Nursing Education

Evidence-based care is becoming increasingly important as the basis for high-quality, professional care. Therefore, research and scientific studies play an important role in healthcare and nursing training. In this academic expert program, you will deepen your knowledge in applied healthcare and nursing, underpin this with knowledge from nursing science and research and combine numerous didactic methods. The academic university course is recognized in accordance with § 65a GuKG as training for teaching tasks in accordance with § 17 GuKG and qualifies you as a nursing educator.

When applying, you can choose between two specializations: Simulation Training or Practice Mentoring.
You complete the simulation training specialization with the certificate Simulation training in the Educational Setting. If you complete practice mentoring, you will be recognized as a practice instructor in accordance with § 64 GuKG.

Department

Applied Nursing Science

Topic

Quality of life

Stay up to date

Highlights

Applied professional education combined with nursing expertise, nursing science, education management and practical learning phases in professional education teaching fields
Practice mentoring: professional didactics and practical guidance for trainees at all training levels
Simulation training: Practical specialist training on various simulation scenarios in interdisciplinary settings

Facts

Final degree: Academic teacher for health care and nursing

Duration of course: 3 Semesters

Organisational form: part-time

Tuition fee per semester € 9.380¹ + ÖH premium/semester

ECTS: 90 ECTS

Language of instruction: German

Application Winter semester 2024/25: 25. October 2023 - 16. August 2024

¹ Alternative model for semester installments can be found under "Costs"

Before the studies

You see the potential of healthcare and nursing and want to pass on your enthusiasm to trainees. It is important to you to expand the spectrum of your current work. Nursing education is your area of interest and you are motivated to expand your skills in the areas of practice mentoring or simulation in educational settings. You recognize the importance of evidence-based nursing for the development of new roles in theoretical and practical education at different educational levels.
With the in-depth focus on practice mentoring or simulation training in the educational setting, you can expand your expertise in healthcare and nursing with specialist practical skills. To this end, you want to underpin your previous nursing experience with science and research and reflect on it. You are keen to develop your profession further. You would like to take responsibility for the individual and professional guidance and supervision of trainees at all levels of training. You are aware of the relevance of practice-oriented learning, professional didactic expertise and skills in simulation training settings.

Why you should study with us

360° practical training

You will be learning in real-life situations right from the start: either with our cooperation partners or in our well-equipped functional rooms.

Research in applied nursing

You will gain experience and learn from others in interdisciplinary research projects.

Study with a future

Continue your basic education with unique continuing education opportunities for new career fields.

You still have questions about your studies?

Contact the secretary's office at anp@fh-campuswien.ac.at to make an appointment for a personal consultation with the head of the academic expert program via Zoom.

In the Online Infosessions, head of program Sabine Schweiger presents the academic expert program Nursing Education and the continuing education Master's programs (CE) Advanced Nursing and answers your questions.

Thursday, January 11, 2024, 16.30 Uhr – participatewithout registration via Zoom, Meeting ID 965 7184 9262

Should you have any questions regarding participation in the Online Infosessions, please contact anp@fh-campuswien.ac.at.

secondary school leaving certificate/vocational school leaving certificate/university entrance qualification exam
or the following additional examinations: German, Biology and English 2 (international language level at least B2)
Diploma in general healthcare and nursing, psychiatric healthcare and nursing or child and adolescent nursing
or Bachelor's degree in healthcare and nursing
2 years of previous or accompanying professional experience
German language skills at language level B2/C1

The following applies to international applicants:

General Fee Regulation

open

Information for applicants with non-Austrian (school) certificates

open

You will need the following documents for your application:

birth certificate
certificate of citizenship
marriage certificate in case of name change, if applicable
school leaving certificate or equivalent
Diploma in general healthcare and nursing, psychiatric healthcare and nursing or child and adolescent nursing, or Bachelor's degree in healthcare and nursing
photo
letter of motivation
curriculum vitae in tabular form

Please note:
It is not possible to save the online application temporarily. You must complete your application in one go. Your application is valid once you have uploaded all the required documents. If documents are still missing at the time of your application (e.g. certificates), you can submit them later by e-mail, post or in person, but at the latest by the start of your studies.

The admission procedure consists of an interview in which we want to find out more about your motives, skills and knowledge.

Costs

The tuition fee is determined according to the actual costs. You can choose between three payment models, which are linked to different payment modalities. In addition to the tuition fee, you pay the ÖH fee each semester.

Option A

This model assumes that you complete and pay for the entire program. The costs of €9,380 are due in full at the start of the program.

One-off payment: € 9.380 (due approximately 4 weeks before the start of the first semester of the program)

Option B

This model offers the option of paying the tuition fee in 3 installments of € 3,282 each. If you end the program prematurely, you must still pay the tuition fee in full.

Semester installment: € 3.282 (due approximately 4 weeks before the start of each semester)

Total amount: € 9.846

Option C

This model enables students to discontinue their studies in any semester and is ideal for those who may want to end the program prematurely.

First and second semester each € 4.314
Third semester: € 2.157 (due approximately 4 weeks before the start of each semester)

Total amount: € 10.785

Insights into the specializations

" There are so many professional fields, new professions. It was clear to me that if I wanted to stay up to date, I had to continue my education."

Markus Altrichter studied healthcare and nursing, practice mentoring.

During the studies

FH Campus Wien was the first university of applied sciences in Austria to launch a Bachelor's degree program in Healthcare and Nursing in 2008 and has extensive expertise and a large network. Our students also benefit from innovative teaching methods with current best practice examples as well as application-oriented research. Practical relevance is also guaranteed when we organize our freely accessible Campus Lectures with top-class experts.

As the largest healthcare university of applied sciences in Austria, FH Campus Wien covers a broad spectrum of training for highly qualified healthcare and nursing: starting with the Bachelor's degree program, the Continuing Education Master's programs (CE) Advanced Nursing Counseling (Healthcare and Nursing Counseling), Advanced Nursing Practice (Management) and Advanced Nursing Education (Teaching) through to subject-specific academic expert programs. Students and lecturers thus have the opportunity to exchange ideas and network across disciplines.

The aim of this course is for you as a teacher to actively accompany the learning process of students and support them in their personal responsibility. You will provide the next generation of professionals with an innovative approach to healthcare and nursing that combines science and professional practice. The academic expert program helps to link theory, practice and science even better and to further improve the quality of healthcare and nursing. Based on your professional experience as a qualified healthcare and nursing professional, you will use your new knowledge to increase the effectiveness of your nursing decisions. You will also specialize in either practice mentoring or simulation training. As a graduate, you will be authorized to instruct trainees of all levels and hold the additional title of practice instructor or you will receive the certificate that qualifies you for simulation in educational settings.

The academic expert program combines the following six core elements:

Applied professional education

You will differentiate between different educational theories, didactic models and concepts. In addition, you will apply individual communication strategies and rhetorical skills and develop presentation techniques. You will classify role models on the basis of teaching and learning theories and develop individual roles from them.

Nursing expertise

You will identify age and population cohorts and justify epidemiological care priorities. You will specify current challenges relating to health and illness concepts from a social science and socio-medical perspective, as well as ethics, and justify diversity as a central requirement for social relationships and networks in a professional context.

Nursing science

You will acquire basic skills required for scientific work and systematic consideration of care from a scientific perspective and you will implement applied research in teaching practice; you will also write your final thesis based on these prerequisites.

Teaching and learning processes

You will develop methodological and didactic concepts, plan teaching and learning processes to suit the content and the target groups, validate and apply them. You will differentiate between different media and design specific e-learning settings and digital learning spaces. You will evaluate the results and performance of trainees and employees and assess and measure their competences.

Education management

You will analyze topics in knowledge, project and quality management in educational institutions. You will systematically and independently record curriculum developments and training plans. Furthermore, you will explain education-specific legal bases and conduct professional counselling interviews with trainees, employees and colleagues at all organizational levels in the setting of teaching practice.

Practical learning phase

You will develop professional competence and organize yourself in specific fields of practice. You will plan, carry out and evaluate teaching sequences.
As part of the in-depth focus on practice mentoring

In the academic expert program you will acquire a systematic understanding of science and, on the basis of your newly acquired scientific and evidence-based expertise, an enhanced ability to act.
In addition to a focus on professional didactics, you will also be trained in practical instruction, which is equivalent to § 64 GuKG.
Increased practical requirements such as applied professional didactics and methodology are reflected in the content of the academic expert program.

As part of the in-depth focus on simulation training in the educational setting

In the academic expert program in nursing education, you will acquire additional systematic skills in simulation.
You will expand your expertise in the execution of mono- and interprofessional simulations.

Curriculum

Module Fundamentals of teaching and didactics

2.5 SWS

5 ECTS

Introduction to educational science and educational theories | ILV

Introduction to educational science and educational theories | ILV

1.5 SWS 3 ECTS

Content

> Basics of educational science
> Lines of thought in educational science

Teaching method

Lecture, presentation, discussion, group work

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Gudjons, H.; Traub, S. (2020). Pädagogisches Grundwissen. Überblick, Kompendium. 13. Auflage. Bad Heilbrunn: Klinkhardt.
> Koller, H.-Chr. (2020). Grundbegriffe, Theorien und Methoden der Erziehungswissenschaft. Eine Einführung. 9. Auflage. Stuttgart: Kohlhammer Verlag.
> Kruger, H.-H. (2012). Einführung in Theorien und Methoden der Erziehungswissenschaft. 6. Auflage. Opladen: Springer.
> Raithel, J. u. a. (2009). Einführung Pädagogik. Begriffe – Strömungen – Klassiker – Fachrichtungen. 3. Auflage. Wiesbaden: VS Verlag.

Teaching language

Deutsch

1.5 SWS

3 ECTS

Didactic models and concepts | ILV

Didactic models and concepts | ILV

1 SWS 2 ECTS

Content

> Didactics as a science of vocational education
> Didactics: etymology and meaning of terms
> Didactics and their object theories – connection between theories, models and concepts
> Task and object and didactics
> Special didactics (e.g. subject didactics, didactics of adult education)
> didactic theories and models: educational theory didactics, learning theory didactics, constructivist didactics
> Ways to personal didactics

Teaching method

Lecture, discussion, group work

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Kron, F. W.; Jürgens, E.; Standop, J. (2014). Grundwissen Didaktik.6. überarbeitete Auflage. München: Reinhardt,.
> Kron, F. W.; Jürgens, E.; Standop, J. (2013). Grundwissen Pädagogik. 8. überarbeitete Auflage. München: Reinhardt.
> Krüger, H.-H.; Helsper, W. (2010). Einführung in Grundbegriffe und Grundfragen der Erziehungswissenschaft. 9. Auflage.Opladen: Budrich.
> Lehner, M. (2019). Didaktik. Bern: Haupt Verlag. völlig überarbeitete und erweiterte Auflage. Weinheim und Basel: Beltz Verlag.
> Nickolaus, R. (2019). Didaktik – Modelle und Konzepte beruflicher Bildung. Orientierungsleistungen für die Praxis. 5. überarbeitete Auflage. Hohengehren: Schneider Verlag.
> Siebert, H.(2019). Didaktisches Handeln in der Erwachsenenbildung. Didaktik aus konstruktivistischer Sicht.9. Auflage. Augsburg: Ziel Verlag.
> Steindorf, G. (2000). Grundbegriffe des Lehrens und Lernens.5. Auflage. Heilbrunn: Klinkhardt.
> Terhart, Ewald (2019). Didaktik. Eine Einführung. Ditzingen: Reclam.

Teaching language

Deutsch

1 SWS

2 ECTS

Module Nursing practice in the health care sector

2.5 SWS

5 ECTS

Ethics and ethical action in nursing practice | ILV

Ethics and ethical action in nursing practice | ILV

1.5 SWS 3 ECTS

Content

> General ethics: clarification of essential ethical terms and positions that play an important role in a professional context
> Introduction to the basic positions of ethical judgment and argumentation
> Applied ethics: values and conflicting values in healthcare, professional codes and areas of responsibility
> Organizational ethics: organization of communicative self-reflection
> Ethics advice, Clinical Ethics Committee (KEK)
> Ethical decision-making processes: methods and models
> Case discussions to form and strengthen the ability to reflect, judge and argue in interdisciplinary and interdisciplinary dialogue

Teaching method

Lecture, presentation, discussion, group work

Examination

Continuous assessment: Immanent performance review, standard assessment in the Austrian grading system (1 to 5) (Immanent)

Literature

> Hiemetzberger, M. (2020). Ethik in der Pflege. 3. überarbeitete Auflage. Wien: Facultas Verlag.
> Fölsch, D. (2022). Ethik in der Altenpflege. Ethische Grundsätze als Wegweiser und Hilfe für die Pflegepraxis. 2. überarbeitete Auflage. Wien: Facultas Verlag.
> Dingens, S.; Körtner, U.; Riedel, A. (2022). Pflege- und Gesundheitsethik. Potentiale, Reflexionsräume und Handlungsimpulse für ein solidarisches Gesundheitswesen. 1. Auflage. Wien: Facultas Verlag.

Teaching language

Deutsch

1.5 SWS

3 ECTS

Nursing epidemiology with a focus on chronic diseases | ILV

Nursing epidemiology with a focus on chronic diseases | ILV

1 SWS 2 ECTS

Content

> Models of chronic disease (e.g. Grypdonck,...)
> The course and management of chronic illness – the Corbin & Strauss model
> Living with chronic illnesses
> Significance of the chronic disease for those affected, their families and loved ones
> Quality of life and chronic illness
> Chronic illness, experience of illness and burden of illness
> Symptom coping & symptom management

Teaching method

Lecture, group work, presentation

Examination

Continuous assessment: Immanent performance review, standard assessment in the Austrian grading system (1 to 5) (immanent)

Literature

> Corbin, J. M.; Strauss, A. L.; Hildenbrand, A. (2010). Weiterleben lernen. Verlauf und Bewältigung chronischer Krankheit. 3. überarbeitete Auflage. Bern: Hans Huber.
> Lubkin, I. M. (2002). Chronisch Kranksein. Implikationen und Interventionen für Pflege- und Gesundheitsberufe. Bern: Hans Huber.
> Sobczak, A.; Radinger, O. (2022). Leben mit chronischer Krankheit. Lehrbuch für Gesundheitsberufe. 2. überarbeitete Auflage. Wien: Facultas.

Teaching language

Deutsch

1 SWS

2 ECTS

Module Professionalization

2.5 SWS

5 ECTS

Basics of communication in teaching | ILV

Basics of communication in teaching | ILV

0.5 SWS 1 ECTS

Content

> Basics of interviewing with trainees
> Active listening techniques
> Communication in class (motivation, instruction, class management)
> Interaction in the classroom
> disturbances and conflicts
> institutional and diversity-sensitive communication

Teaching method

Lecture, presentation, discussion

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Thiel, F. (2016). Interaktion im Unterricht. Opladen, Toronto: Verlag Barbara Budrich.
> Ringdörfer, E. (2018). Nonverbale Kommunikation im Unterricht. Eine gelungene Interaktion als Voraussetzung für Unterrichtsqualität. Wien: Akademikerverlag.
> Vogt, R. (2015). Kommunikation im Unterricht Beltz Pädagogik / Bildungswissen Lehramt. Diskursanalytische Konzepte für den Fachunterricht. 1. Auflage.Weinheim: Julius Beltz GmbH & Co.KG.

Teaching language

Deutsch

0.5 SWS

1 ECTS

Rhetoric and presentation techniques | UE

Rhetoric and presentation techniques | UE

1 SWS 2 ECTS

Content

> Presentation technique and communication of topics and content
> Verbal presentations and media rhetoric
> Diversity-competent language
> Facial expressions, posture, body language
> Media in the use of presentations(image, text, video, social media)
> advantages and disadvantages of different media

Teaching method

Lecture, group work, presentation

Examination

Continuous assessment: Immanent performance review, standard assessment in the Austrian grading system (1 to 5) (immanent)

Literature

> Lauer, N. (2023). Die Kunst der Ausdrucksweise im Beruf: Meistern Sie die Strategien der Kommunikation - Ausdrucksweise verbessern und Wortschatz erweitern. 2. Auflage. Verlag: MG Zett.
> Buch, S.-I. (2023). Präsentieren können: Das neue Handbuch für authentische Präsentationen. So begeistern Sie Ihr Publikum. Mit zahlreichen Beispielen und Checklisten. Verlag: Rheinwerk.
> Schmidbauer, K. (2017). Wirksame Kommunikation – mit Konzept: Ein Handbuch für Praxis und Studium. Verlag: Talpa.
> Traunsteiner, B. (2021). Eine Sprache für alle! Leitfaden für geschlechter- und diversityfairen Sprachgebrauch mit Tipps für Vorträge, die englische Sprache und Bildgestaltung. Band 5. Wien: FH Campus Wien.
> Czollek, L.; Perko, G. (2015). Eine Formel bleibt eine Formel … Gender/queer- und diversitygerechte Didaktik an Hochschulen: ein intersektionaler Ansatz. 1. überarbeitete und ergänzte Auflage. Wien: FH Campus Wien.

Teaching language

Deutsch

1 SWS

2 ECTS

Teacher professionalization | ILV

Teacher professionalization | ILV

1 SWS 2 ECTS

Content

> Professionalization research
> Strategies for coping with stressful and challenging situations in the field of education
> Acquiring competencies in health care and nursing - conducive and inhibiting factors
> Identity learning and professional action in health care and nursing
> Comparison of heterogeneous and homogeneous groups (trainees/ students)
> Needs and their reflection of heterogeneous groups

Teaching method

Lecture, group work, presentation

Examination

Continuous assessment: Immanent performance review, standard assessment in the Austrian grading system (1 to 5) (Immanent)

Literature

> Linde, F.; Auferkorte-Michaelis, N. (2021). Diversität in der Hochschullehre - Didaktik für den Lehralltag. 1. Auflage. Opladen und Toronto: Verlag Barbara Budrich.
> Rauner, F.; Grollmann, P. (2018): Handbuch Berufsbildungsforschung. 3. aktualisierte und erweiterte Auflage. Bielefeld: wbv Media GmbH & Co. KG.
> Dubs, R. (2009). Lehrerverhalten. Ein Beitrag zur Interaktion von Lehrenden und Lernenden im Unterricht. 2. überarbeitete Auflage. Verlag: Franz Steiner Verlag.

Teaching language

Deutsch

1 SWS

2 ECTS

Module Applied Teaching and Didactics

2.5 SWS

5 ECTS

Teaching and learning process design, including training 1 | ILV

Teaching and learning process design, including training 1 | ILV

2.5 SWS 5 ECTS

Content

> Basics of planning a teaching performance
> Preparation and planning of lessons
> Conducting lessons
> Reflection on teaching
> 1st teaching

Teaching method

Lecture, presentation, discussion, teaching draft

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Becker, G. (2011). Unterricht planen. Handlungsorientierte Didaktik, Teil I.10.Auf. Weinheim: Beltz Verlag.
> Becker, G. (2009). Unterricht durchführen. Handlungsorientierte Didaktik, Teil II. , 9. vollständig überarbeitete Auflage. Weinheim: Beltz Verlag.
> Becker, G. (2007). Unterricht auswerten und beurteilen. Handlungsorientierte Didaktik, Teil III. 1. Auflage Weinheim: Beltz Verlag.
> Gudjons, H. (2014). Handlungsorientiert lehren und lernen. Schüleraktivierung, Selbstständigkeit, Projektarbeit. 8. Auflage. Bad Heilbrunn: Klinkhardt.
> Schewior-Popp, S. (2013). Lernsituationen planen und gestalten. Handlungsorientierter Unterricht im Lernfeldkontext. 2. Auf. Stuttgart: Georg Thieme Verlag.

Teaching language

Deutsch

2.5 SWS

5 ECTS

Vertiefung 2: Praxismentoring

Module Introduction to communication, guidance and mediation

2.5 SWS

5 ECTS

Vocational and university didactic concepts in practical guidance | ILV

Vocational and university didactic concepts in practical guidance | ILV

0.5 SWS 1 ECTS

Content

> Didactics as a university discipline: on the etymology, meaning of the term, task and subject
> Higher education/didactics and their object theories:
> Basics of teaching and learning at the university - in the practical guide
- Change in learning culture (“shift from teaching to learning”)
- Linking research and teaching
- Planning and implementation of learning settings
- Proof of performance
- Evaluation and feedback
> University didactic concepts in practical instructions
- Concrete examples for building a didactic action repertoire

Teaching method

Lecture, GA

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Mamerow, R. (2021). Praxisanleitung in der Pflege. 7. Auflage. Berlin: Springer Berlin.
> Braunschweiger, Ch.; Köder, C. (2022). Praxisanleitung Pflege. Lehrbuch für die Weiterbildung. 1. Auflage. München: Urban & Fischer in Elsevier.
> Paschko, F., Schulze-Kruschke, C.; Walter, A. (2011). Praxisanleitung in der Pflege. Berlin: Cornelsen.
> Quernheim, G. (2013). Spielend Anleiten und beraten. Hilfen zur praktischen Pflegeausbildung. München: Urban und Fischer.
> Baader, K. et. al. (2011). Pflege lernen. Praxisanleitung. Braunschweig: Westermann.

Teaching language

Deutsch

0.5 SWS

1 ECTS

Conversation management in the setting of practical guidance | ILV

Conversation management in the setting of practical guidance | ILV

0.5 SWS 1 ECTS

Content

> favorable framework conditions in the practical learning phase
> Case-based conversation analysis
> Inform, explain and demonstrate
> Order, instruction and delegation
> Criticism and conflict talks as part of the practical learning phase
> Talking about fear and perceived fears
> Error management - feedback & feedback
> Conducting interviews as part of the assessment (intermediate assessment, final assessment)

Teaching method

Lecture, GA

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Mamerow, R. (2021). Praxisanleitung in der Pflege. 7. Auflage. Berlin: Springer Berlin.
> Braunschweiger, Ch.; Köder, C. (2022). Praxisanleitung Pflege. Lehrbuch für die Weiterbildung. 1. Auflage. München: Urban & Fischer in Elsevier.
> Paschko, F., Schulze-Kruschke, C.; Walter, A. (2011). Praxisanleitung in der Pflege. Berlin: Cornelsen.
> Quernheim, G. (2013). Spielend Anleiten und beraten. Hilfen zur praktischen Pflegeausbildung. München: Urban und Fischer.
> Baader, K. et. al. (2011). Pflege lernen. Praxisanleitung. Braunschweig: Westermann.

Teaching language

Deutsch

0.5 SWS

1 ECTS

General conditions, guidance models & concepts in practical guidance | ILV

General conditions, guidance models & concepts in practical guidance | ILV

1.5 SWS 3 ECTS

Content

> General conditions in the practical manual
> Generation management, characteristics of trainees in the context of the teaching and learning process
> Design learning locations & learning location analysis, learning locations and learning phases
> Role understanding as a practical instructor
> Self and time management as a practical instructor
> Theory-practice transfer
> Learning - Training and Transfer (LTT)
> Stage model Dewey
> Competence-theoretical model of nursing didactics according to Olbrich
> Cognitive Apprenticeship

Teaching method

Lecture

Examination

Final exam: term paper

Literature

> Mamerow, R. (2021). Praxisanleitung in der Pflege. 7. Auflage. Berlin: Springer Berlin.
> Braunschweiger, Ch.; Köder, C. (2022). Praxisanleitung Pflege. Lehrbuch für die Weiterbildung. 1. Auflage. München: Urban & Fischer in Elsevier.
> Paschko, F., Schulze-Kruschke, C.; Walter, A. (2011). Praxisanleitung in der Pflege. Berlin: Cornelsen.
> Quernheim, G. (2013). Spielend Anleiten und beraten. Hilfen zur praktischen Pflegeausbildung. München: Urban und Fischer.
> Baader, K. et. al. (2011). Pflege lernen. Praxisanleitung. Braunschweig: Westermann.

Teaching language

Deutsch

1.5 SWS

3 ECTS

Module In-depth communication, guidance and mediation

2.5 SWS

5 ECTS

Instruction training in the practical learning phase | PR

Instruction training in the practical learning phase | PR

1.5 SWS 3 ECTS

Content

> Practical implementation of instruction models in nursing practice
> Application of situation-specific methods for reflection in the context of (university pedagogical) practical instructions

Teaching method

Reflection

Examination

Continuous assessment

Literature

- keine Literatur

Teaching language

Deutsch

1.5 SWS

3 ECTS

Feedback & assessment in the practical learning phase | SE

Feedback & assessment in the practical learning phase | SE

1 SWS 2 ECTS

Content

> systemic observation, observation errors, observation scenarios
> Feedback, guidance and criticism
> Feedback rules, sandwich feedback
> Criteria of assessment, assessment errors
> Intermediate and final assessment
> Self and external evaluation as part of the assessment
> GuKG, training regulation, curricula & target agreements in the context of feedback & assessment
> (digital) training protocol

Teaching method

Lecture, group work

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Mamerow, R. (2021). Praxisanleitung in der Pflege. 7. Auflage. Berlin: Springer Berlin.
> Braunschweiger, Ch.; Köder, C. (2022). Praxisanleitung Pflege. Lehrbuch für die Weiterbildung. 1. Auflage. München: Urban & Fischer in Elsevier.
> Paschko, F., Schulze-Kruschke, C.; Walter, A. (2011). Praxisanleitung in der Pflege. Berlin: Cornelsen.
> Quernheim, G. (2013). Spielend Anleiten und beraten. Hilfen zur praktischen Pflegeausbildung. München: Urban und Fischer.
> Baader, K. et. al. (2011). Pflege lernen. Praxisanleitung. Braunschweig: Westermann.

Teaching language

Deutsch

1 SWS

2 ECTS

Vertiefung 1: Simulationstraining im Ausbildungssetting

Module Basics of simulation training in the training setting

2.5 SWS

5 ECTS

Instructor* Professionalisierung | ILV

Instructor* Professionalisierung | ILV

0.5 SWS 1 ECTS

Content

> Development and reflection of the instructor* role
> Topics and tasks of the instructor* in the entire simulation process
> Best practice examples/experience reports
> Attitude development and self-reflective learning
> Challenges and solution strategies

Teaching method

Lecture, group exercise, case based learning

Examination

Final exam: Final written test

Literature

>Kathrin Susanne Radl, Melanie Breznik, Isabella Wilhelmer;(2022). Simulation in der Ausbildung von Gesundheitsberufen. Wien: Facultas.
>Kerres, Andrea; Wissing, Christiane; Wershofen, Birgit (Hg.) (2021). Skillslab in Pflege und Gesundheitsfachberufen. Intra- und interprofessionelle Lehrformate. Springer-Verlag GmbH. 1. Auflage 2021. Berlin, Heidelberg: Springer Berlin / Heidelberg (Studium Pflege, Therapie, Gesundheit Ser). Online verfügbar unter ebookcentral.proquest.com/lib/kxp/detail.action
>Lockey, Andrew; Bullock, Ian; Mackway-Jones, Kevin; Davis, Mike (Hg.) (2015). Pocket guide to teaching for medical instructors. Advanced Life Support Group (Manchester, England); Resuscitation Council (UK). Third edition. Chichester, West Sussex, Ames, Iowa: Wiley Blackwell. Online verfügbar unter onlinelibrary.wiley.com/book/10.1002/9781119088769.

Teaching language

Deutsch

0.5 SWS

1 ECTS

Simulation design of scenarios | SE

Simulation design of scenarios | SE

1 SWS 2 ECTS

Content

> Sequence of a simulation (3 phases)
> Role and process descriptions
> Situation analysis, learning outcome definitions, tasks and outcome
> Organization and preparation of the simulation
> Creation of a simulation scenario

Teaching method

Lecture, group work

Examination

Final exam: Final written exam

Literature

>Steinacker, Kreiss, Herchet (2022). Simulationsszenarien für Aus- und Weiterbildung in der Pflege Berlin: Springer Verlag.
>Herold-Majumdar, Astrid (Hg.) (2023). Klinisches Simulationslernen in der Pflege. Die Skills-Lab-Methode. Verlag Hans Huber. 1. Auflage 2023. Bern: Hogrefe AG.

Teaching language

Deutsch

1 SWS

2 ECTS

Theoretical basics of simulation training | ILV

Theoretical basics of simulation training | ILV

1 SWS 2 ECTS

Content

> Definitions and terminology of simulation (fidelity, high fidelity, low fidelity, operator or instructor, ...)
> Operation Setting
> Role of the teacher in the simulation setting
> Simulated learning environment
> Resources (materials, premises, technology,...)
> Simulation models at a glance
> Curriculum organization and curriculum location

Teaching method

Lecture, group work, research-based learning (research)

Examination

Final exam: Final written exam

Literature

> Schlegel, Schaer, Droz; (2020). High-Fidelity-Simulation in der Pflegeausbildung Berner Bildungszentrum Schweiz:Hep-Verlag.
> Meyer MME, O., Rall, M., Baschnegger, H., Lazarovici, M., Urban, B. Grundlagen für ein fundiertes Simulationskonzept. In: Der Anaesthesist 2016, 65: 943-950.
> Radl, Brzenik, Wilhelmer. (2022) Simulation in der Ausbildung von Gesundheitsberufen Wien: Facultas Verlag.

Teaching language

Deutsch

1 SWS

2 ECTS

Module In-depth simulation training in the training setting

2.5 SWS

5 ECTS

Simulation briefing and debriefing | ILV

Simulation briefing and debriefing | ILV

1 SWS 2 ECTS

Content

> Constructivist reflective teaching methods
> Definitions of terms (feedback, reflection, briefing, debriefing,...)
> Methods of briefing and debriefing
> Communication methods in the simulation process

Teaching method

Lecture, group work, reflection

Examination

Final exam: Final oral exam

Literature

>Radl, Brzenik, Wilhelmer (2022). Simulation in der Ausbildung von Gesundheitsberufen Wien: Facultas Verlag.
>Moran, Vicki; Wunderlich, Rita; Rubbelke, Cynthia (2018). Simulation: Best Practices in Nursing Education. Cham: Springer International Publishing.
>Oriot, Denis (2017). Pocket Book for Simulation Debriefing in Healthcare. Cham: Springer International Publishing. Online verfügbar unter ebookcentral.proquest.com/lib/kxp/detail.action.

Teaching language

Deutsch

1 SWS

2 ECTS

simulation training | PR

simulation training | PR

1.5 SWS 3 ECTS

Content

> Practical implementation of simulation in teaching
> Application of situation-specific methods for reflection in the context of simulation in courses.

Teaching method

Reflection, exercise

Examination

Final exam

Literature

>Herold-Majumdar, Astrid (Hg.) (2023). Klinisches Simulationslernen in der Pflege. Die Skills-Lab-Methode. Verlag Hans Huber. 1. Auflage 2023. Bern: Hogrefe AG.

Teaching language

Deutsch

1.5 SWS

3 ECTS

Module Nursing practice in the health care sector

2.5 SWS

5 ECTS

Health promotion and prevention | SE

Health promotion and prevention | SE

1 SWS 2 ECTS

Content

> Health promotion in different settings
> Health promotion in a European comparison
> Health literacy
> Concrete implementation of health promotion measures
> Epidemiological measures in the context of health promotion
> Risk factors and resources
> Preventive measures in the setting of health and nursing
> Austrian health care
> Public Health - clarification and implementation

Teaching method

lecture, discussion, group work, presentation

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Habermann-Horstmeier, L. (2017). Gesundheitsförderung und Prävention. Kompakte Einführung und Prüfungsvorbereitung für alle interdisziplinären Studienfächer. 1. Auflage. Wien: Facultas.
> Bonse-Rohmann, M.; Burchert, H.; Schulze, K.; Wulfhorst, B. (2023). Gesundheitsförderung im Studium. Konzepte und Kompetenzen für Gesundheits- und Pflegeberufe. 1. Auflage. Wien: Facultas.
> Steinbach, H. (2022). Gesundheitsförderung und Prävention für Pflege- und andere Gesundheitsberufe. 6. aktualisierte Auflage. Wien: Facultas.

Teaching language

Deutsch

1 SWS

2 ECTS

Diversity-sensitive care concepts | ILV

Diversity-sensitive care concepts | ILV

1.5 SWS 3 ECTS

Content

> Comparison of different images of people and the basic attitudes associated with them
> Privilege awareness and the associated discrimination
> Intersectionality research
> Structural and individual forms of discrimination
> Requirements and building blocks for diversity-sensitive teaching and learning settings
> Diversity as a parameter against the background of the professional field
> Focus on individuality

Teaching method

Lecture, group work, discussion

Examination

Continuous assessment: Immanent performance review, standard assessment in the Austrian grading system (1 to 5) (Immanent)

Literature

> Rottlaender, E. (2023). Diversität und Inklusion in der sozial- und geisteswissenschaftlichen Lehrpraxis. Beispiele und Materialien. Wien: UTB Facultas.
> Winkler, Gabriele, Degele, Nina. (2010) Intersektionalität. Zur Analyse sozialer Ungleichheiten. Transcript Verlag, 2. unveränderte Aufl., Bielefeld.
> Rosenstreich, Gabriele Dina:. (2011)Antidiskriminierung und/als/trotz...Diversity Training. In: DO MAR CASTRO VARELA, María, Dhawan, Nikita (Hg.): Soziale (Un)Gerechtigkeit. Kritische Perspektiven auf Diversity, Intersektionalität und Antidiskriminierung. Lit-Verlag, Münster, Wien.
> Gardenwartz, Lee, Rowe, Anita. (2010) Managing Diversity. A Complete Desk Reference & Planning Guide. Alexandria: Society for Human Resource Management, McGraw Hill Verlag, 3. überarb. Auflage, New York.

Teaching language

Deutsch

1.5 SWS

3 ECTS

Module Applied Nursing Research

2.5 SWS

5 ECTS

Introduction to Nursing Science | ILV

Introduction to Nursing Science | ILV

1 SWS 2 ECTS

Content

> structured and unstructured sources of knowledge
> Basics of quantitative and qualitative research
> quality criteria
> Research designs & methods
> research process

Teaching method

Lecture, presentation, discussion, group work

Examination

Module exam

Literature

> Brandenburg, H.; Panfil, E.; Mayer, H.; Schrems, B. (2023). Pflegewissenschaft 2. Lehr– und Arbeitsbuch zur Einführung in die Methoden der Pflegeforschung. 4. vollständig überarbeitete und erweiterte Auflage. Wien: Hoegrefe AG.
> Mayer, H. (2022). Pflegeforschung anwenden. Elemente und Basiswissen für das Studium. 6. überarbeitete Auflage. Wien: Facultas.
> Mayer, H. (2018). Pflegeforschung kennenlernen. Elemente und Basiswissen. 7. überarbeitete Auflage. Wien: Facultas.
> Mayer, H.; Raphaelis, S.; Kobleder, A. (2021). Literaturreviews für Gesundheitsberufe. Recherchieren – Bewerten – Erstellen. 1. Auflage. Wien: Facultas.

Teaching language

Deutsch

1 SWS

2 ECTS

In-depth nursing research | ILV

In-depth nursing research | ILV

0.5 SWS 1 ECTS

Content

> Intensification of quantitative and qualitative research
> Collection and evaluation methods of quantitative and qualitative research

Teaching method

Lecture, group work

Examination

Module exam

Literature

> Brandenburg, H.; Panfil, E.; Mayer, H.; Schrems, B. (2023). Pflegewissenschaft 2. Lehr– und Arbeitsbuch zur Einführung in die Methoden der Pflegeforschung. 4. vollständig überarbeitete und erweiterte Auflage. Wien: Hoegrefe AG.
> Mayer, H. (2022). Pflegeforschung anwenden. Elemente und Basiswissen für das Studium. 6. überarbeitete Auflage. Wien: Facultas.
> Mayer, H. (2018). Pflegeforschung kennenlernen. Elemente und Basiswissen. 7. überarbeitete Auflage. Wien: Facultas.
> Mayer, H.; Raphaelis, S.; Kobleder, A. (2021). Literaturreviews für Gesundheitsberufe. Recherchieren – Bewerten – Erstellen. 1. Auflage. Wien: Facultas.

Teaching language

Deutsch

0.5 SWS

1 ECTS

EBN and literature research | ILV

EBN and literature research | ILV

1 SWS 2 ECTS

Content

> EBN process
> internal and external evidence (Behrens, Langer)
> research process
> citation
> Evaluation of scientific texts

Teaching method

Lecture, exercises

Examination

Module exam

Literature

> Brandenburg, H.; Panfil, E.; Mayer, H.; Schrems, B. (2023). Pflegewissenschaft 2. Lehr– und Arbeitsbuch zur Einführung in die Methoden der Pflegeforschung. 4. vollständig überarbeitete und erweiterte Auflage. Wien: Hoegrefe AG.
> Mayer, H. (2022). Pflegeforschung anwenden. Elemente und Basiswissen für das Studium. 6. überarbeitete Auflage. Wien: Facultas.
> Mayer, H. (2018). Pflegeforschung kennenlernen. Elemente und Basiswissen. 7. überarbeitete Auflage. Wien: Facultas.
> Mayer, H.; Raphaelis, S.; Kobleder, A. (2021). Literaturreviews für Gesundheitsberufe. Recherchieren – Bewerten – Erstellen. 1. Auflage. Wien: Facultas.

Teaching language

Deutsch

1 SWS

2 ECTS

Module Applied Teaching and Didactics

2.5 SWS

5 ECTS

Teaching and learning process design, including training 2 | ILV

Teaching and learning process design, including training 2 | ILV

1.5 SWS 3 ECTS

Content

> Planning and designing teaching processes
> Develop teaching drafts (suitable teaching concept, suitable methods and media)
> Assess learning requirements
> Selected teaching techniques in practice (problem-centered learning scenarios, case studies, small group settings, PQ4R method, discussions, Learning Training Transfer (LTT), learning fields, role-playing games, learning team coaching, teaching-learning contract, team teaching)
> 2nd teaching performance

Teaching method

Lecture, presentation, discussion, teaching draft

Examination

Final exam: final examination, standard assessment in the Austrian grading system (1 to 5) (LV-final written final examination) must be entered.

Literature

> Becker, G. (2009). Unterricht durchführen. Handlungsorientierte Didaktik, Teil II. , 9. vollständig überarbeitete Auflage. Weinheim: Beltz Verlag.
> Becker, G. (2007). Unterricht auswerten und beurteilen. Handlungsorientierte Didaktik, Teil III. 1. Auflage Weinheim: Beltz Verlag.
> Gudjons, H. (2014). Handlungsorientiert lehren und lernen. Schüleraktivierung, Selbstständigkeit, Projektarbeit. 8. Auflage. Bad Heilbrunn: Klinkhardt.
> Schewior-Popp, S. (2013). Lernsituationen planen und gestalten. Handlungsorientierter Unterricht im Lernfeldkontext. 2. Auf. Stuttgart: Georg Thieme Verlag.

Teaching language

Deutsch

1.5 SWS

3 ECTS

Performance assessment | ILV

Performance assessment | ILV

1 SWS 2 ECTS

Content

> Basic terms: performance, performance culture
> Self and external perception
> Feedback culture
> Legal basis for performance assessment and assessment
> Forms/functions of performance assessment and assessment
> Benchmarks and criteria for performance assessment and assessment
> Conducting performance appraisals

Teaching method

Lecture, group work, presentation

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Schlegel, C. (2018). OSCE – Kompetenzorientiert Prüfen in der Pflegeausbildung. Einführung und Umsetzung von OSCE-Stationen. Berlin: Springer-Verlag GmbH.
> Jäger, R. (2004). Von der Beobachtung zur Notengebung – Ein Lehrbuch: Diagnostik und Benotung in der Aus-, Fort- und Weiterbildung. 5. überarbeit. und erg. Auflage. Landau: Empirische Pädagogik.
> Neuweg, G.H. (2019). Kompetenzorientierte Leistungsbeurteilung. Pädagogische und rechtliche Hilfestellungen für die Schulpraxis. 1. Auflage Linz: Trauner.

> Schwendenwein, W. (1998). Kompetenzorientierte Leistungsbeurteilung. Pädagogische und rechtliche Hilfestellungen für die Schulpraxis. Wien: WUV.

Teaching language

Deutsch

1 SWS

2 ECTS

Module Media and Methods

5 SWS

10 ECTS

Methodical conception of the lesson 2 | SE

Methodical conception of the lesson 2 | SE

1.5 SWS 3 ECTS

Content

> Basics of learner-centered methods & learning techniques
> Possibilities and limits of self-direction and learning focus
> Implications and conditions of learning centered
> Selected methodological concepts: LTT

Teaching method

Lecture, presentation, discussion

Examination

Final exam: Final written exam, standard assessment in the Austrian grading system (1 to 5) (Immanent).

Literature

> Krausler, K.; Schwarzenberger, M.; Schlömmer, D.; Winklehner, S. (2020). LTT, Lernbereich Training und Transfer Arbeitsbuch für die Pflege(fach)assistenz. 2. Auflage. Linz: Trauner Verlag.
> Gudjons, H. (2021). Frontalunterricht neu entdeckt: Integration in offene Unterrichtsformen. 4. Auflage. Bad Heilbrunn: Klinkhardt.
> Wahl, D. (2013). Lernumgebungen erfolgreich gestalten. Vom trägen Wissen zum kompetenten Handeln. 3. Auflage mit Methodensammlung. Bad Heilbrunn: Klinkhardt
> Winteler, A. (2011). Professionell lehren und lernen. Ein Praxisbuch. 4. Auflage. Darmstadt: WBG Verlag.

Teaching language

Deutsch

1.5 SWS

3 ECTS

Media didactics and e-learning | ILV

Media didactics and e-learning | ILV

2 SWS 4 ECTS

Content

> Basics of media education, media didactics and e-learning/e-teaching
> Learning theories in the field of media didactics and media education
> Problem areas in the conception of media learning offers
> Practical implementation of a multimedia learning environment
> Technologies in teaching
> Concepts of blended learning
> Basic knowledge of using Learning Management (LMS) systems

Teaching method

Blended learning, group work, presentation

Examination

Continuous assessment

Literature

> Kerres, M. (2018). Mediendidaktik: Konzeption und Entwicklung mediengestützter Lernangebote. 5. Erweiterte Auflage. München: De Gruyter Oldenburg.
> Sander, U.; Gross, F.; Hugger, K.-U. (2022). Handbuch Medienpädagogik. 2. Auflage. Wiesbaden: VS-Verlag.
> Arnold, P.; Thillosen, A.;Killian, L.; Zimmer, G. (2018).Handbuch E-Learning. Lehren und Lernen mit digitalen Medien. 5. Auflage. Bielefeld: UTB.
> Ebner, M.; Schön, S. (2013). Lehrbuch für Lernen und Lehren mit Technologien. creativecommons.org/licenses/by-sa/3.0/de/ Dieses Werk bzw. Inhalt steht unter einer Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 3.0 Deutschland Lizenz.

> Salmon, Gilly (2013). E-Tivities. The Key to Active Online Learning. 2nd Edition. London and New York: Routledge.
> Spary, C. (2014). E-Learning: Bildung 2.0?: Anforderungen auf dem elektronischen Weg der individualisierten Lernumgebungen. Transfer Band 9. Berlin: Rabenstück Verlag.

Teaching language

Deutsch

2 SWS

4 ECTS

Methodical conception of the lesson 1 | SE

Methodical conception of the lesson 1 | SE

1.5 SWS 3 ECTS

Content

> Basics of teacher-centred methods and teaching techniques
> Characteristics of "good teaching"

Teaching method

Lecture, presentation, discussion

Examination

Final exam: written Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Krausler, K.; Schwarzenberger, M.; Schlömmer, D.; Winklehner, S. (2020). LTT, Lernbereich Training und Transfer Arbeitsbuch für die Pflege(fach)assistenz. 2. Auflage. Linz: Trauner Verlag.
> Gudjons, H. (2021). Frontalunterricht neu entdeckt: Integration in offene Unterrichtsformen. 4. Auflage. Bad Heilbrunn: Klinkhardt.
> Wahl, D. (2013). Lernumgebungen erfolgreich gestalten. Vom trägen Wissen zum kompetenten Handeln. 3. Auflage mit Methodensammlung. Bad Heilbrunn: Klinkhardt
> Winteler, A. (2011). Professionell lehren und lernen. Ein Praxisbuch. 4. Auflage. Darmstadt: WBG Verlag.

Teaching language

Deutsch

1.5 SWS

3 ECTS

Module Organization and management in education

2.5 SWS

5 ECTS

Legal bases in professional and school law | ILV

Legal bases in professional and school law | ILV

0.5 SWS 1 ECTS

Content

> Development and overview of the legal basis in Austrian school law
> Health and Nursing Act
> Legislation on social care professions
> Legislation for nursing assistant professions - training ordinance
> Examination regulations

Teaching method

Speech

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Juranek, M. (2022). Das österreichische Schulrecht, Orientierung und Entscheidungshilfen für Pädagog*innen, Eltern- und Schülervertretungen. Inklusive Schulrechtspakete 2021 und 2022, Urheberrechtsgesetz-Novelle und aktuelle Rechtsfragen zu COVID-19. 6. Auflage. Wien: Verlag Österreich.
> Halmich, M. (2022). Recht für Pflegeassistent:innen. Berufsrecht für PA in Ausbildung & Praxis. 3. Auflage. Wien: Educa Verlag Halmich e.U.
> Gesamte Rechtsvorschrift für Pflegeassistenzberufe -Ausbildungsverordnung:
www.ris.bka.gv.at/GeltendeFassung.wxe, 28.03.2023
> Gesamte Rechtsvorschrift für Sozialbetreuungsberufe:
www.ris.bka.gv.at/GeltendeFassung.wxe, 28.03.2023

Teaching language

Deutsch

0.5 SWS

1 ECTS

Curriculum and curriculum development | ILV

Curriculum and curriculum development | ILV

1 SWS 2 ECTS

Content

> Introduction to curricula and syllabi
>Curriculum variants, especially learning field concept (minimum, simple, standard and integrated training curricula, learning field concept)
> Exemplary presentation of curriculum variants
> Curricular elements

Teaching method

Lecture, group work

Examination

Continuous assessment: Immanent performance review, standard assessment in the Austrian grading system (1 to 5) (immanent)

Literature

> Hailu, M. (2022). Curriculum-Studien. Lehrplanentwicklung, -umsetzung und -bewertung. 1. Auflage. Verlag: Unser Wissen.
> Sahmel, K. (2015). Lehrbuch Kritische Pflegepädagogik. Bern: Hoegrefe AG.
> Schlegel, C. (2018). OSCE – Kompetenzorientiert Prüfen in der Pflegeausbildung. Einführung und Umsetzung von OSCE-Stationen. Berlin: Springer-Verlag GmbH.

Teaching language

Deutsch

1 SWS

2 ECTS

Coaching, consulting and conflict management | SE

Coaching, consulting and conflict management | SE

1 SWS 2 ECTS

Content

> Coaching and advice for trainees
> Educational advice
> Behavioral coaching
> Peer mediation and conflict resolution
> Crisis management for trainees

Teaching method

Presentation, seminar work

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Barth, D. (2015). Beratungswissen auf den Punkt gebracht. Ein Handbuch für Studierende, professionelle Begleiter/-innen und alle, die es werden wollen. Norderstedt: BoD.
> Belardi, N. (2020). Supervision und Coaching für Soziale Arbeit, für Pflege, für Schule. 1. Auflage. Freiburg: Lambertus-Verlag.
> Riedl, A. (2016). Soziales Coaching. Entwicklung und Erprobung eines neuen Kompetenzprofils im System Schule. Graz: Akademikerverlag.

Teaching language

Deutsch

1 SWS

2 ECTS

Module Information systems in education

2.5 SWS

5 ECTS

Project and process management | SE

Project and process management | SE

1.5 SWS 3 ECTS

Content

> Basics of project management
> Project management sub-processes
> Phase-oriented use of selected project management methods
> Project definition and project environment analysis
> Project planning and project organization
> Communication in projects
> Introduction to project controlling
> Project completion

Teaching method

Lecture, presentation, discussion, term paper

Examination

Final exam: written Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Kuster, J.; Bachmann, Ch.; Hubmann, M.; Lippmann, R.; Schneider, P. (2022). Handbuch Projektmanagement. Agil – Klassisch – Hybrid. 5. Auflage. Berlin: Springer Berlin.
> Gareis, R. (2016). Happy Projekts! Wien: Manz.

> Patzak, G.; Rattay G. (2017). Projektmanagement. 7. Auflage. Wien: Linde.

Teaching language

Deutsch

1.5 SWS

3 ECTS

Knowledge and quality management | SE

Knowledge and quality management | SE

1 SWS 2 ECTS

Content

quality management
> Basics of quality management
> Quality methods and tools
> Quality management systems

knowledge management
> Basics of knowledge management
> Models, barriers and obstacles of knowledge management
> Connections: process management – quality management – knowledge management

Teaching method

Lecture, seminar paper

Examination

Continuous assessment: Immanent performance review, standard assessment in the Austrian grading system (1 to 5) (immanent)

Literature

> Grasshoff, R. (2023). Kollaboratives Wissensmanagement. Grundlagen und Fallstudien. 1. Auflage. Wiesbaden: Springer Fachmedien Wiesbaden GmbH.
> Saeed, R. (2023). Wissensmanagement und klinischer Rahmen. 1. Auflage. Verlag: Unser Wissen.
> Hensen, P. (2023). Qualitätsmanagement im Gesundheitswesen. Grundlagen für Studium und Praxis. 3. Auflage. Wiesbaden: Springer Fachmedien Wiesbaden GmbH.

Teaching language

Deutsch

1 SWS

2 ECTS

Module Thesis

0.5 SWS

5 ECTS

Accompanying seminar thesis | SE

Accompanying seminar thesis | SE

0.5 SWS 1 ECTS

Content

> Coaching of small groups to accompany the preparation of the thesis, in particular the exposé
> Presentation of the synopsis in small groups

Teaching method

Presentation, discussion, group work

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam)

Literature

> Brandenburg, H.; Panfil, E.; Mayer, H.; Schrems, B. (2023). Pflegewissenschaft 2. Lehr– und Arbeitsbuch zur Einführung in die Methoden der Pflegeforschung. 4. vollständig überarbeitete und erweiterte Auflage. Wien: Hoegrefe AG.
> Mayer, H. (2022). Pflegeforschung anwenden. Elemente und Basiswissen für das Studium. 6. überarbeitete Auflage. Wien: Facultas.
> Mayer, H. (2018). Pflegeforschung kennenlernen. Elemente und Basiswissen. 7. überarbeitete Auflage. Wien: Facultas.
> Mayer, H.; Raphaelis, S.; Kobleder, A. (2021). Literaturreviews für Gesundheitsberufe. Recherchieren – Bewerten – Erstellen. 1. Auflage. Wien: Facultas.

Teaching language

Deutsch

0.5 SWS

1 ECTS

Thesis | SE

Thesis | SE

0 SWS 3 ECTS

Content

> Independent processing of a technically relevant topic under the guidance of a supervisor
> Design of the thesis

Teaching method

Independent work supported by coaching

Examination

Final exam: Immanent performance review, standard assessment in the Austrian grading system (1 to 5) (immanent)

Literature

> Abhängig von der gewählten Literatur

Teaching language

Deutsch

3 ECTS

final exam | AP

final exam | AP

0 SWS 1 ECTS

Content

> The final final examination is an oral commissioned overall examination in front of an examination senate and provides for checking the scientific competence and the relevant professional areas (this comprises two parts, whereby each part must be assessed positively).
> Presentation and discussion of the thesis
> Specialist discussion

Teaching method

presentation

Examination

Final exam: Final exam, standard assessment in the Austrian grading system (1 to 5) (course final written exam

Literature

> Je nach Thema der Abschlussarbeit

Teaching language

Deutsch

1 ECTS

Module Practical learning phase

1 SWS

20 ECTS

Teaching practice | PR

Teaching practice | PR

0 SWS 18 ECTS

Content

> Teaching appearance(s) in the context of subjects taught at educational institutions in the field of training, further education, advanced training
> Support from a mentor/instructor at educational institutions

Teaching method

Teaching appearance(s) as part of the practical learning phase

Examination

Module exam

Literature

> je nach Lehrauftritt und Unterrichtsfächer

Teaching language

Deutsch

18 ECTS

reflection | PR

reflection | PR

1 SWS 2 ECTS

Content

> Support and reflection by mentor/instructor at educational institutions

Teaching method

presentation, reflection

Examination

Module exam

Literature

>Ja nach Thematik der Lehr- und Anleitungspraxis

Teaching language

Deutsch

1 SWS

2 ECTS

Teaching times

twice a month blocked Thu, afternoon and/or Fri to Sat, all day

Academic year (only in german)

After graduation

As a graduate of this academic expert program, you will have a wide range of professional fields and career opportunities to choose from. Read here where your career path can take you.

You have already gained your first professional experience in healthcare and nursing in the higher intermediate service. With this program, you can help shape the field of practice as a teacher and support evidence-based nursing care. You will work in teaching primarily at training institutes for nursing assistant professions (PA, PFA), schools for medical assistant professions (MFA), schools for social care professions and colleges for social care and nursing (BHS). As a teacher, you can also offer teaching and learning guidance. In addition to teaching, you are also active in education management. You will work in public and private healthcare and education institutions.

further education and training institutions in the social, health and care sectors
institutions of the public education system
centers for teaching or learning guidance

Studying made easy

Try out studying

Try out your desired study program, content in German

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

EICC

Validation

Accessibility

queer @ FH Campus Wien

Networking with graduates and organizations

We work closely with the Vienna Healthcare Association, the Vinzentinum Vienna, the Barmherzige Brüder Vienna, the University of Vienna, the professional association and other healthcare institutions. Our cooperations provide you with starting points for your career or your collaboration in research and development activities. Many of our cooperations are shown in the campus network. It is always worth taking a look and may lead you to a new job or an interesting event organized by one of our cooperation partners!

Kontakt

Head of program

FH-Prof. Mag. Sabine Schweiger

Head of Programs Advanced Nursing Counseling, Advanced Nursing Education, Advanced Nursing Practice, Nursing Education; Academic Staff
+43 1 606 68 77-4040
sabine.schweiger@fh-campuswien.ac.at

Secretary’s office

Joanne Li, BA
Marion Schaufler

Application Management
Favoritenstraße 222, F.1.16
1100 Vienna
+43 1 606 68 77-4040
+43 1 606 68 77-4009
anp@fh-campuswien.ac.at

Opening hours
Monday, Wednesday, Friday: 8.00-13.00
Tuesday: 8.00-15.30
Thursday: 8.00-17.00

Teaching staff and research staff

Theresa Amon, BSc MSc

Deputy Head of Programs Advanced Nursing Counseling, Advanced Nursing Education, Advanced Nursing Practice, Nursing Education
theresa.amon@fh-campuswien.ac.at
+43 1 606 68 77-4963

Further study programs

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Bachelor

Health Care and Nursing

full-time

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Master’s Program (CE)

Advanced Nursing Education

part-time

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Academic Expert Program

Child and Adolescent Nursing

part-time

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Academic Expert Program

Psychiatric Health Care and Nursing

part-time

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Academic Expert Program

Public Health

part-time

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Academic Expert Program

Primary Health Care Nursing

part-time

Academic Expert Program