Master degree program for advanced professional training, part-time
Evidence-based nursing is changing the way education and research are conducted in the fields of health care and nursing. The master's degree program in Advanced Nursing Education will qualify you for a position in nursing education or as a university teacher. You will be among the pioneers responsible for nursing education at universities. This program, as well as the other advanced nursing master's degree programs for management and teaching, all focus on advanced clinical nursing skills combined with evidence-based care, nursing science and research. Thus, FH Campus Wien covers a wide range of the highly skilled health care and nursing professions.
*Program in accordance with § 9 FHStG
Mag.a Eva Grabler, BA BA MA Favoritenstraße 226, D.3.22 1100 Vienna T: +43 1 606 68 77-4006 F: +43 1 606 68 77-4009 firstname.lastname@example.org
Office hours during the semesterMon, 8.00 a.m.-1.00 p.m.Tue, 8.00 a.m.-5.00 p.m.Wed, 8.00 a.m.-1.00 p.m.Thur, 8.00 a.m.-5.00 p.m.Fri, 8.00 a.m.-1.00 p.m.
Application period fpr academic year 2018/19
1st October 2017 to 31st August 2018
once payment€ 10.800,-
+ ÖH premium / semester
You want to make a change in health care and nursing and start where the profession begins, namely in education. You have a professional picture of health care and nursing that incorporates proven methods and is oriented towards further development. For this reason, you want to combine and round out your previous nursing experience with science and research. You see evidence-based care as an opportunity to improve care. With this approach, you want to accompany people on their way into the profession and share your knowledge with them. Your teaching focuses on the students and their different needs. You are open to the many didactic methods in order to best support your students.
FH Campus Wien is now the largest university of applied sciences for health in Austria. Since being the first university of applied arts in Austria to establish a bachelor's degree program in nursing already in 2008, we now possess extensive expertise and a large network of partners. This includes the University of Vienna, with whom we have a teaching network. Important partners from the industry include the Vienna Hospital Association and the Vinzenz Group. The focus is on innovative teaching methods and best practice examples in teaching. In addition to teaching, we are also involved in research and development. R&D projects in the field of health care and nursing offer you the opportunity to participate in application-oriented practical research and to make valuable contacts for your future career. Based on evaluation studies, we further develop the contents of the program or examine issues such as what do "simulation patients" offer as a third place of learning. There is great potential in multi-site research projects. Practical relevance is also guaranteed at our Campus Lecture evenings, which are open to all and feature contributions from prominent experts.
FH Campus Wien is the only university to cover a wide range of highly skilled health and nursing professions with a bachelor's degree program and master's degree programs in Advanced Nursing Counseling (health and nursing counseling), Advanced Nursing Practice (management) and Advanced Nursing Education (teaching). Students and teachers have the opportunity to exchange ideas and information and build a strong network across all the disciplines and locations in Vienna, Linz and Ried.
Your specialist discipline is university didactics together with the educational science. Your job as a teacher is to actively support the learning process and to support students in taking on personal responsibility. With your expertise, you have a strong influence on the next generation of professionals. You provide them with an innovative approach to health care and nursing that combines science and practical experience.
The master's degree program in Advanced Nursing Education combines the following three core areas:
basics 1 ANPintroduction ANP-definitionhistory and development of ANPfeatures of ANProlefields of workmain competencesroles and development of experience of ANPchances and needintroduce and support ANPeffects on nursing care, doctors, organizations and the publicANP regarding heart degeneration (Nina Kolbe MSc)people with chronic heart degenerationassess actual state of the person affected systematically, plan specific measuresassessment instruments for the acquisition of nurturing behaviournational and international attempts to optimize the care taking and guidance of people with heart degeneration (e.g. heart failure disease management, programs, open house for heart degeneration information, telenursing, telemonitoring, educational programs)content of counselling of heart degenerationoutcome parameter and the borders and possibilities to measure efficiency of nursing care interventions with poeple with chronic heart degeneration ( health related quality of life, knowledge, activity level, depression)critical observation of results of intervention studies in this areaANP regarding colorectal cancer(Dr. habil. Maya Zumstein-Shaha)Presenting the needs of various patient groups briefly Presenting the function, tasks and assignments as well as the ANP-role Refreshing the ANP model as proposed by Hamric et al. (1)Refreshing the PEPPA framework (2) Presenting various theories of nursing (3, 4), which may serve as theoretical framework to developing an ANP role, Demonstrating the development of an ANP role by drawing on the example of an ANP for colorectal cancer.ANP: ethic (Mag.a Hiemetzberger)general ethics: explanation of the basic ethical terms and positions that play an important part in the professional contextintroduction to the basic positions of ethical judgement and argumentationappplied ethics: values and value conflict in the health system and areas of responsibilityethics of organisation: organisation of communicative self reflexionethic counsellling, clinical ethic commiteeethical decision making process: methods and modelsdiscussion of case histories to get the skills for reflexion, judgement and argumentation in the interdisciplinary dialogue
Written elaborations, exam
Lecture, presentation, discussion, pbl, teamwork
Overview involving specified explorations of theoretical and methodological principal as well as some pedagogical (educational-scientific) approaches
Written examination after the course
-didactics as a science of profession of teaching jobs, etymology and term definition-didactics as university discipline-didactics and subject theories-context of theory, models and concepts-tasks and subject of didactics, close view on reflexion versus action orientation, theory versus practice-history of didactics (e.g. Comenius, reform education)-special didactics (subject didactics, didactics for adults)-university didactics-didactic theories and models: educational theoretic didactics, study theoretic didactics, constructive didactics-ways of personal didactics
Teaching and learning process design
Teaching plan, carry out and reflect
teacher trainingSelf-studyPerform a teaching outline
Basics of the teaching ends-centric methods
test after the end of the course
Teaching presentationTeaching conversationDiscussion
-applied nursing care science-EBN through EBN process-gaining of options of solutions-focus on different practice-relevant contents-supported acquiring of the process steps-consolidate known contents of nursing care science-critical evaluation of research literature
-interactive lecture-active participation in class-reading of scientific English studies
the scientific work process:planningpreparationdelimitation of the topic/choice of material (emphasis: online research)interpretation of datamanuscript design of resultspublication (emphasis: scientific papers)
Exercises, written paper
Working directly on nursing research papers (abstracts & complete articles), students will discover and acquire practice in: . Using nursing research . What the components of research reports are, the acquisition of research language and. The interpretation of conclusions of research reports for their potential meaning in clinical practice. Research language . Some of the articles used, cover topics/issues specific to the section ANE.
Written test to assess students' capacity to assess an article, find information in nursing research papers mainly on nursing education, and access needed information quickly and express it clearly.
working with specific texts - direct practice on nursing papers: Learn reading techniques and steps to follow when working with research papersReading with a critical mind, asking the appropriate questions Discussions
plan and design teaching processes-develop teaching outlines-estimate learning requirements-set goals and sequences-choose suitable teaching concepts-select suitable methods-work on teaching outlines-training of methods-implemenation of the second teaching outline in a teaching situation at Campus Viennaselected teaching techniques in the practice-problem-oriented learning scenarios-case studies-group puzzles and small group settings-PQ4R method-pro/contra discussion-role plays-fishbowl-learning team coachingteaching-learning contractalso possible:-teaching methods in the practice: explain and present issues, start learning actions, organize and accompany them, lead conversations (ask questions and give impulses), phrase tasks, ensure learning results-possible team teachingfeedback from mentor/trainer
>projcet paper>method training: implement the second teaching design in a teaching situation at Campus Vienna
Diversity sensitivity and competence in teaching und dealing with social diversity as a professional requirement in teaching settings.
interactive seminar in which the active participation, literature research and reading, presentations and essay writing is evaluated.
A broad range of methods is going to be applied: beginning from speeches, individual reserach untill interactive methods as group discussions.
content-performance culture. theories of social perception.self awareness and awareness of others.falsification mechanism.feedback culture.fear of performance assessmentperformance-problems of the concepts of performance.legal basics of performance assessment and evaluation.forms/functions of performance assessment and evaluation-standards and criteria of performance assessment and evaluation-implementation of performance assessment-designs for performance assessments and evaluation-new forms of performance evaluation-portfolio-a developing tool for self-determined learning
oral exampresentation and deepening questions
theoretical background, requirements, goals and planning of selected student-centred methods, e.g. project methodemergence of acting and learning centred approachpossibilities and limits of self-controlling and learning-centeringimplications and conditions of learning centering at universityselected methodical conceptsproblem-oriented learning scenarioscase studiesgroup puzzles and small group settingsPQ4R methodpro/contra discussionsrole playsfish bowllearnteam coaching, teaching/learning contractfeedback methods
variety of methods
Education:•verbal and non-verbal presentations. advantages and disadvantages of different media for presentations. tipps and tricks for the preperation and design for presentations. selected body language. why and how of visualisation and other creative media. basics of lerning processes and types. learning motivation from an educational point of viewDiversity : Diversity in the professional field, communication contexts at work, counseling situations, individuality firstCounseling:•Principles of various concepts of consultation (client centered, systemic, cooperative, collegial consultation)•Techniques and applicability of concepts of consultation•Comparison of various images of humanity (humanistic vs. constructivistic image of humanity)•Roles of the advisor (consultant) and the advice seeking•Requirements and building stones for successful counseling session
•Examination with the terms of the course
Education:methodical change between lecture, preparation and reflexion phaseexercises to strenghten presentation techniquesDiversity:lecture, group work, self-reflection, mutual counseling, audio-visual mediaCounseling: •Methodical change between phases of lecturing, acquiring and reflexion•Exercises to deepening of counseling competences•Work with examples
models of chronic diseases>Grypdonck>process and coping with chronic disease- model Corbin, Strauss>life with chronic disease>significance of chronic disease for patients, family>quality of life and chronic disease>HIV/AIDS>chronic disease and experience of the disease>chronic disease and the burden of the disease>coping with the symptoms-management of symptoms
interactive workshopPBLteam work- oral presentationpresentation
•Basics of qualitative research•Planning and process of qualitative research strategies•Data collection methodologies (with a focus on narrative interviews and observation)•Mayring evaluation and presenting the results of the data
• Project work with written report
•Lectures•eLearning, sequences via learning platform•Planning, developing and executing a "project"•Using qualitative data collection methods independently, evaluation and presentation of results
Fundamentals of quantitative social research•Research designs•Sampling procedures•Construction of a questionnaire
70% final written exam20% exercises10% participation, group workAt least 60% must be achieved for a positive evaluation
•Short theory inputs•Joint development of the significant steps in quantitative research•Joint development of a questionnaire•Group work•Independent development of exercises in the team (between the exercise units)
strategic learning managementphases of the process of learning management and their practice-oriented applicationcontrol of learning processestools for personal management in the area of educational institutionseffects of learning processes on job-related changesquality management in educational institutionsoperative learning managementimplementation of the analysis of the demand for learningplanning, organization and implementation of educational measures regarding economical and educational principlesspecific use of quality measuresdevelopment of marketing concepts
participation in the seminar and written work (Huss)written exam (Jindra)
lectures, group work, discussions
a.) education policy: development of the school system in Austria: education of teachers, differentiated school system- all day school, comparison with Scandinavian countries (PISA study), domestical situation, management structure, Bologna process, Lissabon strategy, the Austrian university system, the system of the university of applied sciences, development and enlargementb.) university lawc.) development of legal basis at the university, HS-QSG, university law, university of applied sciences law, studies and exam rules
-introduction in curriculum and syllabuscurriculum variations (minimal, simple, standard and integrated educational curriculum, learning area concept)presentation of curriculum variationscurricular elements (qualification profiles, syllabus, modul and course description)didactic-methodical conceptsaccreditation and quality assurance
written seminar paper
inputs, discussion, group work, self study
The term applying research is duscussed extensively in this class. Furthermore we will discuss blocking and supporting factors of applying research.Another emphasis is the introduction of selected models of implementation and their main point of interest. There will also be done a planning of implementation according to research results.
written testelaboration of an implementation plan
theoretical input with powerpoint presentation, discussion, team work, short presentations, work with scientific literature
basics of epidemiologylifestyle and healthhealth literacyaustrian health systemsworkplace health promotion / school health promotionPublic Health
Lecture, discussion, group work, presentation
The second part of the lecture will outline significant basic principles and theoretical concepts of education. How can we transfer these terms into practical teaching situations of care takers. Furthermore we discuss recent results of research concerning how teaching novice perform and considering own experience in adopting a teaching attidute.
Written summary of lecture based on reflective questions.
Keynote speeches, group work, reading and discussions
During this lecture there will be an introduction in the basics of media didactics, the problem area of the conception of medial study offers will be shown and the pratical implementation of a multimedial study environment will be tried out.Furthermore relevant learning theories will be discussed in the area of media didactics and media education. This accomplished knowledge will be used in an defined implementation scenario.
revision of given tasks on appointed daysparticipation and revision of given tasks in the online phase in moodle courseanalysis and presentation of an elaborated lecture concept with special emphasis on media usage
blended learning..presence and online phasevirtual teamspeer feedback and learning tandemsthink pair, square share activities
basics of project management, project management subprocesses, phase oriented use of selected project management methods, project definition and project surrounding analysis, planning and organisation, communication in projects, introduction in project controlling, finishing of projects, making of project plans
design of various project plans
changing plenum and group work. Creating own examples and project plans, contemplation, presentation
Revision of basic statistical concepts•Data levels•Data managementBasics of descriptive statistics•Frequencies, cross tabulations•Key statistical figures•Measures of associationBasics of inferential statistics•Concept of significance•Chi-square test•Group comparison tests (t-test, U-test, ANOVA, etc.)•Correlation
•Short theory inputs•Joint development of examples in SPSS•Joint interpretation of statistical results•Group work•Independent development of exercises in the team (between the exercise units)
The course covers the following topics:Basic knowledge of e-learning and e-teaching technologies in educationConcepts of blended learningBasic knowledge of dealing with learning management systemsWeb 2.0 tools and wikis in educationRecording lectures with desktop recording
Workload is predominantly in the online phase!Active participation in the online phase (editing a wiki - eModeration Moodle course - creation and participation in a blended learning course on the learning platform)Presentation of learning outcomes in tandems and in the plenaryActive peer feedback
Blended Learning Scenario with Flipped ClassroomSelf-directed learning in collaborative teams in the distance-learning phase and presentation and discussion of the results in the classroom.Group puzzlesPeer feedback
Methods of internationalisation:Identify internationalisation methodsDetermine demand of internationalization projects in teaching and researchImplement internationalisation ideasInternationalisation projects:Drafting of projects (formulation of project goals, measures to achieve objectives, expected outcomes, indicators of achievement of objectives, determination of the added value) and project presentationMain calls of national and European education and research programmesApplicable Guidelines to conduct appropriate projectsApplication procedures [Erasmus+: key action 1: Mobility, key action 2: Cooperation for innovation and good practices (support of strategic partnerships)]
Active participation in class, draft an internationalisaton project in individual or group work (2 pages per student) and give a 15 minute presentation on the internationalisation project
lecture, discussion, teamwork, reflection
during this seminar different Master proposals are presented and discussed regarding their content and scientific design
participation at group discussions, presentation of Master proposals, discussion
the calss is held in form of a seminar, methodical we work with discussions, in groups, with literature and presentations
The program fee is determined according to the actual costs. In addition to the tuition fee, you will also have to pay the ÖH student union fee each semester (currently approximately € 18.00).
You can choose between three models with different payment options:
Variant A assumes that you will complete and pay for the entire program. In this model, you will pay the entire fee prior to the start of the program in a single payment of € 10,800.00.
Single payment: € 10.800,-(Due approximately 4 weeks before the start of the first semester)
This model offers you the possibility to pay the program fee in 4 installments of € 2.835,-. If you decide to leave the program early, you will still have to pay the entire fee.
Installment per semester: € 2.835,- (total amount € 11.340,-)(Each due approximately 4 weeks before the semester begins)
This model takes into account the possibility of leaving the program after each semester and is ideal for those who want to keep the option open to leave the program early.
First, second, third semester: each € 3.510,- Fourth semester: € 1.890,- (total amount € 12.420,-)(Each due approximately 4 weeks before the semester begins.)
Financial aid is available for academic courses, master courses and for courses and seminars. You can find information about funding agencies under grants and scholarships.
including higher education entrance qualification, evidence of special services (e.g. further training, special training), examined individually; specific conditions apply where appropriate.
Equivalence is determined by international agreements, validation or in individual cases a decision by the head of the academic section.
To apply you will require the following documents:
The following special trainings (in accordance with the Austrian Federal Act on Nursing Care (GuKG), Federal Law Gazette I No. 108/1997, sections 66-72, as amended) or further trainings, respectively, (pursuant with Nursing Further Training Decree, Federal Law Gazette II No. 453/2006, as amended) from the upper grade health and nursing service are considered for recognition as an admission requirement: Special training: Special training in pediatric care Special training in psychiatric nursing Special training in intensive care Special training in anesthesia care Special training in kidney replacement therapy care Special training in pediatric intensive care Special training in OR care Special training in hospital hygiene Special training for teaching Special training for managment Further training: Care counseling Basic and middle management Other; subject to individual assessment
It is not possible to save incomplete online applications. You must complete your application in one session. Your application will be valid as soon as you upload all of the required documents and certificates. In the event that some documents (e.g. references) are not available at the time you apply, you may submit these later via email, mail or in person by no later than the start of the degree program.
The selection process consists of a selection interview, in which we would like to learn more about your motives, skills and knowledge. Any extraordinary achievements or special training will be given special consideration.
Head of Academic Course Advanced Nursing Education, Advanced Nursing Counseling, Academic Staff T: +43 1 606 68 77-4011 email@example.com
Head of Academic University Development
Head of Department Nursing Science, Head of Degree Program Health Care and Nursing
Head of Teaching Support Center
Executive Department Legal Affairs