit. Wien : Facultas.
    • Kickbusch, I., & Hartung, S. (2014). Die Gesundheitsgesellschaft. Bern: Huber.
    • Klemperer, D. (2020). Sozialmedizin-Public Health- Gesundheitswissenschaften. Bern: Hogrefe.
    • Schaeffer, D., & Pelikan, J. (2017). Health Literacy. Bern: Hogrefe.

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    (2 ECTS of your choice)
    Health promotion and prevention with older adults  | ILV

    Health promotion and prevention with older adults  | ILV

    1 SWS   2 ECTS

    Content

    • Health, illness, quality of life and well-being in old age
    • Aims, tasks and guiding principles of community health promotion and prevention among older people
    • Areas of prevention for older people
    • Actors in community health promotion for older people
    • Models of health promotion and prevention (e.g. community readiness model) and their applicability to problems and needs of older people
    • Best practice models from the field

    Teaching method

    Mainly activating methods

    Examination

    Final exam: LV-final oral or written final examination

    Literature

    • De Wit, L., Fenenga, C., Giammarchi, C., Di Furia, L., Hutter, I. & De Winter, A. (2018). Community-based initiatives improving critical health literacy: a systematic review and meta-synthesis of qualitative evidence. BMC Public Health, 18:40.
    • Fonds Gesundes Österreich (2011). kommunale Gesundheitsförderung mit Fokus auf ältere Menschen. fgoe.org/sites/fgoe.org/files/2017-10/2011-11-02.pdf, Wien.
    • Mir E., Penz H. & Dorner T. (2019). Settings der Gesundheitsförderung und Prävention für Menschen mit Demenz. In: Gebhard D., Mir E. (Hrsg.) Gesundheitsförderung und Prävention für Menschen mit Demenz. Berlin, Heidelberg: Springer.
    • Tanios, A.; Braunegger-Kallinger, G., Loder, C. & Renner, A. (2017). Gesundheitsförderung in Gemeinden – Evidenz und Good Practice. Wien: Gesundheit Österreich GmbH. .

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Health promotion and prevention with expectant and young families  | ILV

    Health promotion and prevention with expectant and young families  | ILV

    1 SWS   2 ECTS

    Content

    • Basics of family theories and their concepts
    • Goals, tasks and guiding principles of community health promotion and prevention for expectant and young families
    • Actors in community health promotion for expectant and young families
    • Models of health promotion and prevention (e.g. community readiness model) and their applicability to challenges and needs of expectant and young families
    • Assessment tools for family health assessment
    • Concepts of resilience within young and expectant families
    • Interface management

    Teaching method

    Mainly activating methods

    Examination

    Final exam: LV-final oral or written final examination

    Literature

    • De Wit, L., Fenenga, C., Giammarchi, C., Di Furia, L., Hutter, I. & De Winter, A. (2018). Community-based initiatives improving critical health literacy: a systematic review and meta-synthesis of qualitative evidence. BMC Public Health, 18:40.
    • Lange, A. & Kahlke D. (2019). Prävention und Gesundheitsförderung in der werdenden und jungen Familie. In: Tiemann, M. & Kohokum, M. (Hrsg) Prävention und Gesundheitsförderung, pp. 1-13. Springer.
    • Geene, R. (2018). Familiäre Gesundheitsheitsförderung. Ein nutzerorientierter Ansatz zur Ausrichtung kommunaler Gesundheitsförderung bei Kindern und Familien. Bundesgesundheitsblatt – Gesundheitsforschung – Gesundheitsschutz, 61: p.1289-1299. DOI: doi.org/10.1007/s00103-018-2814-z

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Module Health promotion and prevention at schools and kindergartens
    3 SWS
    6 ECTS
    Health promotion and prevention during childhood  | ILV

    Health promotion and prevention during childhood  | ILV

    1.5 SWS   3 ECTS

    Content

    • Definition of health promotion and prevention in childhood, incl. objectives
    • School health care in kindergarten and primary school; tasks and (international) examples from practice;
    • Influence of health promotion practiced in childhood on the health care system
    • Critical discourse of the interaction of health promotion and prevention on health systems and health policy

    Teaching method

    Mainly activating methods

    Examination

    Module exam

    Literature

    • Marchwacka, Maria A. (Hrsg.): Gesundheitsförderung im Setting Schule. Springer Verlag, Wiesbaden 2013.

    Wird noch erweitert.

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Health promotion and prevention with adolescents  | ILV

    Health promotion and prevention with adolescents  | ILV

    1.5 SWS   3 ECTS

    Content

    • Definition of health promotion and prevention in adolescence, incl. objectives
    • School health care from the 5th grade; tasks and (international) examples from practice
    • Influence of health promotion practiced in adolescence on the health care system
    • Critical discourse of health promotion and prevention in adolescence on health systems and health policy

    Teaching method

    Mainly activating methods

    Examination

    Module exam

    Literature

    • KKH-Allianz (Hrsg.): Gesund jung?! Herausforderung für die Gesundheitsförderung und Prävention bei Jugendlichen und jungen Erwachsenen. Springer Verlag, Berlin 2011.

    Wird noch erweitert.

    Teaching language

    Deutsch

    1.5 SWS
    3 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, organizational 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 Project development
    2 SWS
    9 ECTS
    Project planning in health promotion and prevention  | ILV

    Project planning in health promotion and prevention  | ILV

    1 SWS   2 ECTS

    Content

    • Deepening of the basic concepts of project management and health promotion.
    • Examination of basic literature in the field of project management, planning and evaluation of health promotion projects for different settings/target groups
    • Elaboration of own project outlines of the students
    • Elaboration and presentation of a project concept based on the elaborated project outline
    • Discussion of the presented project concepts in the plenum
    • Critical discussion of the project concepts

    Teaching method

    Mainly activating methods

    Examination

    Continuous assessment: Immanent performance assessment (written/oral).

    2 partial performances: (1) Written elaboration of a project outline, (2) Presentation of the project concept.

    Literature

    • Führer, A. & Züger, R.-M. (2007). Projektmanagement – Management-Basiskompetenz. Theoretische Grundlagen und Methoden mit Beispielen, Repetitionsfragen und Antworten. Zürich: Compendio Bildungsmedien.
    • Gareis, R. (2006). Happy projects!: Projekt- und Programmmanagement; Projektportfolio-Management; Management der projektorientierten Organisation; neue Theorien, Modelle, Best Practices, Fallstudien. Wien: Manz Verlag.
    • Kolip, P., Ackermann, G., Ruckstuhl, B. & Studer, H. (2012). Gesundheitsförderung mit System. Bern: Huber.
    • Patzak, G. & Rattay, G. (2009). Projektmanagement. Leitfaden zum Management von Projekten, Projektportfolios und projektorientierten Unternehmen. Wien: Linde International.
    • Reichert, T. (2009). Projektmanagement. Die häufigsten Fehler, die wichtigsten Erfolgsfaktoren. Freiburg: Rudolf Haufe Verlag.

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Thesis | SE

    Thesis | SE

    1 SWS   5 ECTS

    Content

    • Examination of basic literature in the field of project management, planning and evaluation of health promotion projects for different settings/target groups.
    • Critical examination of the own project concept
    • Specification of the project concept in a written elaboration (final paper)

    Teaching method

    Individual work, feedback, peer feedback, discussion

    Examination

    Final exam:

    Written elaboration of the specified project concept incl. evaluation concept (final paper)

     

    Literature

    • Karmasin, M. & Ribing, R. (2019): Die Gestaltung wissenschaftlicher Arbeiten. Ein Leitfaden für Facharbeit (VWA), Seminararbeiten, Bachelor-, Master- und Magisterarbeiten, Diplomarbeiten und Dissertationen.
      10. überarb. und aktual. Aufl., Facultas: Wien.
    • Führer, A. & Züger, R.-M. (2007). Projektmanagement – Management-Basiskompetenz. Theoretische Grundlagen und Methoden mit Beispielen, Repetitionsfragen und Antworten. Zürich: Compendio Bildungsmedien.
    • Gareis, R. (2006). Happy projects!: Projekt- und Programmmanagement; Projektportfolio-Management; Management der projektorientierten Organisation; neue Theorien, Modelle, Best Practices, Fallstudien. Wien: Manz Verlag.
    • Kolip, P., Ackermann, G., Ruckstuhl, B. & Studer, H. (2012). Gesundheitsförderung mit System. Bern: Huber.
    • Patzak, G. & Rattay, G. (2009). Projektmanagement. Leitfaden zum Management von Projekten, Projektportfolios und projektorientierten Unternehmen. Wien: Linde International.
    • Reichert, T. (2009). Projektmanagement. Die häufigsten Fehler, die wichtigsten Erfolgsfaktoren. Freiburg: Rudolf Haufe Verlag.

    Teaching language

    Deutsch

    1 SWS
    5 ECTS
    Final examination | AP

    Final examination | 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

     

    Teaching method

    Commission final examination

    Examination

    Final exam: Commission final examination

    Literature

    • Brandenburg, H., Panfil, E.M. & Mayer, H. (2007). Pflegewissenschaft 2. Lehr- und Arbeitsbuch zur Einführung in die Pflegeforschung. München: Huber.
    • Ertl-Schmuck, R., Unger, A., Mibs, M. & Lang, C. (2015). Wissenschaftliches Arbeiten in Gesundheit und Pflege. München: UVK Verlag.
    • Karmasin, M. & Ribig, R. (2019). Die Gestaltung wissenschaftlicher Arbeiten. Wien: Facultas UTB.

    Teaching language

    Deutsch

    2 ECTS
    Module Health promotion and prevention on communal level
    1 SWS
    2 ECTS
    Health promotion and prevention with vulnerable population groups  | ILV

    Health promotion and prevention with vulnerable population groups  | ILV

    1 SWS   2 ECTS

    Content

    • Suicide prevention: risk groups, risk screening
    • Addiction prevention
    • Stress management and crisis intervention
    • Stigmatisation (public & cultural, structural, personal) - focus on health care
    • Destigmatisation (empowerment, recovery, participation) - Peer support

    Teaching method

    Mainly activating methods

    Examination

    Final exam: LV-final oral or written final examination

    Literature

    • 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.

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Module Workplace health promotion
    2 SWS
    4 ECTS
    Basics of workplace health management  | ILV

    Basics of workplace health management  | ILV

    1 SWS   2 ECTS

    Content

    • Definition of Workplace Health Promotion and Workplace Health Management
    • Models of workplace health management / workplace health promotion
    • Characteristics of healthy and unhealthy organizations
    • Structures and processes of workplace health management / workplace health promotion
    • Planning workplace health promotion projects

    Teaching method

    Mainly activating methods

    Examination

    Continuous assessment

    Literature

    • Faller, G. (Hrsg.). Lehrbuch Betriebliche Gesundheitsförderung (3. vollst. überarb. u. erw. Aufl.). Bern. Hans Huber, Hogrefe.
    • Schneider, C. (2018). Praxis-Guide Betriebliches Gesundheitsmanagement. Tools und Techniken für eine erfolgreiche Gesundheitsförderung am Arbeitsplatz (3. Aktual. und erg. Aufl.). Bern: Hogrefe.
    • Badura, B. & Hehlmann, T. (Hrsg.) (2010.) Betriebliche Gesundheitspolitik. Der Weg zur gesunden Organisation (2. Aufl.). Berlin, Heidelberg: Springer.

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Health promotion in selected businesses  | ILV

    Health promotion in selected businesses  | ILV

    1 SWS   2 ECTS

    Content

    • Workplace health promotion in specific fields of intervention
    • Project examples of different settings

    Teaching method

    Mainly activating methods

    Examination

    Continuous assessment: Immanent performance assessment (written/oral)

    Literature

    • Kuhn, D. et al.: Das gesunde Unternehmen. Betriebliches Gesundheitsmanagement aus der Praxis für die Praxis. Mabuse Verlag, Frankfurt am Main, 2018.
    • Gollner, E. et al. (Hrsg): Gesundheitsförderung konkret. Ein forschungsgeleitetes Lehrbuch für die Praxis. Verlag Holzhausen GmbH, Wien, 2018.

    Teaching language

    Deutsch

    1 SWS
    2 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 the use of assessment instruments (fatigue, delirium, pain) in the context of counselling
    • Selected examples of counselling at content level (pain, migration and illness, psychiatric issues, fall prevention, cardiovascular diseases, diabetes, chronic wounds,)
    • Selected lifestyle factors at 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 the 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

    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

    Number of teaching weeks
    14

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

    Electives
    Selection and participation according to available places. There may be separate selection procedures.

    Schedule PH 2025 (Content in German)
    pdf, 87 KB

    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 contribute your expertise to the exciting task of helping to build up and continuously develop this emerging professional field.

    Positions:

    • School nurse

    • Community Health Nurse

    • Community and family caregiver

    • Public Health Nurse (Family Health Nurse, School Nurse, Community Nurse)

    • Public Health Expert

    • Public Health Practitioner

      Occupational fields:

      • Educational institutions (schools, kindergartens)

      • Community Health Centers

      • Community centers and neighborhood centers

      • (Health) and counseling institutions

      • Occupational medicine

      • Primary care institutions

      • Freelance work

      • Official medical services

      • Ministries and international organizations

      • Health Policy Organizations (NGOs)

        Master studies (for bachelor graduates)

        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 2nd semester, after a successful admission interview with the head of the program.


        Studying made easy

        Bücher mit Geld
        Funding & Scholarships

        More information here

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        Hände zeigen auf Weltkarte
        Time abroad

        Expertise, language skills, broadening horizons

        >
        Fish jumps out of fishbowl into another fishbowl
        Open Lectures

        Find out more, in German

        >
        Books and laptop
        Center for academic writing
        >
        Intensive German course
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        Start-up Service
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        Validation
        >
        Accessibility
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        queer @ FH Campus Wien
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        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

        Opening hours
        Tuesday and Thursday by appointment

         

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