Curriculum

Nursing

Course titleSWSECTSTYPE

Education and Sociology in Nursing

Semester 1
Academic year 1
Course code GUKB1PSOIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 1.5
Examination character immanent

Lecture content:

Basic concepts of education and sociology, theories of learning; social systems, groups and society, roles and organizations, interaction, multiculturalism, guidelines and training.

Superior module:

Fundamentals of Humanities

Module description:

The students acquire knowledge relevant for their chosen career in the areas of psychology, education and sociology They learn the fundamental principles of each discipline, understand them and can implement them. They are aware of healthcare and nursing issues as a result of our multi-cultural society and develop strategies to deal with them. They can explain the importance of perception, emotion, motivation and attitude in regard to a persons illness or disability. The students can describe the development and maturing process of an individual over the span of a lifetime. They are aware of role theory and educational approaches and understand their importance in an occupational context. They are able to describe disease, and stress factors as well as strategies to cope with them from the standpoint of humanitarian disciplines and can cite societal influences. They are acquainted with strategies of action in the field of healthcare and can offer support to clients of all age groups and their environment. They are capable of implementing empowerment education recommendations in the field of nursing. They have a working knowledge of psychology and education that enables them to train and instruct students, nursing aids, social workers and members of non-medical professions.

Function and Dysfunction I

Semester 1
Academic year 1
Course code GUKB1KLEIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 6.5
ECTS Credits 6.5
Examination character final

Lecture content:

Fundamentals of human biology, anatomy and physiology. The structure and function of tissues and organs Diseases of the kidneys, urinary tact, heart, respiratory tract (anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnosis, therapy) Principles of pharmacology. Fundamentals of pediatrics: newborns including adaptation, complications of childhood diseases, emergency childcare, childhood fractures, etc.

Superior module:

Fundamentals of Science and Human Biology

Module description:

The students acquire knowledge of biophysics, biochemistry, and biology of the human body The students become familiar with the anatomy, physiology and pathophysiology of the following organs and respective structures in the body: Kidneys and urinary tract, heart and circulatory system, respiratory organs. They learn the basic principles of infectious disease with respect to anatomy, physiology and pathophysiology. They learn to differentiate and correctly assign causes of disease. They are capable of explaining medical conditions and describing and recognizing the course of such diseases and their possible complications. They can recognize symptoms relevant for nursing care and as necessary incorporate them into a nursing plan for optimal patient-centered care. They learn the examination methods needed to diagnosis diseases affecting specific organs and can classify results as pathological or non-pathological. They are capable of classifying therapeutic measures to the appropriate condition and have knowledge of the relevant medications including their effect, interaction and side effects. They become familiar with conservative (medicinal, dietary, alternative), rehabilitative as well as surgical treatment options for each condition. They are capable of using their medical, pharmacological and dietary knowledge in health care and nursing. They can recognize a diseases specific age-related variances and can describe possible differences in therapy, diagnosis and rehabilitation. They can describe how pain develops, is perceived and can be treated. The students learn about microorganisms that influence human health. They are able to describe their occurrence, reproduction and resistance. They are familiar with how infections spread and the dangers arising in various settings. They recognize those persons especially susceptible to infections and can justify and take measures to prevent and control infectious diseases. The students are capable of explaining the properties and importance of a healthy environment and can describe the interplay between humans and environment.

Fundamentals in Nursing Care

Semester 1
Academic year 1
Course code GUKB1PFBUB
Type UB
Kind Compulsory
INTL-Code 3
SWS 10
ECTS Credits 8
Examination character immanent

Lecture content:

The quality of contact Reflect on personal attitudes towards diet, exercise, relaxation, sleep, study habits, etc; Effect of nutrition and exercise on physical and mental health. The relationship between exercise, nutrition and sleep. Taking care of oneself Perception, cognition, consciousness; The difference between cognitive and perceptive skills, types of sensory perception; the problems encountered by people with sensory perception limitations or impaired consciousness. Awareness of individuality, autonomy and feelings of shame in nursing patient. Personal hygiene, Observation and evaluation of facial expression, gestures, mood, posture, hygiene, skin and mucous membranes as well as changes such as dehydration, emaciation, bedsores, intertrigo and contractures. bathing, showering, partial bathing, oral hygiene, dental hygiene, hair care, shaving, care of nose, ears and eyes; Prophylaxis: against bed sores, intertrigo, contractions, thrush and parotitis; Methods of evaluating the state of nutrition and fluid balance; Assistance with food intake for impairments of or difficulty in swallowing, fluid balance; aspiration prevention Monitoring and identification of changes in excretion, prevention of constipation and diarrhea, continence training. Physiological parameters, monitoring of changes in sleep patterns, states of consciousness, preventive interventions: Sleep facilitation, Modification of the sleep-wake cycle. Monitoring of changes in posture and exercise, problems associated with immobility, Thrombosis and contracture prevention. Orientation to personal surroundings, compliance, obligation to inform, hygiene, self-protection; Fall prevention. Vital functions: Physiological parameters, monitoring and identification of changes in vital signs, nursing care intervention: Packs; Pneumonia prevention; Nursing process: Influence vital functions Nursing technique: Bandage material, application techniques, changing bandages, drug administration and performance

Superior module:

Fundamentals of Nursing Theory and Practice

Module description:

Students have knowledge of the basic history and philosophy of the nursing profession. They can discuss norms and values in a socio-cultural context and can relate this knowledge to nursing. They learn to consider healthcare and nursing as a human encounter and social duty. The students are acquainted with diverse healthcare models and can describe how they are relevant in practice. They can name key concepts in nursing and classify them to the appropriate theories. They can recognize the boundary between healthcare science and other scientific disciplines. They are familiar with aspects of theory development. They can justify the use of various theories in certain areas and choose an appropriate theory as a model for nursing. They can compare diverse nursing models and by means of such models demonstrate nursing processes. They learn to demonstrate professional and socio-communicative competencies in nursing. The students know and understand the steps in the nursing process. They are capable of writing simple nursing plans including relevant goals and individual interventions. They can write process-oriented nursing care reports documenting the care given and their observations. Students understand that contact is a central component in nursing. They can describe the quality of contact and reflect on the influence of the type of contact on the client or patient. Students can define the terms perception and cognition and explain their importance in relation to all age groups. They can define the term consciousness. They can describe the types of sensory perception as a basis for cognitive processing. As an important skill for the nursing profession, they can compare and explain self-evaluation versus evaluation by others. Students reflect on their own attitude towards nutrition, exercise, sleep, rest and relaxation, and study habits. They recognize influential factors and reasons for their attitudes and reflect on appropriate reactions. The students can explain the effect of their attitudes on their mental and physical health. Students understand the role of physiological and pathological factors in the areas of personal hygiene, nutrition, excretion, sleep, exercise, perception and safety and recognize when clients of deviate from the norm or display dysfunction. They support clients in these areas and introduce preventive measures. They possess basic skills, capabilities and strategies needed to carry out simple therapeutic and diagnostic measures as prescribed by the physician. To do so they integrate vital healthcare and nursing principles, processes, methods and techniques after first critically examining such care in terms of the situation and individual as well as by taking economic and environmental criteria into consideration. The students are capable of determining, interpreting, documenting and relating vital signs. They can demonstrate basic bandaging techniques. They have mastered the ability to choose and appropriately handle wound treatment materials. They are proficient in the handling of medication. The students can recognize life-threatening conditions, and administer first aid and emergency life-saving measures. They have basic knowledge of necessary measures and conduct in case of catastrophe.

Healthcare Systems and Law

Semester 1
Academic year 1
Course code GUKB1GSRIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 3
ECTS Credits 3
Examination character immanent

Lecture content:

Infrastructure of the healthcare system and social services (hospitals, independent outpatient clinics, homes for the disabled, retirement and nursing homes, mobile health care facilities, inpatient care and inpatient rehabilitation facilities, pharmacies, etc) Public authorities in health care (Federal Ministry for Health, local healthcare authorities, supervision of healthcare administration, federal health agency, local healthcare funds Occupational fields of healthcare Basic information on self-employment Views on nursing from the perspective of the individual versus the general population. Agreements (according to Art. 15a Austrian Constitutional Law) on the organization and financing of healthcare, objectives, agencies and measures taken in healthcare policies. Selected healthcare systems in comparison (organizational structure, financing and expenditures, the provision of healthcare, healthcare services, developments and current issues, reform initiatives) Statistical data on health in European Union member states selected countries in profile (demographic data, population profile, vulnerable population sectors, burden of disease, life expectancy, mortality data, hospital mortality) World health report Current legal background (laws, regulations) Relevant employment law in healthcare Sanitation laws, sanitation law enforcement, social law (Social and health insurance, nursing care allowances), the rights of patients and human rights, medical product law, labor law. Health reform law (2005)

Superior module:

Health Care Systems and Law

Module description:

The students are familiar with healthcare and social institutions in Austria and have knowledge on the different occupations within the healthcare system. The students can name the objectives, financing bodies and measures within Austrian healthcare politics and describe the healthcare systems in specific European country profiles. They can recognise informational requirements, the problems, resources and need for action related to nursing requirements and health and social provision and can identify opportunities for problem resolution from a nursing perspective. The students know all legal concepts within the healthcare system relevant to the nursing profession. They have special knowledge of the healthcare and nursing laws (GuKG). They are able to pursue their professional conduct within the context of the legal framework. They know the relevant regulations pertaining to diagnosis, therapy and medical products and can infer from these recommendations for action in practice. They have knowledge of regulations on self-employed occupation.

Mikrobiology and Hygiene

Semester 1
Academic year 1
Course code GUKB1MBHVO
Type VO
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 2
Examination character final

Lecture content:

Basic principles of hygiene (bacteriology, virology, mycology) and methods to control infectious disease through hygiene, environmental hygiene, epidemiology, immunology and immunity prophylaxis. Measures to prevent infections - prophylaxis, vaccinations/immunization, disinfection/sterilization, nosocomial infections and hospital hygiene including hygiene procedures in the field of healthcare and nursing. Infectious disease (anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnosis, therapy).

Superior module:

Fundamentals of Science and Human Biology

Module description:

The students acquire knowledge of biophysics, biochemistry, and biology of the human body The students become familiar with the anatomy, physiology and pathophysiology of the following organs and respective structures in the body: Kidneys and urinary tract, heart and circulatory system, respiratory organs. They learn the basic principles of infectious disease with respect to anatomy, physiology and pathophysiology. They learn to differentiate and correctly assign causes of disease. They are capable of explaining medical conditions and describing and recognizing the course of such diseases and their possible complications. They can recognize symptoms relevant for nursing care and as necessary incorporate them into a nursing plan for optimal patient-centered care. They learn the examination methods needed to diagnosis diseases affecting specific organs and can classify results as pathological or non-pathological. They are capable of classifying therapeutic measures to the appropriate condition and have knowledge of the relevant medications including their effect, interaction and side effects. They become familiar with conservative (medicinal, dietary, alternative), rehabilitative as well as surgical treatment options for each condition. They are capable of using their medical, pharmacological and dietary knowledge in health care and nursing. They can recognize a diseases specific age-related variances and can describe possible differences in therapy, diagnosis and rehabilitation. They can describe how pain develops, is perceived and can be treated. The students learn about microorganisms that influence human health. They are able to describe their occurrence, reproduction and resistance. They are familiar with how infections spread and the dangers arising in various settings. They recognize those persons especially susceptible to infections and can justify and take measures to prevent and control infectious diseases. The students are capable of explaining the properties and importance of a healthy environment and can describe the interplay between humans and environment.

Nursing Models and Theories

Semester 1
Academic year 1
Course code GUKB1PMTIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 2
Examination character immanent

Lecture content:

Historical development of models and theories in Anglo-American and German-speaking areas. Definition of meta-theories, grand theories, middle-range theories, situation-specific theories, concepts and models; Metaparadigm of theories and models, classification of models, application of models and theories in professional practice; Nursing models according to Roper, Orem, Krohwinkel, Peplau, Leininger and others. The fundamentals of scientific work: making excerpts, quotation rules, structure of scientific work; the nursing process.

Superior module:

Fundamentals of Nursing Theory and Practice

Module description:

Students have knowledge of the basic history and philosophy of the nursing profession. They can discuss norms and values in a socio-cultural context and can relate this knowledge to nursing. They learn to consider healthcare and nursing as a human encounter and social duty. The students are acquainted with diverse healthcare models and can describe how they are relevant in practice. They can name key concepts in nursing and classify them to the appropriate theories. They can recognize the boundary between healthcare science and other scientific disciplines. They are familiar with aspects of theory development. They can justify the use of various theories in certain areas and choose an appropriate theory as a model for nursing. They can compare diverse nursing models and by means of such models demonstrate nursing processes. They learn to demonstrate professional and socio-communicative competencies in nursing. The students know and understand the steps in the nursing process. They are capable of writing simple nursing plans including relevant goals and individual interventions. They can write process-oriented nursing care reports documenting the care given and their observations. Students understand that contact is a central component in nursing. They can describe the quality of contact and reflect on the influence of the type of contact on the client or patient. Students can define the terms perception and cognition and explain their importance in relation to all age groups. They can define the term consciousness. They can describe the types of sensory perception as a basis for cognitive processing. As an important skill for the nursing profession, they can compare and explain self-evaluation versus evaluation by others. Students reflect on their own attitude towards nutrition, exercise, sleep, rest and relaxation, and study habits. They recognize influential factors and reasons for their attitudes and reflect on appropriate reactions. The students can explain the effect of their attitudes on their mental and physical health. Students understand the role of physiological and pathological factors in the areas of personal hygiene, nutrition, excretion, sleep, exercise, perception and safety and recognize when clients of deviate from the norm or display dysfunction. They support clients in these areas and introduce preventive measures. They possess basic skills, capabilities and strategies needed to carry out simple therapeutic and diagnostic measures as prescribed by the physician. To do so they integrate vital healthcare and nursing principles, processes, methods and techniques after first critically examining such care in terms of the situation and individual as well as by taking economic and environmental criteria into consideration. The students are capable of determining, interpreting, documenting and relating vital signs. They can demonstrate basic bandaging techniques. They have mastered the ability to choose and appropriately handle wound treatment materials. They are proficient in the handling of medication. The students can recognize life-threatening conditions, and administer first aid and emergency life-saving measures. They have basic knowledge of necessary measures and conduct in case of catastrophe.

Practical Training 1

Semester 1
Academic year 1
Course code GUKB1PRAIT
Type IT
Kind Internship (S)
INTL-Code 3
SWS 0
ECTS Credits 4
Examination character immanent

Lecture content:

-

Superior module:

Practical Training 1

Module description:

Students can integrate themselves into a healthcare team. They are capable of communicating with their colleagues, clients, patients and their family members in an appropriate manner. With supervision and guidance students are capable of carrying out basic health care duties within their and shared fields of responsibility. They are aware of their responsibility when accepting duties and know the boundaries of their task area. They can document patient care procedures in an appropriate manner. They are familiar with the daily routine in their area of practice and can meaningfully contribute to it and its organization. Students reflect on their practical experiences and put these in writing. In work assignments such reflection will be linked to specific areas of health care already studied in theory. In this manner students improve their ability to transfer theoretical knowledge into practice.

Psychology in Nursing

Semester 1
Academic year 1
Course code GUKB1PSYIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 2
Examination character final

Lecture content:

Basic concepts and occupational areas in psychology, importance and characteristics of perception, emotions, needs, motivation, thought and attitude in sick and disabled persons and their environment, social psychology. Phases of child development from infant to adult, the body and illness as perceived by children.

Superior module:

Fundamentals of Humanities

Module description:

The students acquire knowledge relevant for their chosen career in the areas of psychology, education and sociology They learn the fundamental principles of each discipline, understand them and can implement them. They are aware of healthcare and nursing issues as a result of our multi-cultural society and develop strategies to deal with them. They can explain the importance of perception, emotion, motivation and attitude in regard to a persons illness or disability. The students can describe the development and maturing process of an individual over the span of a lifetime. They are aware of role theory and educational approaches and understand their importance in an occupational context. They are able to describe disease, and stress factors as well as strategies to cope with them from the standpoint of humanitarian disciplines and can cite societal influences. They are acquainted with strategies of action in the field of healthcare and can offer support to clients of all age groups and their environment. They are capable of implementing empowerment education recommendations in the field of nursing. They have a working knowledge of psychology and education that enables them to train and instruct students, nursing aids, social workers and members of non-medical professions.

The History and Philosophy of Nursing

Semester 1
Academic year 1
Course code GUKB1GPPIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 1
Examination character immanent

Lecture content:

Basic principles of philosophy theories (Aristotle and Plato, Kant, Descartes), the concept of man (mechanistic, techno-scientific, holistic, humanistic and existentialistic models). Definition of morality, ethics and law, norms and values in society in the context of nursing; can define nursing concepts. History from antiquity to present in a socio-cultural context (national and international).

Superior module:

Fundamentals of Nursing Theory and Practice

Module description:

Students have knowledge of the basic history and philosophy of the nursing profession. They can discuss norms and values in a socio-cultural context and can relate this knowledge to nursing. They learn to consider healthcare and nursing as a human encounter and social duty. The students are acquainted with diverse healthcare models and can describe how they are relevant in practice. They can name key concepts in nursing and classify them to the appropriate theories. They can recognize the boundary between healthcare science and other scientific disciplines. They are familiar with aspects of theory development. They can justify the use of various theories in certain areas and choose an appropriate theory as a model for nursing. They can compare diverse nursing models and by means of such models demonstrate nursing processes. They learn to demonstrate professional and socio-communicative competencies in nursing. The students know and understand the steps in the nursing process. They are capable of writing simple nursing plans including relevant goals and individual interventions. They can write process-oriented nursing care reports documenting the care given and their observations. Students understand that contact is a central component in nursing. They can describe the quality of contact and reflect on the influence of the type of contact on the client or patient. Students can define the terms perception and cognition and explain their importance in relation to all age groups. They can define the term consciousness. They can describe the types of sensory perception as a basis for cognitive processing. As an important skill for the nursing profession, they can compare and explain self-evaluation versus evaluation by others. Students reflect on their own attitude towards nutrition, exercise, sleep, rest and relaxation, and study habits. They recognize influential factors and reasons for their attitudes and reflect on appropriate reactions. The students can explain the effect of their attitudes on their mental and physical health. Students understand the role of physiological and pathological factors in the areas of personal hygiene, nutrition, excretion, sleep, exercise, perception and safety and recognize when clients of deviate from the norm or display dysfunction. They support clients in these areas and introduce preventive measures. They possess basic skills, capabilities and strategies needed to carry out simple therapeutic and diagnostic measures as prescribed by the physician. To do so they integrate vital healthcare and nursing principles, processes, methods and techniques after first critically examining such care in terms of the situation and individual as well as by taking economic and environmental criteria into consideration. The students are capable of determining, interpreting, documenting and relating vital signs. They can demonstrate basic bandaging techniques. They have mastered the ability to choose and appropriately handle wound treatment materials. They are proficient in the handling of medication. The students can recognize life-threatening conditions, and administer first aid and emergency life-saving measures. They have basic knowledge of necessary measures and conduct in case of catastrophe.

Course titleSWSECTSTYPE

Communication, Dialogue and Presentation Techniques

Semester 2
Academic year 1
Course code GUKB2KGPIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 4
ECTS Credits 2
Examination character immanent

Lecture content:

Model theories of communication and dialogue techniques in nursing practice. Principles of dialogue from the perspective of humanistic psychology, communicative skill exercises for self-awareness and awareness of others, communication in a multicultural context. Adult education: Improvement of specific communication skills through exercises and speeches: Media presentation, presentation techniques Processes in group dynamics: Team development, teamwork, advantages of group work, conflict resolution; Feedback; Dealing with constructive criticism; student motivation Creativity tools and techniques

Superior module:

Personal Skills, Interaction and Communication

Module description:

Students reflect on previous practical nursing experience and relate these to their initial practice experiences gained during their studies. They reflect on their first encounters with clients and their environment during practical training. They can describe the fundamentals of Hildegard Peplau and Ida Jean Orlandos interpersonal relations models and implement them in their own interactions. The students recognize the complexity of human interaction and possible dysfunctions. In their professional field they can consciously construct, maintain and terminate interpersonal relationships. They take notes on their experiences. The students are familiar with selected theories and models of communication, the principles of dialogue and can implement them in clinical practice. They are capable of satisfactorily communicating with clients of various cultural or religious backgrounds. Students are acquainted with the variety of medial presentation methods available for use in adult education. They implement media and presentation techniques specific to the respective topics and content. In addition, students can use self-reflection and feedback to recognize deficits and realize opportunities for improvement. Students can describe the various phases of group dynamics. They reflect on their own group behavior. Students can describe structures, rules, processes and time management required for teamwork. Students are able to give and receive feedback. They are familiar with measures to resolve group conflicts.

Concepts in Nursing Practice

Semester 2
Academic year 1
Course code GUKB2PFKUB
Type UB
Kind Compulsory
INTL-Code 3
SWS 6
ECTS Credits 4
Examination character immanent

Lecture content:

Bobath concept (Definition, target group, main concept, how it developed, features, uses, exercises for implementation in practice) Validation concept (Definition, target group, main concept, how it developed, features, uses, exercises for implementation in practice) Böhm psychobiographical care model (Definition, target group, main concept, how it developed, features, uses, exercises for implementation in practice) The use of aroma in care, poultices and compresses, medicinal plants (Definition, target group, main concept, how it developed, features, uses, exercises for implementation in practice) Culturally sensitive care (Definition, target group, main concept, how it developed, features, uses, exercises for implementation in practice) Further concepts: ROT, 10-minutes activation, basal stimulation, therapeutic touch, respectaré (compassion, dignity and respect in health care) etc.

Superior module:

Concepts in Nursing

Module description:

The students can explain the methods of the kinesthetic learning model and move accordingly. Students define the terms proximity and distance and reflect on their own behavior. They can define the concept and its individual components. For selected daily nursing procedures students find solutions based on kinesthetic concepts. They evaluate their own movement behavior and discover the role that movement plays in health and learning processes. Students describe basal stimulation according to Bienstein. They can explain the fundamentals and concept of basal stimulation and know its developmental history. Students describe the goals of basal stimulation and define the target group in nursing. They can describe the main goals of basal stimulation according to Prof. Andreas Fröhlich. They can describe the primary areas of perception, the corresponding types of stimulation and use both in practice. Students can explain the term habituation and explain the relevant questions in terms of assuring the quality of basal simulation. Students can describe nursing concepts for patients with dementia and put aspects of them into practice. They can describe the principles of the validation model and can implement them in nursing practice. The students are familiar with the E. Böhm model and can describe its basic principles. They are capable of researching a biography and developing nursing approaches based on it. They know the primary concepts of the model and can explain them. They know the degrees of accessibility and use them to carry out nursing care in a patient-oriented manner. Students know the principles of the Bobath concept and can use them for target groups as well as for individuals. Students know the fundamentals of aromatherapy and reflect on possible uses and effect of fragrance oils in nursing. Students know the concept of culturally sensitive care. They reflect on the accessibility of nursing in other cultures and use this knowledge to more efficiently respond to the needs of patients and clients of other cultural backgrounds. They can utilize aspects of this concept in daily nursing practice. Students are capable of putting concepts of nursing into practice after a critical examination relative to the situation and individual. Students receive an overview of new developments in nursing concepts for use in practice.

Descriptive Statistics

Semester 2
Academic year 1
Course code GUKB2BSTIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 1.5
Examination character immanent

Lecture content:

The fundamentals of descriptive statistics: Frequency distribution, standard deviation, parameters and spatial distribution of statistical values, distribution, probability.

Superior module:

Fundamentals of Scientific Methods

Module description:

The students have basic knowledge of scientific theories in nursing and can describe the difference between general and scientific knowledge. Students can work with scientific texts independently and extract relevant information. Students can summarize information from scientific texts and organize them coherently. They are familiar with the basic concepts of scientific work. They know the elements of scientific work and can write a scientific paper on this basis. Students know the basic rules of citations and can utilize them in a scientific paper. They understand the basic principles of qualitative and quantitative research and know the most important steps in the research process. Students know the principles of evidence-based research and know the steps involved. Students know the ethical guidelines of research. The students are capable of carrying out literature research in relevant nursing science data banks. The students are capable of summarizing the current research on a research topic of their choice and pose new questions. The students can explain the fundamental concepts of descriptive statistics in their own words and evaluate results.

Function and Dysfunction II

Semester 2
Academic year 1
Course code GUKB2KLEIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 6.5
ECTS Credits 7.5
Examination character final

Lecture content:

Diseases of the digestive tract, liver and gall bladder (Anatomy, physiology, pathophysiology, causes, etiopathology, prognosis, diagnosis, therapy) Rheumatic diseases and metabolic disorders (Anatomy, physiology, pathophysiology, causes, etiopathology, prognosis, diagnosis, therapy) Pregnancy, birth and post natal period, the healthy newborn, diseases and disorders of the male and female genital systems and breast. Explanatory models for the development of psychosomatic and psychiatric diseases; causes, signs and symptoms, diagnosis, prognosis, therapy and rehabilitation of psychosomatic and psychiatric illness.

Superior module:

Fundamentals of Medicine 2

Module description:

The students know the anatomy, physiology and pathophysiology of the following organs and related structures: Endocrine system, hematological system, eyes, throat, nose, ears, skin, central and peripheral nervous system. They know anatomical, physiological and pathophysiological fundamentals of oncological and immunological diseases and disorders. They can discern and identify the respective causes of disease. They are capable of explaining medical conditions and describing and recognizing the course of such conditions and their possible complications. They can recognize symptoms relevant for nursing care and as necessary incorporate them into the nursing plan for optimal patient-oriented care They learn the examination methods needed to diagnose diseases and can classify results as pathological or non-pathological. They become familiar with conservative (medicinal, dietary, alternative), rehabilitative as well as surgical treatment options for the respective medical condition. They are capable of classifying therapeutic measures to the appropriate medical condition and have knowledge of the relevant medications including their effect and side effects They can recognize a diseases specific age-related variances and can describe possible differences in therapy, diagnosis and rehabilitation They are capable of using their medical, pharmacological and dietary knowledge in healthcare and nursing.

Gerontology and Psychiatric Gerontology

Semester 2
Academic year 1
Course code GUKB2GERIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 1.5
Examination character immanent

Lecture content:

Concepts for this area of specialization, demographic development, research into and theories on the aging process, particular features of geriatric medicine, frequent disease patterns such as dementia, addiction, multimorbidity, suicide in the elderly, late-life depression (causes, course of the disease, prognosis, diagnosis, therapy).

Superior module:

Fundamentals of Medicine 2

Module description:

The students know the anatomy, physiology and pathophysiology of the following organs and related structures: Endocrine system, hematological system, eyes, throat, nose, ears, skin, central and peripheral nervous system. They know anatomical, physiological and pathophysiological fundamentals of oncological and immunological diseases and disorders. They can discern and identify the respective causes of disease. They are capable of explaining medical conditions and describing and recognizing the course of such conditions and their possible complications. They can recognize symptoms relevant for nursing care and as necessary incorporate them into the nursing plan for optimal patient-oriented care They learn the examination methods needed to diagnose diseases and can classify results as pathological or non-pathological. They become familiar with conservative (medicinal, dietary, alternative), rehabilitative as well as surgical treatment options for the respective medical condition. They are capable of classifying therapeutic measures to the appropriate medical condition and have knowledge of the relevant medications including their effect and side effects They can recognize a diseases specific age-related variances and can describe possible differences in therapy, diagnosis and rehabilitation They are capable of using their medical, pharmacological and dietary knowledge in healthcare and nursing.

Introduction to Nursing Research

Semester 2
Academic year 1
Course code GUKB2QQPIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 3.5
ECTS Credits 3.5
Examination character immanent

Lecture content:

Scientific fundamentals of nursing care: Positivism, critical rationalism, hermeneutics, phenomenology, critical theory. Research procedures, working with Citavi, quantitative designs, qualitative designs, researching data banks, research questions, and ethics of research.

Superior module:

Fundamentals of Scientific Methods

Module description:

The students have basic knowledge of scientific theories in nursing and can describe the difference between general and scientific knowledge. Students can work with scientific texts independently and extract relevant information. Students can summarize information from scientific texts and organize them coherently. They are familiar with the basic concepts of scientific work. They know the elements of scientific work and can write a scientific paper on this basis. Students know the basic rules of citations and can utilize them in a scientific paper. They understand the basic principles of qualitative and quantitative research and know the most important steps in the research process. Students know the principles of evidence-based research and know the steps involved. Students know the ethical guidelines of research. The students are capable of carrying out literature research in relevant nursing science data banks. The students are capable of summarizing the current research on a research topic of their choice and pose new questions. The students can explain the fundamental concepts of descriptive statistics in their own words and evaluate results.

Kinesthetics

Semester 2
Academic year 1
Course code GUKB2KINUB
Type UB
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 1
Examination character immanent

Lecture content:

Sequencing of the kinesthetic learning model; definition of the concepts proximity and distance, concept system, application of individual concepts, evaluation of kinetic behaviour.

Superior module:

Concepts in Nursing

Module description:

The students can explain the methods of the kinesthetic learning model and move accordingly. Students define the terms proximity and distance and reflect on their own behavior. They can define the concept and its individual components. For selected daily nursing procedures students find solutions based on kinesthetic concepts. They evaluate their own movement behavior and discover the role that movement plays in health and learning processes. Students describe basal stimulation according to Bienstein. They can explain the fundamentals and concept of basal stimulation and know its developmental history. Students describe the goals of basal stimulation and define the target group in nursing. They can describe the main goals of basal stimulation according to Prof. Andreas Fröhlich. They can describe the primary areas of perception, the corresponding types of stimulation and use both in practice. Students can explain the term habituation and explain the relevant questions in terms of assuring the quality of basal simulation. Students can describe nursing concepts for patients with dementia and put aspects of them into practice. They can describe the principles of the validation model and can implement them in nursing practice. The students are familiar with the E. Böhm model and can describe its basic principles. They are capable of researching a biography and developing nursing approaches based on it. They know the primary concepts of the model and can explain them. They know the degrees of accessibility and use them to carry out nursing care in a patient-oriented manner. Students know the principles of the Bobath concept and can use them for target groups as well as for individuals. Students know the fundamentals of aromatherapy and reflect on possible uses and effect of fragrance oils in nursing. Students know the concept of culturally sensitive care. They reflect on the accessibility of nursing in other cultures and use this knowledge to more efficiently respond to the needs of patients and clients of other cultural backgrounds. They can utilize aspects of this concept in daily nursing practice. Students are capable of putting concepts of nursing into practice after a critical examination relative to the situation and individual. Students receive an overview of new developments in nursing concepts for use in practice.

Nursing process

Semester 2
Academic year 1
Course code GUKB2PFPIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 1
Examination character immanent

Lecture content:

The care process as a cybernetic control loop, nursing theories and nursing process, identifying and formulating nursing goals; Nursing interventions in the context of nursing objectives and nursing diagnoses; Evaluation of care results; Care report and documentation of care measures;

Superior module:

Fundamentals of Nursing Theory and Practice

Module description:

Students have knowledge of the basic history and philosophy of the nursing profession. They can discuss norms and values in a socio-cultural context and can relate this knowledge to nursing. They learn to consider healthcare and nursing as a human encounter and social duty. The students are acquainted with diverse healthcare models and can describe how they are relevant in practice. They can name key concepts in nursing and classify them to the appropriate theories. They can recognize the boundary between healthcare science and other scientific disciplines. They are familiar with aspects of theory development. They can justify the use of various theories in certain areas and choose an appropriate theory as a model for nursing. They can compare diverse nursing models and by means of such models demonstrate nursing processes. They learn to demonstrate professional and socio-communicative competencies in nursing. The students know and understand the steps in the nursing process. They are capable of writing simple nursing plans including relevant goals and individual interventions. They can write process-oriented nursing care reports documenting the care given and their observations. Students understand that contact is a central component in nursing. They can describe the quality of contact and reflect on the influence of the type of contact on the client or patient. Students can define the terms perception and cognition and explain their importance in relation to all age groups. They can define the term consciousness. They can describe the types of sensory perception as a basis for cognitive processing. As an important skill for the nursing profession, they can compare and explain self-evaluation versus evaluation by others. Students reflect on their own attitude towards nutrition, exercise, sleep, rest and relaxation, and study habits. They recognize influential factors and reasons for their attitudes and reflect on appropriate reactions. The students can explain the effect of their attitudes on their mental and physical health. Students understand the role of physiological and pathological factors in the areas of personal hygiene, nutrition, excretion, sleep, exercise, perception and safety and recognize when clients of deviate from the norm or display dysfunction. They support clients in these areas and introduce preventive measures. They possess basic skills, capabilities and strategies needed to carry out simple therapeutic and diagnostic measures as prescribed by the physician. To do so they integrate vital healthcare and nursing principles, processes, methods and techniques after first critically examining such care in terms of the situation and individual as well as by taking economic and environmental criteria into consideration. The students are capable of determining, interpreting, documenting and relating vital signs. They can demonstrate basic bandaging techniques. They have mastered the ability to choose and appropriately handle wound treatment materials. They are proficient in the handling of medication. The students can recognize life-threatening conditions, and administer first aid and emergency life-saving measures. They have basic knowledge of necessary measures and conduct in case of catastrophe.

Practical Training 2

Semester 2
Academic year 1
Course code GUKB2PR1IT
Type IT
Kind Internship (S)
INTL-Code 3
SWS 0
ECTS Credits 7
Examination character immanent

Lecture content:

Communication with team members, patients, clients, residents, family members, representatives of other professions Basic care skills Special care procedures (dependent on practicum) Are familiar with and can coordinate health care processes Relevant medical, pharmaceutical and dietary knowledge Relevant care concepts.

Superior module:

Practical Training 2

Module description:

Students can integrate themselves into a healthcare team. They are capable of communicating with their colleagues, clients, patients and their family members in an appropriate manner. Under supervision and with guidance students are capable of carrying out basic health care duties within their and shared fields of responsibility. They are aware of their responsibility when accepting duties and know the boundaries of their task area. They can document patient care procedures in an appropriate manner. They are familiar with the daily routine in their area of practice and can meaningfully contribute to it and its organization. Students put into practice the nursing care concepts studied in theory. Within the context of their work and in the areas of health promotion and disease prevention they apply the counseling and education models studied and reflect on their usage. They use their knowledge to improve nursing procedures in the interest of the best possible care for patients, clients and residents. Students reflect on their practical experiences and put these in writing. In work assignments such reflection will be linked to specific areas of health care already studied in theory. In this manner students improve their ability to transfer theoretical knowledge into practice In self-study students acquire or deepen the relevant health care knowledge in respect to the clinical symptoms relevant in their respective area of practice (anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnosis, therapy)

Reflections on Client/Student Interaction

Semester 2
Academic year 1
Course code GUKB2RIKRC
Type RC
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 1
Examination character immanent

Lecture content:

Reflect on practical experience; Hildegard Peplau's interpersonal relations model: Phases in nursing relationships, the roles of a caregiver in practice, significance of Peplau's theory in practice; Further models of interpersonal relations: Ida Jean Orlando; The complexity of human interactions; Student-client relationship, reflect on approaching others, compliance.

Superior module:

Personal Skills, Interaction and Communication

Module description:

Students reflect on previous practical nursing experience and relate these to their initial practice experiences gained during their studies. They reflect on their first encounters with clients and their environment during practical training. They can describe the fundamentals of Hildegard Peplau and Ida Jean Orlandos interpersonal relations models and implement them in their own interactions. The students recognize the complexity of human interaction and possible dysfunctions. In their professional field they can consciously construct, maintain and terminate interpersonal relationships. They take notes on their experiences. The students are familiar with selected theories and models of communication, the principles of dialogue and can implement them in clinical practice. They are capable of satisfactorily communicating with clients of various cultural or religious backgrounds. Students are acquainted with the variety of medial presentation methods available for use in adult education. They implement media and presentation techniques specific to the respective topics and content. In addition, students can use self-reflection and feedback to recognize deficits and realize opportunities for improvement. Students can describe the various phases of group dynamics. They reflect on their own group behavior. Students can describe structures, rules, processes and time management required for teamwork. Students are able to give and receive feedback. They are familiar with measures to resolve group conflicts.

Course titleSWSECTSTYPE

Counseling of Clients and Family Members

Semester 3
Academic year 2
Course code GUKB3KABUB
Type UB
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 1.5
Examination character immanent

Lecture content:

Fundamentals of counselling, areas of counselling, forms of counselling, counselling skills, concepts of counselling in nursing, counselling: Advanced Nursing Practice, patient and family education, counselling process. Further development of specific communication skills using interaction exercises and role-playing as well as practical use of respective counselling and consultation techniques.

Superior module:

Fundamentals of Health and Health Promotion

Module description:

The students are familiar with and understand the Salutogenic model. They can critically discuss their own attitudes towards health and describe their own health behaviour. They can integrate salutogenic concepts into their daily healthcare and nursing duties and use these concepts to develop specific skills needed in their practical work. They have knowledge of healthcare resources and procedures for promoting health education skills. They are familiar with strategies and methods of salutogenic health education and can actively use these in health promotional measures. The students recognize and understand the difference between public health strategies of health promotion and disease prevention. They are familiar with models of integration and can implement these in health educational measures in their own field of nursing. The students have knowledge of various healthcare theories and models, concepts of healthcare promotion and prevention as well as the Salutogenic holistic health model. They can critically discuss their own attitudes towards health and describe their own health behaviour. The students are familiar with important aspects of the interventionist theory (management cycle, principles) and can use them in nursing practice. The students understand how to evaluate health promotion and disease prevention procedures and strategies and can participate in the evaluation in situ or organise it. Within a consultation setting, students can develop a relationship based on mutual trust with people of all ages and their families, in order to promote compliance. Students can assume the responsibility of health promotional counseling within their professional field (within the framework of and as defined by advanced nursing practice) Students have the background theoretical knowledge and basic teaching skills needed to counsel patients and their families. Students are familiar with strategies and methods, can conduct conversations pragmatically and attune to the recipient and organize resource and client-oriented counseling based on the problem and available resources. They can play an active role in problem and conflict analysis. Students are capable of evaluating consultations in order to assess the need for counseling. Students can pedagogically plan, conduct and evaluate consultations and training in alignment with the recipients needs.

Function and Dysfunction III

Semester 3
Academic year 2
Course code GUKB3KLEIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 4
ECTS Credits 4
Examination character final

Lecture content:

Diseases and disorders of: The central and peripheral nervous systems (Anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnostics, therapy) Endocrine systems (Anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnostics, therapy) The pancreas (Anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnostics, therapy) The hematological systems (Anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnostics, therapy) Diseases and disorders effecting the eyes, throat, nose, ears and skin (Anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnostics, therapy) Oncological and immunological diseases and disorders (Anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnostics, therapy)

Superior module:

Fundamentals of Medicine 2

Module description:

The students know the anatomy, physiology and pathophysiology of the following organs and related structures: Endocrine system, hematological system, eyes, throat, nose, ears, skin, central and peripheral nervous system. They know anatomical, physiological and pathophysiological fundamentals of oncological and immunological diseases and disorders. They can discern and identify the respective causes of disease. They are capable of explaining medical conditions and describing and recognizing the course of such conditions and their possible complications. They can recognize symptoms relevant for nursing care and as necessary incorporate them into the nursing plan for optimal patient-oriented care They learn the examination methods needed to diagnose diseases and can classify results as pathological or non-pathological. They become familiar with conservative (medicinal, dietary, alternative), rehabilitative as well as surgical treatment options for the respective medical condition. They are capable of classifying therapeutic measures to the appropriate medical condition and have knowledge of the relevant medications including their effect and side effects They can recognize a diseases specific age-related variances and can describe possible differences in therapy, diagnosis and rehabilitation They are capable of using their medical, pharmacological and dietary knowledge in healthcare and nursing.

Fundamentals of Health Education, Health Promotion and Disease Prevention

Semester 3
Academic year 2
Course code GUKB3BFPIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 1.5
Examination character immanent

Lecture content:

Health promotion concepts; relevance to nursing practice, examples of work in health education, health promotion and disease prevention; from health education to health promotion, self-awareness of personal behaviour promotional to health.

Superior module:

Fundamentals of Health and Health Promotion

Module description:

The students are familiar with and understand the Salutogenic model. They can critically discuss their own attitudes towards health and describe their own health behaviour. They can integrate salutogenic concepts into their daily healthcare and nursing duties and use these concepts to develop specific skills needed in their practical work. They have knowledge of healthcare resources and procedures for promoting health education skills. They are familiar with strategies and methods of salutogenic health education and can actively use these in health promotional measures. The students recognize and understand the difference between public health strategies of health promotion and disease prevention. They are familiar with models of integration and can implement these in health educational measures in their own field of nursing. The students have knowledge of various healthcare theories and models, concepts of healthcare promotion and prevention as well as the Salutogenic holistic health model. They can critically discuss their own attitudes towards health and describe their own health behaviour. The students are familiar with important aspects of the interventionist theory (management cycle, principles) and can use them in nursing practice. The students understand how to evaluate health promotion and disease prevention procedures and strategies and can participate in the evaluation in situ or organise it. Within a consultation setting, students can develop a relationship based on mutual trust with people of all ages and their families, in order to promote compliance. Students can assume the responsibility of health promotional counseling within their professional field (within the framework of and as defined by advanced nursing practice) Students have the background theoretical knowledge and basic teaching skills needed to counsel patients and their families. Students are familiar with strategies and methods, can conduct conversations pragmatically and attune to the recipient and organize resource and client-oriented counseling based on the problem and available resources. They can play an active role in problem and conflict analysis. Students are capable of evaluating consultations in order to assess the need for counseling. Students can pedagogically plan, conduct and evaluate consultations and training in alignment with the recipients needs.

Interferential Statistics

Semester 3
Academic year 2
Course code GUKB3SSTIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 1.5
Examination character immanent

Lecture content:

Fundamentals of inferential statistics Working with SPSS: Data entry, data control, data template entries Calculation of statistical values such as frequency distribution, standard deviation, key indicators for the positioning of characteristic values, distribution, probabilities, regression analysis etc; application of statistical tests (point und interval estimations, confidence intervals, standard error, tests of significance, etc.)

Superior module:

Research Methods and Application

Module description:

Students are familiar with and are capable of using the fundamental methods of qualitative and quantitative research. Students are aware of the advantages and disadvantages of the various methods of random sampling. Students are familiar with the procedures involved in creating questionnaires and interview guidelines Students are able to carry out a qualitative and quantitative data collection. Students are able to carry out a simple quantitative data evaluation using SPSS. Students are able to carry out a simple qualitative data evaluation using Excel. Students can systematically summarize research results and present them clearly. Students are familiar with and can use research evaluation criteria. Students know and can use the criteria for evaluation of RCTs, systematic reviews, qualitative and non-experimental and quantitative studies Students can explain the fundamental concepts of inferential statistics and can set up data templates. Students are able to analyse data using SPSS and evaluate the results of descriptive and inferential statistics. In the context of their bachelors dissertation students can justify use of a nursing procedure for a selected problem through research in relevant data banks. All supportive studies found are critically and scientifically examined and research results systematically summarized.

Nursing Diagnostics

Semester 3
Academic year 2
Course code GUKB3PFDIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 1.5
Examination character immanent

Lecture content:

Health care history, nursing diagnostics, classification systems, instruments of assessment, care planning, case history approaches, interpretive care diagnostics, patient autonomy vs. standardized care; subjective significance of illness, autonomy and compliance.

Superior module:

Nursing Care in Specific Situations 1

Module description:

Students can recognize diverse ethic concepts. Students are aware that there are frequent ethical problems within in their vocational area. They can recognize and address ethical conflicts in their professional field. They reflect on ethical conflict situations using ethical principles such as dignity, autonomy and responsibility; They utilize theories in finding solutions. In a dilemma situation, they are able to arrive at or contribute to an ethical decision within a nursing or multi-professional team. Students are capable of carrying out nursing procedures and can justify their decisions based on currently available health care knowledge. Students can draw up a case history and utilize it to make a relevant nursing diagnosis. They are familiar with diagnostic procedures and are proficient in the use of common classification systems and instruments of assessment. Based on a case history, they are able to set up and evaluate a nursing plan. The students understand demographic development and its challenges in nursing. They plan individualized care for senior citizens who are being cared for in an institution or at home. They attend to elderly, critically ill and terminally ill patients and organize individualized care that revolves around maintaining quality of life and takes physical, mental, religious, spiritual, sociocultural, gender specific and ethical aspects into consideration. Students can describe the concepts of interpersonal communication and care of elderly patients that values individuality. They can justify biographical investigations and include family members in the case history, care and counseling. They are capable of using nursing care procedures in their work with the elderly. Students contemplate the phenomena of and coping strategies to deal with parting, death, pain and mourning in diverse religious and socioculural contexts and develop an understanding of them in nursing care. They can give reasons for the requirements of palliative care. They develop sensitivity in interpersonal relations, when dealing with critically and terminally ill individuals and their environments and identify relevant problems in nursing care. In crisis situations they can give psychological and social support. Students can identify the diverse roles and demands of extramural care, develop respect towards their clients living environment and include the family within the support system. The students are familiar with the responsibilities in nursing in terms of training, instructing and assisting patients and their family members when assuming health care duties. They can conduct such training, instruction and assistance. They can instruct, supervise and monitor students, nurse's assistants and members of the social service profession in providing nursing care or primary health care. They can determine whether care interventions and doctors orders can be delegated to qualified persons and give instruction and guidelines to carry out quality nursing care and medical procedures. Together with the individual receiving care and non-professional caregivers, students can develop a quality control system. They can explain the meaning of the terms role and relationship and can relate them to one another. They reflect on their own role models and describe the factors influencing each. They recognize the cause of problems in relationships and are familiar with approaches to problem solving. They are capable of establishing a trusting relationship with clients of all ages and their families. They reflect on the role of all individuals participating in the care of persons with disabilities and can state difficulties arising from these circumstances as well as integrate supportive measures into their own nursing procedures. They contemplate the topics of abuse and violence can describe problematic situations in nursing and are familiar with possible methods of resolution.

Nursing in Diverse Settings

Semester 3
Academic year 2
Course code GUKB3PFAIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 1
Examination character immanent

Lecture content:

Home-based care: the differences between institutional and extramural care, roles and demands of extramural care, introduction to case studies and diagnostics, living space and adaptation possibilities, the family as a care system, case history of a client's burdens, motives and resources and those of the social environment, relevant healthcare models, care procedures. Instruction, training and counseling of parties involved, other health professions and lay caregivers.

Superior module:

Nursing Care in Specific Situations 1

Module description:

Students can recognize diverse ethic concepts. Students are aware that there are frequent ethical problems within in their vocational area. They can recognize and address ethical conflicts in their professional field. They reflect on ethical conflict situations using ethical principles such as dignity, autonomy and responsibility; They utilize theories in finding solutions. In a dilemma situation, they are able to arrive at or contribute to an ethical decision within a nursing or multi-professional team. Students are capable of carrying out nursing procedures and can justify their decisions based on currently available health care knowledge. Students can draw up a case history and utilize it to make a relevant nursing diagnosis. They are familiar with diagnostic procedures and are proficient in the use of common classification systems and instruments of assessment. Based on a case history, they are able to set up and evaluate a nursing plan. The students understand demographic development and its challenges in nursing. They plan individualized care for senior citizens who are being cared for in an institution or at home. They attend to elderly, critically ill and terminally ill patients and organize individualized care that revolves around maintaining quality of life and takes physical, mental, religious, spiritual, sociocultural, gender specific and ethical aspects into consideration. Students can describe the concepts of interpersonal communication and care of elderly patients that values individuality. They can justify biographical investigations and include family members in the case history, care and counseling. They are capable of using nursing care procedures in their work with the elderly. Students contemplate the phenomena of and coping strategies to deal with parting, death, pain and mourning in diverse religious and socioculural contexts and develop an understanding of them in nursing care. They can give reasons for the requirements of palliative care. They develop sensitivity in interpersonal relations, when dealing with critically and terminally ill individuals and their environments and identify relevant problems in nursing care. In crisis situations they can give psychological and social support. Students can identify the diverse roles and demands of extramural care, develop respect towards their clients living environment and include the family within the support system. The students are familiar with the responsibilities in nursing in terms of training, instructing and assisting patients and their family members when assuming health care duties. They can conduct such training, instruction and assistance. They can instruct, supervise and monitor students, nurse's assistants and members of the social service profession in providing nursing care or primary health care. They can determine whether care interventions and doctors orders can be delegated to qualified persons and give instruction and guidelines to carry out quality nursing care and medical procedures. Together with the individual receiving care and non-professional caregivers, students can develop a quality control system. They can explain the meaning of the terms role and relationship and can relate them to one another. They reflect on their own role models and describe the factors influencing each. They recognize the cause of problems in relationships and are familiar with approaches to problem solving. They are capable of establishing a trusting relationship with clients of all ages and their families. They reflect on the role of all individuals participating in the care of persons with disabilities and can state difficulties arising from these circumstances as well as integrate supportive measures into their own nursing procedures. They contemplate the topics of abuse and violence can describe problematic situations in nursing and are familiar with possible methods of resolution.

Palliative Care

Semester 3
Academic year 2
Course code GUKB3PALIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 2
Examination character immanent

Lecture content:

Individual and sociocultural attitudes on the topics of parting, dying and death, relevant coping strategies, definition of the terms palliative care and hospice care, quality of life and radical patient attitudes, demands on care-givers, the mourning process and working through it, psychosocial maturity process, psychosocial care of those afflicted and their social framework, companionship and consolation for aggrieved parties, symbol language for the terminally ill, education, pain management, active, passive and indirect euthanasia, living will/declaration of intent, symptom monitoring and management, integration and instruction of family members, provisions for the deceased, care in crisis situations.

Superior module:

Nursing Care in Specific Situations 1

Module description:

Students can recognize diverse ethic concepts. Students are aware that there are frequent ethical problems within in their vocational area. They can recognize and address ethical conflicts in their professional field. They reflect on ethical conflict situations using ethical principles such as dignity, autonomy and responsibility; They utilize theories in finding solutions. In a dilemma situation, they are able to arrive at or contribute to an ethical decision within a nursing or multi-professional team. Students are capable of carrying out nursing procedures and can justify their decisions based on currently available health care knowledge. Students can draw up a case history and utilize it to make a relevant nursing diagnosis. They are familiar with diagnostic procedures and are proficient in the use of common classification systems and instruments of assessment. Based on a case history, they are able to set up and evaluate a nursing plan. The students understand demographic development and its challenges in nursing. They plan individualized care for senior citizens who are being cared for in an institution or at home. They attend to elderly, critically ill and terminally ill patients and organize individualized care that revolves around maintaining quality of life and takes physical, mental, religious, spiritual, sociocultural, gender specific and ethical aspects into consideration. Students can describe the concepts of interpersonal communication and care of elderly patients that values individuality. They can justify biographical investigations and include family members in the case history, care and counseling. They are capable of using nursing care procedures in their work with the elderly. Students contemplate the phenomena of and coping strategies to deal with parting, death, pain and mourning in diverse religious and socioculural contexts and develop an understanding of them in nursing care. They can give reasons for the requirements of palliative care. They develop sensitivity in interpersonal relations, when dealing with critically and terminally ill individuals and their environments and identify relevant problems in nursing care. In crisis situations they can give psychological and social support. Students can identify the diverse roles and demands of extramural care, develop respect towards their clients living environment and include the family within the support system. The students are familiar with the responsibilities in nursing in terms of training, instructing and assisting patients and their family members when assuming health care duties. They can conduct such training, instruction and assistance. They can instruct, supervise and monitor students, nurse's assistants and members of the social service profession in providing nursing care or primary health care. They can determine whether care interventions and doctors orders can be delegated to qualified persons and give instruction and guidelines to carry out quality nursing care and medical procedures. Together with the individual receiving care and non-professional caregivers, students can develop a quality control system. They can explain the meaning of the terms role and relationship and can relate them to one another. They reflect on their own role models and describe the factors influencing each. They recognize the cause of problems in relationships and are familiar with approaches to problem solving. They are capable of establishing a trusting relationship with clients of all ages and their families. They reflect on the role of all individuals participating in the care of persons with disabilities and can state difficulties arising from these circumstances as well as integrate supportive measures into their own nursing procedures. They contemplate the topics of abuse and violence can describe problematic situations in nursing and are familiar with possible methods of resolution.

Practical Training 2

Semester 3
Academic year 2
Course code GUKB3PR2IT
Type IT
Kind Internship (S)
INTL-Code 3
SWS 0
ECTS Credits 10
Examination character immanent

Lecture content:

Communication with team members, patients, clients, residents, family members, representatives of other professions Basic care skills Special care procedures (dependent on practicum) Are familiar with and can coordinate health care processes Relevant medical, pharmaceutical and dietary knowledge Relevant care concepts Health promotion and disease prevention, counseling and guidance for patients, clients and residents.

Superior module:

Practical Training 3

Module description:

Students can integrate themselves into a healthcare team. They are capable of communicating with their colleagues, clients, patients and their family members in an appropriate manner. Under supervision and with guidance students are capable of carrying out basic health care duties within their and shared fields of responsibility. They are aware of their responsibility when accepting duties and know the boundaries of their task area. They can document patient care procedures in an appropriate manner. They are familiar with the daily routine in their area of practice and can meaningfully contribute to it and its organization. Students put into practice the nursing care concepts studied in theory. Within the context of their work and in the areas of health promotion and disease prevention they apply the counseling and education models studied and reflect on their usage. They use their knowledge to improve nursing procedures in the interest of the best possible care for patients, clients and residents The students assume responsibility for their proceedings and carry out selected nursing care procedures under supervision and with guidance. Students reflect on their practical experiences and put these in writing. In work assignments such reflection will be linked to specific areas of health care already studied in theory. In this manner students improve their ability to transfer theoretical knowledge into practice In self-study students acquire or deepen the relevant health care knowledge in respect to the clinical symptoms relevant in their respective area of practice (anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnosis, therapy)

Qualitative and Quantitative Research Methods in the Field of Nursing

Semester 3
Academic year 2
Course code GUKB3QQPIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 2
Examination character immanent

Lecture content:

Quantitative research: random samples, development of questionnaires, data collection, statistical evaluation, reliability and validity of measuring tools, external and internal validity. Qualitative research: random samples, development of interview guidelines, interview and observation techniques, evaluation of interviews, quality criteria of qualitative research.

Superior module:

Research Methods and Application

Module description:

Students are familiar with and are capable of using the fundamental methods of qualitative and quantitative research. Students are aware of the advantages and disadvantages of the various methods of random sampling. Students are familiar with the procedures involved in creating questionnaires and interview guidelines Students are able to carry out a qualitative and quantitative data collection. Students are able to carry out a simple quantitative data evaluation using SPSS. Students are able to carry out a simple qualitative data evaluation using Excel. Students can systematically summarize research results and present them clearly. Students are familiar with and can use research evaluation criteria. Students know and can use the criteria for evaluation of RCTs, systematic reviews, qualitative and non-experimental and quantitative studies Students can explain the fundamental concepts of inferential statistics and can set up data templates. Students are able to analyse data using SPSS and evaluate the results of descriptive and inferential statistics. In the context of their bachelors dissertation students can justify use of a nursing procedure for a selected problem through research in relevant data banks. All supportive studies found are critically and scientifically examined and research results systematically summarized.

Role Concepts in Diverse Settings

Semester 3
Academic year 2
Course code GUKB3RKOUB
Type UB
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 1.5
Examination character immanent

Lecture content:

Socialization; The process of socialization; the significance of the terms role and relationship; Factors influencing roles and relationships, reflection on personal role models, resolution of relationship problems, role transgressions, neglect of relevant roles Disabilities: Definitions, causes and vulnerable groups of persons, phenomenon and experience, care processes, primary, secondary and tertiary preventative strategies, mental hygiene for parties affected and caregivers, interdisciplinary cooperation. Abuse and violence: definitions, causes, vulnerable persons, violence victim phenomenon, monitoring and estimation of traumatic experience, care processes and special reporting methods (duty of disclosure), preventive measures for those affected and interdisciplinary cooperation. Study of the above mentioned topics via case studies of individuals with Down syndrome and bipolar mental illness.

Superior module:

Nursing Care in Specific Situations 1

Module description:

Students can recognize diverse ethic concepts. Students are aware that there are frequent ethical problems within in their vocational area. They can recognize and address ethical conflicts in their professional field. They reflect on ethical conflict situations using ethical principles such as dignity, autonomy and responsibility; They utilize theories in finding solutions. In a dilemma situation, they are able to arrive at or contribute to an ethical decision within a nursing or multi-professional team. Students are capable of carrying out nursing procedures and can justify their decisions based on currently available health care knowledge. Students can draw up a case history and utilize it to make a relevant nursing diagnosis. They are familiar with diagnostic procedures and are proficient in the use of common classification systems and instruments of assessment. Based on a case history, they are able to set up and evaluate a nursing plan. The students understand demographic development and its challenges in nursing. They plan individualized care for senior citizens who are being cared for in an institution or at home. They attend to elderly, critically ill and terminally ill patients and organize individualized care that revolves around maintaining quality of life and takes physical, mental, religious, spiritual, sociocultural, gender specific and ethical aspects into consideration. Students can describe the concepts of interpersonal communication and care of elderly patients that values individuality. They can justify biographical investigations and include family members in the case history, care and counseling. They are capable of using nursing care procedures in their work with the elderly. Students contemplate the phenomena of and coping strategies to deal with parting, death, pain and mourning in diverse religious and socioculural contexts and develop an understanding of them in nursing care. They can give reasons for the requirements of palliative care. They develop sensitivity in interpersonal relations, when dealing with critically and terminally ill individuals and their environments and identify relevant problems in nursing care. In crisis situations they can give psychological and social support. Students can identify the diverse roles and demands of extramural care, develop respect towards their clients living environment and include the family within the support system. The students are familiar with the responsibilities in nursing in terms of training, instructing and assisting patients and their family members when assuming health care duties. They can conduct such training, instruction and assistance. They can instruct, supervise and monitor students, nurse's assistants and members of the social service profession in providing nursing care or primary health care. They can determine whether care interventions and doctors orders can be delegated to qualified persons and give instruction and guidelines to carry out quality nursing care and medical procedures. Together with the individual receiving care and non-professional caregivers, students can develop a quality control system. They can explain the meaning of the terms role and relationship and can relate them to one another. They reflect on their own role models and describe the factors influencing each. They recognize the cause of problems in relationships and are familiar with approaches to problem solving. They are capable of establishing a trusting relationship with clients of all ages and their families. They reflect on the role of all individuals participating in the care of persons with disabilities and can state difficulties arising from these circumstances as well as integrate supportive measures into their own nursing procedures. They contemplate the topics of abuse and violence can describe problematic situations in nursing and are familiar with possible methods of resolution.

Salutogenic Models in Health Education

Semester 3
Academic year 2
Course code GUKB3MSGIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 2
Examination character immanent

Lecture content:

The salutogenic model - a theory of health, resistance resources, SOC concept: sense of coherence, subjective health theories and concepts; awareness of health risks and stress; subjective concept of disease; salutogenesis and stress prevention; transactional stress model, coping strategies, promotional and restrictive factors influencing alteration of health behaviour (social cognitive theory, phases of behaviour modification), public health and development of health promotion and disease prevention, the Ottawa-Charta as a content-based and systematic model of integration for health promotion, health education in social systems (setting approach), life skills approach (WHO) in health education, personal health prophylaxis.

Superior module:

Fundamentals of Health and Health Promotion

Module description:

The students are familiar with and understand the Salutogenic model. They can critically discuss their own attitudes towards health and describe their own health behaviour. They can integrate salutogenic concepts into their daily healthcare and nursing duties and use these concepts to develop specific skills needed in their practical work. They have knowledge of healthcare resources and procedures for promoting health education skills. They are familiar with strategies and methods of salutogenic health education and can actively use these in health promotional measures. The students recognize and understand the difference between public health strategies of health promotion and disease prevention. They are familiar with models of integration and can implement these in health educational measures in their own field of nursing. The students have knowledge of various healthcare theories and models, concepts of healthcare promotion and prevention as well as the Salutogenic holistic health model. They can critically discuss their own attitudes towards health and describe their own health behaviour. The students are familiar with important aspects of the interventionist theory (management cycle, principles) and can use them in nursing practice. The students understand how to evaluate health promotion and disease prevention procedures and strategies and can participate in the evaluation in situ or organise it. Within a consultation setting, students can develop a relationship based on mutual trust with people of all ages and their families, in order to promote compliance. Students can assume the responsibility of health promotional counseling within their professional field (within the framework of and as defined by advanced nursing practice) Students have the background theoretical knowledge and basic teaching skills needed to counsel patients and their families. Students are familiar with strategies and methods, can conduct conversations pragmatically and attune to the recipient and organize resource and client-oriented counseling based on the problem and available resources. They can play an active role in problem and conflict analysis. Students are capable of evaluating consultations in order to assess the need for counseling. Students can pedagogically plan, conduct and evaluate consultations and training in alignment with the recipients needs.

The Ethics of Nursing

Semester 3
Academic year 2
Course code GUKB3PFEIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 1.5
Examination character immanent

Lecture content:

Diverse ethic models: Normative ethic, descriptive ethics, deontology, teleological ethics, discourse ethics, virtue ethics, nursing ethics. Study based on practical nursing experiences: ethical problems and dilemmas; Implementation of ethical principals such as dignity, responsibility, welfare, justness, dialogue -in ethical conflict situations; Ethical argumentation and decision-making with the assistance of theories and decision-making models; Responsibility and justification; Professional code of conduct.

Superior module:

Nursing Care in Specific Situations 1

Module description:

Students can recognize diverse ethic concepts. Students are aware that there are frequent ethical problems within in their vocational area. They can recognize and address ethical conflicts in their professional field. They reflect on ethical conflict situations using ethical principles such as dignity, autonomy and responsibility; They utilize theories in finding solutions. In a dilemma situation, they are able to arrive at or contribute to an ethical decision within a nursing or multi-professional team. Students are capable of carrying out nursing procedures and can justify their decisions based on currently available health care knowledge. Students can draw up a case history and utilize it to make a relevant nursing diagnosis. They are familiar with diagnostic procedures and are proficient in the use of common classification systems and instruments of assessment. Based on a case history, they are able to set up and evaluate a nursing plan. The students understand demographic development and its challenges in nursing. They plan individualized care for senior citizens who are being cared for in an institution or at home. They attend to elderly, critically ill and terminally ill patients and organize individualized care that revolves around maintaining quality of life and takes physical, mental, religious, spiritual, sociocultural, gender specific and ethical aspects into consideration. Students can describe the concepts of interpersonal communication and care of elderly patients that values individuality. They can justify biographical investigations and include family members in the case history, care and counseling. They are capable of using nursing care procedures in their work with the elderly. Students contemplate the phenomena of and coping strategies to deal with parting, death, pain and mourning in diverse religious and socioculural contexts and develop an understanding of them in nursing care. They can give reasons for the requirements of palliative care. They develop sensitivity in interpersonal relations, when dealing with critically and terminally ill individuals and their environments and identify relevant problems in nursing care. In crisis situations they can give psychological and social support. Students can identify the diverse roles and demands of extramural care, develop respect towards their clients living environment and include the family within the support system. The students are familiar with the responsibilities in nursing in terms of training, instructing and assisting patients and their family members when assuming health care duties. They can conduct such training, instruction and assistance. They can instruct, supervise and monitor students, nurse's assistants and members of the social service profession in providing nursing care or primary health care. They can determine whether care interventions and doctors orders can be delegated to qualified persons and give instruction and guidelines to carry out quality nursing care and medical procedures. Together with the individual receiving care and non-professional caregivers, students can develop a quality control system. They can explain the meaning of the terms role and relationship and can relate them to one another. They reflect on their own role models and describe the factors influencing each. They recognize the cause of problems in relationships and are familiar with approaches to problem solving. They are capable of establishing a trusting relationship with clients of all ages and their families. They reflect on the role of all individuals participating in the care of persons with disabilities and can state difficulties arising from these circumstances as well as integrate supportive measures into their own nursing procedures. They contemplate the topics of abuse and violence can describe problematic situations in nursing and are familiar with possible methods of resolution.

Course titleSWSECTSTYPE

Critical Evaluation of Scientific Articles

Semester 4
Academic year 2
Course code GUKB4BWAIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 2
Examination character immanent

Lecture content:

Evaluation of RCTs, systematic reviews, qualitative studies and non-experimental studies.

Superior module:

Research Methods and Application

Module description:

Students are familiar with and are capable of using the fundamental methods of qualitative and quantitative research. Students are aware of the advantages and disadvantages of the various methods of random sampling. Students are familiar with the procedures involved in creating questionnaires and interview guidelines Students are able to carry out a qualitative and quantitative data collection. Students are able to carry out a simple quantitative data evaluation using SPSS. Students are able to carry out a simple qualitative data evaluation using Excel. Students can systematically summarize research results and present them clearly. Students are familiar with and can use research evaluation criteria. Students know and can use the criteria for evaluation of RCTs, systematic reviews, qualitative and non-experimental and quantitative studies Students can explain the fundamental concepts of inferential statistics and can set up data templates. Students are able to analyse data using SPSS and evaluate the results of descriptive and inferential statistics. In the context of their bachelors dissertation students can justify use of a nursing procedure for a selected problem through research in relevant data banks. All supportive studies found are critically and scientifically examined and research results systematically summarized.

Health Economics

Semester 4
Academic year 2
Course code GUKB4GÖFVO
Type VO
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 1
Examination character final

Lecture content:

Theoretical approaches in health economics, political economic position of the Austrian healthcare system, health spending, gross national product and revenue, employment developments, healthcare services financing, safeguarding health as an economic problem, performance-oriented hospital financing LKF model 2009, financing extramural health services.

Superior module:

Organisation and Management

Module description:

The students are familiar with formal structures and their respective interactive relationships and responsibilities. They can designate and organize them into units. They can name goal-oriented provisions in organisational and human resource development and integrate these into customized career planning. They are aware of quality dimensions and QM systems and can play an active role in quality management. The students are able to understand the complex network of planning, supervising, documenting, automation, and process evaluation across institutional and occupational groups and possess detailed knowledge of the structure, content and design of diagnosis and treatment processes. They can optimise work processes and their quality at the relevant interfaces in care provision and areas of operation and can introduce the development and implementation of solution strategies when confronted with interface problems. The students are capable of being actively involved in creating and optimising care processes in a professional manner. They can play an innovative key role in the implementation and development of care processes in an interdisciplinary and multi-professional vocational field. The students are familiar with the stipulations of change management and can assume the role of a change agent within the healthcare system. They are familiar with healthcare economics and are knowledgeable of financing methods for healthcare services.

Nursing Patients with Specific Limitations

Semester 4
Academic year 2
Course code GUKB4PFMIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 5
ECTS Credits 6
Examination character immanent

Lecture content:

Changes in living situations caused by chronic illness: Reflect on the individual and socio-cultural perspective of chronic illness, consequences, subjective experience and limitations in daily life; individual nursing processes, support in management of daily routines, mental hygiene strategies for patients, family members and caregivers. Definitions, causes, phenomenon, vulnerable persons or groups and how patients/clients with limitations in the areas of respiration, capabilities, hydration, safety; exercise, perception and cognition and sexuality: Approaches, accompaniment of patients during diagnostic and therapeutic procedures, primary, secondary and tertiary preventive nursing care, urgent interventions and interdisciplinary cooperation, mental hygiene for patients, family members and caregivers, examples of case studies and nursing processes.

Superior module:

Nursing Care in Specific Situations 2

Module description:

Students can describe and develop approaches to deal with specific nursing situations. They utilize nursing care processes for patients/clients of all age groups and can perform nursing techniques independently. In areas of joint responsibility they can carry out medical procedures as ordered by the physician and assume responsibility for their performance. They develop sensitivity for the psychosocial situation of patients and their environment and give them individual support in areas of impairment. They are capable of determining the necessity of involving other social and health professions. Students can apply specific nursing knowledge when dealing with individuals with specific conditions (chronic illness, disability, vital function impairment, changes in safety and movement, perception and cognition as well as intimacy and sexuality) They can justify the approach, diagnostics and assessment, monitoring and healthcare planning. They support clients during diagnostic and therapeutic procedures. They apply primary, secondary and tertiary preventive nursing, explain urgent interventions and plan interdisciplinary cooperation. Students develop sensitivity when dealing with people of all age groups undergoing surgical procedures. Students can describe the patient or clients preoperative, intraoperative and postoperative state. They can explain the effects on diverse areas of life. They support patients during diagnostic procedures and perform preparatory procedures for operations. Postoperative monitoring and special care can be carried out according to standards. They plan interdisciplinary cooperation and identify difficulties in nursing care processes. Students can explain procedures for the care of aseptic and septic wounds. Following critical examination they can integrate these procedures into situation-oriented and individual-oriented care. They can describe drainage systems and their possibilities. Students can describe the preparation, assistance, patient observation and follow-up care for drawing fluids and transfusions and can carry out these nursing procedures. Students apply procedure plans for drainage systems, probes, urinary catheterization, irrigation, instillation and enemas. They can explain the procedure and reflect on principles of hygiene and relevant medical concepts.

Organisational Theory and Development

Semester 4
Academic year 2
Course code GUKB4OREVO
Type VO
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 1.5
Examination character final

Lecture content:

Structural and process oriented organisational forms, organisation as a social system (decisions, rules, communication), organisational culture, change management - strategies to change structures, systems, processes or behaviour within an organisation, personnel development (PD), areas and objectives of PD, demand analysis.

Superior module:

Organisation and Management

Module description:

The students are familiar with formal structures and their respective interactive relationships and responsibilities. They can designate and organize them into units. They can name goal-oriented provisions in organisational and human resource development and integrate these into customized career planning. They are aware of quality dimensions and QM systems and can play an active role in quality management. The students are able to understand the complex network of planning, supervising, documenting, automation, and process evaluation across institutional and occupational groups and possess detailed knowledge of the structure, content and design of diagnosis and treatment processes. They can optimise work processes and their quality at the relevant interfaces in care provision and areas of operation and can introduce the development and implementation of solution strategies when confronted with interface problems. The students are capable of being actively involved in creating and optimising care processes in a professional manner. They can play an innovative key role in the implementation and development of care processes in an interdisciplinary and multi-professional vocational field. The students are familiar with the stipulations of change management and can assume the role of a change agent within the healthcare system. They are familiar with healthcare economics and are knowledgeable of financing methods for healthcare services.

Practical Training 4

Semester 4
Academic year 2
Course code GUKB4PR3IT
Type IT
Kind Internship (S)
INTL-Code 3
SWS 0
ECTS Credits 14.5
Examination character immanent

Lecture content:

Communication with team members, patients, clients, residents, family members, representatives of other professions Basic care skills Special care procedures (dependent on practicum) Are familiar with and can coordinate health care processes Relevant medical, pharmaceutical and dietary knowledge Relevant care concepts Health promotion and disease prevention, counseling and guidance for patients, clients and residents Carry out complex health care procedures.

Superior module:

Practical Training 4

Module description:

Students can integrate themselves into a healthcare team. They are capable of communicating with their colleagues, clients, patients and their family members in an appropriate manner. Under supervision and with guidance students are capable of carrying out basic health care duties within their and shared fields of responsibility. They are aware of their responsibility when accepting duties and know the boundaries of their task area. They can document patient care procedures in an appropriate manner. They are familiar with the daily routine in their area of practice and can meaningfully contribute to it and its organization. Students put into practice the nursing care concepts studied in theory. Within the context of their work and in the areas of health promotion and disease prevention they apply the counseling and education models studied and reflect on their usage. They use their knowledge to improve nursing procedures in the interest of the best possible care for patients, clients and residents. The students assume responsibility for their proceedings and carry out selected nursing care procedures under supervision and with guidance. Students reflect on their practical experiences and put these in writing. In work assignments such reflection will be linked to specific areas of health care already studied in theory. In this manner students improve their ability to transfer theoretical knowledge into practice In self-study students acquire or deepen the relevant health care knowledge in respect to the clinical symptoms relevant in their respective area of practice (anatomy, physiology, pathophysiology, causes, course of the disease, prognosis, diagnosis, therapy) Students improve the skills and proficiencies gained in Practical Training 1-3 and take on increasingly complex tasks. They can carry out health care procedures independently.

Quality and Process Management

Semester 4
Academic year 2
Course code GUKB4QPMIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 2
Examination character immanent

Lecture content:

Quality dimensions (quality in process, structure, result), QM systems: ISO, KTQ, TQM and EFQM models, quality management (quality control, quality circle), ÖNORM, DIN, Federal Law on Quality in the Healthcare Services (BGBl. I Nr. 179 - Patient Orientation, Transparency, Efficiency, Effectiveness and Patient Safety). Process management: strategic process optimisation, management of process components, process methods and tools, process cost management and process evaluation, certification in process management.

Superior module:

Organisation and Management

Module description:

The students are familiar with formal structures and their respective interactive relationships and responsibilities. They can designate and organize them into units. They can name goal-oriented provisions in organisational and human resource development and integrate these into customized career planning. They are aware of quality dimensions and QM systems and can play an active role in quality management. The students are able to understand the complex network of planning, supervising, documenting, automation, and process evaluation across institutional and occupational groups and possess detailed knowledge of the structure, content and design of diagnosis and treatment processes. They can optimise work processes and their quality at the relevant interfaces in care provision and areas of operation and can introduce the development and implementation of solution strategies when confronted with interface problems. The students are capable of being actively involved in creating and optimising care processes in a professional manner. They can play an innovative key role in the implementation and development of care processes in an interdisciplinary and multi-professional vocational field. The students are familiar with the stipulations of change management and can assume the role of a change agent within the healthcare system. They are familiar with healthcare economics and are knowledgeable of financing methods for healthcare services.

Selected Nursing Techniques

Semester 4
Academic year 2
Course code GUKB4PFTUB
Type UB
Kind Compulsory
INTL-Code 3
SWS 3
ECTS Credits 3
Examination character immanent

Lecture content:

The preoperative and postoperative condition of patients undergoing surgical procedures, effect on dimensions of life, interdisciplinary cooperation, preparation and support during diagnostic procedures, standardized postoperative monitoring, special nursing procedures for: convalescent diet, urinary and intestinal function, mobilization, prophylaxis and pain management, documentation of nursing processes; wound management. Hygiene procedures, anatomical and physiological knowledge for technical nursing procedures, 5 R-rule, nursing procedure complications Examples of procedure guidelines (preparation, assistance, patient monitoring and follow-up care) joint aspiration, transfusions, instillations and irrigations. Examples of procedure guidelines (preparation, assistance, patient monitoring and follow-up care) for enemas and urinary catheterization. Drainage, stoma, probes

Superior module:

Nursing Care in Specific Situations 2

Module description:

Students can describe and develop approaches to deal with specific nursing situations. They utilize nursing care processes for patients/clients of all age groups and can perform nursing techniques independently. In areas of joint responsibility they can carry out medical procedures as ordered by the physician and assume responsibility for their performance. They develop sensitivity for the psychosocial situation of patients and their environment and give them individual support in areas of impairment. They are capable of determining the necessity of involving other social and health professions. Students can apply specific nursing knowledge when dealing with individuals with specific conditions (chronic illness, disability, vital function impairment, changes in safety and movement, perception and cognition as well as intimacy and sexuality) They can justify the approach, diagnostics and assessment, monitoring and healthcare planning. They support clients during diagnostic and therapeutic procedures. They apply primary, secondary and tertiary preventive nursing, explain urgent interventions and plan interdisciplinary cooperation. Students develop sensitivity when dealing with people of all age groups undergoing surgical procedures. Students can describe the patient or clients preoperative, intraoperative and postoperative state. They can explain the effects on diverse areas of life. They support patients during diagnostic procedures and perform preparatory procedures for operations. Postoperative monitoring and special care can be carried out according to standards. They plan interdisciplinary cooperation and identify difficulties in nursing care processes. Students can explain procedures for the care of aseptic and septic wounds. Following critical examination they can integrate these procedures into situation-oriented and individual-oriented care. They can describe drainage systems and their possibilities. Students can describe the preparation, assistance, patient observation and follow-up care for drawing fluids and transfusions and can carry out these nursing procedures. Students apply procedure plans for drainage systems, probes, urinary catheterization, irrigation, instillation and enemas. They can explain the procedure and reflect on principles of hygiene and relevant medical concepts.

Course titleSWSECTSTYPE

Casework

Semester 5
Academic year 3
Course code GUKB5FAAUB
Type UB
Kind Compulsory
INTL-Code 3
SWS 4
ECTS Credits 4
Examination character immanent

Lecture content:

Examination of specific case study examples of nursing care: patient history, social history and biographical history; Nursing diagnostics, preparation of healthcare plans; evaluation; comparison with scientific findings in nursing interventions; study of the question of interdisciplinary cooperation.

Superior module:

Nursing Theory and Use in Practice

Module description:

Students are capable of compiling the elements of nursing care and nursing science for a given patient history based on precise questions and offer possible solutions for nursing care. They can research domestic as well as international scientific findings particularly in the areas of evidence-based reflection, evaluation and argumentation in the fields of healthcare and nursing. They can evaluate nursing care outcomes and justify them by referring to current scientific findings. They are capable of implementing evidence-based nursing science knowledge as relevant in care to compile norms, standards, guidelines and recommendations. Based on precise examples of patient and client histories students are able to recognize complex health care problems. They can holistically evaluate the health condition of people of all age groups and recognize anomalies necessitating clarification or intervention. They can carry out patient-oriented diagnostic care procedures under involvement of the client/patients environment. Within the framework of nursing diagnostics they can integrate the developmental level, the health risk factors and indicators, problems, demands, requirements and developmental potential of people of all age groups and their families while keeping the cultural context and philosophy in mind. They can subsequently plan the relevant health care interventions as required for the specific individual and condition. These are selected based on complete healthcare knowledge as well as the preferences and resources of the patient as relevant to their physical, mental, religious, spiritual, socio-cultural, gender-specific conditions and ethical aspects under consideration of economic and environmental considerations. Students set realistic goals and carry out evaluations in cooperation with the client and their environment and as relevant to their wishes and in observance of their dignity. They are able to anticipate possible consequences of functional impairment, damage, illness, diagnostics and therapy in people of all age groups. In cooperation with the patient and their environment they work towards developing compensatory measures. Students can integrate concepts, models and theories of nursing into healthcare and nursing procedures following critical examination respective of the individual and condition. Students are familiar with applications as well as principles, instruments and methods of project management and can plan, carry out and evaluate simple projects. Students plan a practical training project, carry it out and evaluate the results. Students are familiar with the potential spectrum of responsibilities in their profession particularly in schools, childcare facilities, companies and communities and can develop innovative concepts for new healthcare services. Students can explain the purpose and significance of interdisciplinary case conferences. In an interdisciplinary team, students are able to identify and explain problems relevant to healthcare and nursing science. Students review new trends in their profession and take part in conventions, conferences or other relevant events. They can reflect on these experiences and integrate that knowledge into their professional practice.

Practical Training 4

Semester 5
Academic year 3
Course code GUKB5PR4IT
Type IT
Kind Internship (S)
INTL-Code 3
SWS 0
ECTS Credits 26
Examination character immanent

Lecture content:

Communication with team members, patients, clients, residents, family members, representatives of other professions Basic care skills Special care procedures (dependent on practicum) Are familiar with and can coordinate health care processes Relevant medical, pharmaceutical and dietary knowledge Relevant care concepts Health promotion and disease prevention, counseling and guidance for patients, clients and residents Carry out complex health care procedures.

Superior module:

Practical Training 5

Module description:

Students improve the skills and proficiencies gained in Practical Training 1- 4 and can accept increasingly complex tasks. They can carry out health care procedures independently. With supervision and guidance students assume responsibility for a patient, client, resident or group of persons in need of care. They become acquainted with a head nurse's scope of duties.

Course titleSWSECTSTYPE

Bachelor Dissertation and Accompanying Seminar

Semester 6
Academic year 3
Course code GUKB6BBASE
Type SE
Kind Bachelor thesis
INTL-Code 3
SWS 1
ECTS Credits 8
Examination character immanent

Lecture content:

Determining and developing a research question, critical evaluation of research reports, systematic compilation of research results. Intermittent mentoring of the bachelor's dissertation via advisory discussions on the selected topic. Plenum discussion and evaluation of scientific publications.

Superior module:

Bachelor Dissertation 2

Module description:

In their bachelor dissertation students provide available evidence to support nursing procedures for a selected problem. They research relevant data banks, critically and scientifically examine any studies found, systematically summarize research results and offer recommendations for nursing practice.

Bachelor examination

Semester 6
Academic year 3
Course code GUKB6BAPBP
Type BP
Kind Compulsory
INTL-Code 1
SWS 0
ECTS Credits 0
Examination character final

Lecture content:

Bachelor examination

Superior module:

Bachelor examination

Module description:

Bachelor examination

Case-, Care- und Disease Management

Semester 6
Academic year 3
Course code GUKB6CCDIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 1.5
Examination character immanent

Lecture content:

Definition, conceptual and systematic basics of case management (CM), functions of CM, CM in emergency care, in extramural care and in long-term care and rehabilitation; national and international field reports on case management tasks. Examples of case situations Definition and fundamentals of care management. Definition, conceptual and systematic basics of disease management, function and importance of interdisciplinary healthcare provision paths in the emergency hospital, in out-patient departments, in extramural care, in rehabilitation und in long-term care. Exemplary disease management (e.g. DM Type 2)

Superior module:

Nursing Care Management

Module description:

Students can define management tasks in nursing, documentation and data entry, liability questions and evaluation of results of interdisciplinary care provision recommendations. They apply their knowledge and procedures to case study situations, plan interdisciplinary cooperation and develop solutions for patients and family members. They can justify the use of specific organizational forms and work methods in a variety of care settings and areas of healthcare provision. The students are able to understand the complex network of planning, supervision, documentation, automation and evaluation of processes across institutions and professional groups and possess detailed knowledge of structure, elements and design of diagnosis and treatment processes. As specialised personnel, they are able to take an active apart in designing and optimising the care process. They can assume the role of a case or care manager. They play an innovative and pivotal role in the implementation and further development of care processes in their interdisciplinary and multi-professional vocational field in the healthcare system. Students are knowledgeable of the duties of a ward or department manager. The students have basic knowledge for employment as a self-employed healthcare or nursing professional. They can plan their self-employment and are able to realistically evaluate the self-employment situation in the nursing sector. The students can define the term health determinants. They are familiar with intervention methods in the healthcare sector. They know about bio-statistical methods and can handle results from epidemiological studies. They are capable of justifying ideas from a nursing perspective to further develop healthcare systems with respect to cost-effectiveness.

Interdisciplinary Casework

Semester 6
Academic year 3
Course code GUKB6IFAUB
Type UB
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 1
Examination character immanent

Lecture content:

Explanation of the purpose and significance of interdisciplinary case conferences, explanation of case conferences as a problem solving approach. Holding case conferences, practical work on cases, reflect on the logic of various healthcare profession disciplines.

Superior module:

Nursing Theory and Use in Practice

Module description:

Students are capable of compiling the elements of nursing care and nursing science for a given patient history based on precise questions and offer possible solutions for nursing care. They can research domestic as well as international scientific findings particularly in the areas of evidence-based reflection, evaluation and argumentation in the fields of healthcare and nursing. They can evaluate nursing care outcomes and justify them by referring to current scientific findings. They are capable of implementing evidence-based nursing science knowledge as relevant in care to compile norms, standards, guidelines and recommendations. Based on precise examples of patient and client histories students are able to recognize complex health care problems. They can holistically evaluate the health condition of people of all age groups and recognize anomalies necessitating clarification or intervention. They can carry out patient-oriented diagnostic care procedures under involvement of the client/patients environment. Within the framework of nursing diagnostics they can integrate the developmental level, the health risk factors and indicators, problems, demands, requirements and developmental potential of people of all age groups and their families while keeping the cultural context and philosophy in mind. They can subsequently plan the relevant health care interventions as required for the specific individual and condition. These are selected based on complete healthcare knowledge as well as the preferences and resources of the patient as relevant to their physical, mental, religious, spiritual, socio-cultural, gender-specific conditions and ethical aspects under consideration of economic and environmental considerations. Students set realistic goals and carry out evaluations in cooperation with the client and their environment and as relevant to their wishes and in observance of their dignity. They are able to anticipate possible consequences of functional impairment, damage, illness, diagnostics and therapy in people of all age groups. In cooperation with the patient and their environment they work towards developing compensatory measures. Students can integrate concepts, models and theories of nursing into healthcare and nursing procedures following critical examination respective of the individual and condition. Students are familiar with applications as well as principles, instruments and methods of project management and can plan, carry out and evaluate simple projects. Students plan a practical training project, carry it out and evaluate the results. Students are familiar with the potential spectrum of responsibilities in their profession particularly in schools, childcare facilities, companies and communities and can develop innovative concepts for new healthcare services. Students can explain the purpose and significance of interdisciplinary case conferences. In an interdisciplinary team, students are able to identify and explain problems relevant to healthcare and nursing science. Students review new trends in their profession and take part in conventions, conferences or other relevant events. They can reflect on these experiences and integrate that knowledge into their professional practice.

Open Window

Semester 6
Academic year 3
Course code GUKB6OPWIT
Type IT
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 1.5
Examination character immanent

Lecture content:

Participation in conventions, conferences and other appropriate events relevant to healthcare and nursing, reflect on and discuss the relevance of the experience for healthcare professions.

Superior module:

Nursing Care Management

Module description:

Students can define management tasks in nursing, documentation and data entry, liability questions and evaluation of results of interdisciplinary care provision recommendations. They apply their knowledge and procedures to case study situations, plan interdisciplinary cooperation and develop solutions for patients and family members. They can justify the use of specific organizational forms and work methods in a variety of care settings and areas of healthcare provision. The students are able to understand the complex network of planning, supervision, documentation, automation and evaluation of processes across institutions and professional groups and possess detailed knowledge of structure, elements and design of diagnosis and treatment processes. As specialised personnel, they are able to take an active apart in designing and optimising the care process. They can assume the role of a case or care manager. They play an innovative and pivotal role in the implementation and further development of care processes in their interdisciplinary and multi-professional vocational field in the healthcare system. Students are knowledgeable of the duties of a ward or department manager. The students have basic knowledge for employment as a self-employed healthcare or nursing professional. They can plan their self-employment and are able to realistically evaluate the self-employment situation in the nursing sector. The students can define the term health determinants. They are familiar with intervention methods in the healthcare sector. They know about bio-statistical methods and can handle results from epidemiological studies. They are capable of justifying ideas from a nursing perspective to further develop healthcare systems with respect to cost-effectiveness.

Practical Training 6

Semester 6
Academic year 3
Course code GUKB6PR5IT
Type IT
Kind Internship (S)
INTL-Code 3
SWS 0
ECTS Credits 13
Examination character immanent

Lecture content:

Communication with team members, patients, clients, residents, family members, representatives of other professions Basic care skills Special care procedures (dependent on practicum) Are familiar with and can coordinate health care processes Relevant medical, pharmaceutical and dietary knowledge Relevant care concepts Health promotion and disease prevention, counseling and guidance for patients, clients and residents Carry out complex health care procedures Attend to patients, clients and residents (nursing care, organization, ward rounds, discharge management).

Superior module:

Practical Training 6

Module description:

-

Project: Nursing in Practice

Semester 6
Academic year 3
Course code GUKB6PRPUE
Type UB
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 2
Examination character immanent

Lecture content:

Development, planning and implementation of a project relevant to the nursing field. Project evaluation

Superior module:

Nursing Care Management

Module description:

Students can define management tasks in nursing, documentation and data entry, liability questions and evaluation of results of interdisciplinary care provision recommendations. They apply their knowledge and procedures to case study situations, plan interdisciplinary cooperation and develop solutions for patients and family members. They can justify the use of specific organizational forms and work methods in a variety of care settings and areas of healthcare provision. The students are able to understand the complex network of planning, supervision, documentation, automation and evaluation of processes across institutions and professional groups and possess detailed knowledge of structure, elements and design of diagnosis and treatment processes. As specialised personnel, they are able to take an active apart in designing and optimising the care process. They can assume the role of a case or care manager. They play an innovative and pivotal role in the implementation and further development of care processes in their interdisciplinary and multi-professional vocational field in the healthcare system. Students are knowledgeable of the duties of a ward or department manager. The students have basic knowledge for employment as a self-employed healthcare or nursing professional. They can plan their self-employment and are able to realistically evaluate the self-employment situation in the nursing sector. The students can define the term health determinants. They are familiar with intervention methods in the healthcare sector. They know about bio-statistical methods and can handle results from epidemiological studies. They are capable of justifying ideas from a nursing perspective to further develop healthcare systems with respect to cost-effectiveness.

Self Management in Nursing

Semester 6
Academic year 3
Course code GUKB6SPBRC
Type RC
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 0.5
Examination character immanent

Lecture content:

Terms stress and stress factor, types of stress; stress models; stress factors in nursing; consequences of stress in nursing; origins and symptoms of burnout; coping strategies; self reflection; supervision - principle, objective and function; concept "helpless helper"; creating work-life balance in daily working routine; time management in daily job, innovative work perspectives, accident and disease prevention at work, career options.

Superior module:

Nursing Theory and Use in Practice

Module description:

Students are capable of compiling the elements of nursing care and nursing science for a given patient history based on precise questions and offer possible solutions for nursing care. They can research domestic as well as international scientific findings particularly in the areas of evidence-based reflection, evaluation and argumentation in the fields of healthcare and nursing. They can evaluate nursing care outcomes and justify them by referring to current scientific findings. They are capable of implementing evidence-based nursing science knowledge as relevant in care to compile norms, standards, guidelines and recommendations. Based on precise examples of patient and client histories students are able to recognize complex health care problems. They can holistically evaluate the health condition of people of all age groups and recognize anomalies necessitating clarification or intervention. They can carry out patient-oriented diagnostic care procedures under involvement of the client/patients environment. Within the framework of nursing diagnostics they can integrate the developmental level, the health risk factors and indicators, problems, demands, requirements and developmental potential of people of all age groups and their families while keeping the cultural context and philosophy in mind. They can subsequently plan the relevant health care interventions as required for the specific individual and condition. These are selected based on complete healthcare knowledge as well as the preferences and resources of the patient as relevant to their physical, mental, religious, spiritual, socio-cultural, gender-specific conditions and ethical aspects under consideration of economic and environmental considerations. Students set realistic goals and carry out evaluations in cooperation with the client and their environment and as relevant to their wishes and in observance of their dignity. They are able to anticipate possible consequences of functional impairment, damage, illness, diagnostics and therapy in people of all age groups. In cooperation with the patient and their environment they work towards developing compensatory measures. Students can integrate concepts, models and theories of nursing into healthcare and nursing procedures following critical examination respective of the individual and condition. Students are familiar with applications as well as principles, instruments and methods of project management and can plan, carry out and evaluate simple projects. Students plan a practical training project, carry it out and evaluate the results. Students are familiar with the potential spectrum of responsibilities in their profession particularly in schools, childcare facilities, companies and communities and can develop innovative concepts for new healthcare services. Students can explain the purpose and significance of interdisciplinary case conferences. In an interdisciplinary team, students are able to identify and explain problems relevant to healthcare and nursing science. Students review new trends in their profession and take part in conventions, conferences or other relevant events. They can reflect on these experiences and integrate that knowledge into their professional practice.

Elective 1

Pedeatric and Adolescent Care

Semester 6
Academic year 3
Course code GUKB6KJPIL
Type IL
Kind Elective
INTL-Code 3
SWS 3
ECTS Credits 2.5
Examination character immanent

Lecture content:

Insight into nursing care for children and adolescents (scope of responsibilities, components, field of work, the distinguishing factors in comparison to general healthcare and nursing).

Superior module:

Elective 1

Module description:

Students are given insight into special areas of nursing. They can define each task area and outline corresponding healthcare and nursing procedures.

Elective 2

Psychiatric Health and Nursing Care

Semester 6
Academic year 3
Course code GUKB6PPFIL
Type IL
Kind Elective
INTL-Code 3
SWS 3
ECTS Credits 2.5
Examination character immanent

Lecture content:

Insight into the area of psychiatric health care and nursing (scope of responsibilities, components, field of work, the distinguishing factors in comparison to general healthcare and nursing).

Superior module:

Elective 2

Module description:

Students are given insight into special areas of nursing. They can define each task area and outline corresponding healthcare and nursing procedures.

Elective 3

Surgical Nursing Care

Semester 6
Academic year 3
Course code GUKB6PFAIL
Type IL
Kind Elective
INTL-Code 3
SWS 3
ECTS Credits 2.5
Examination character immanent

Lecture content:

Insight into the area of surgical nursing care (areas of responsibility, components, fields of work)

Superior module:

Elective 3

Module description:

Students are given insight into special areas of nursing. They can define each task area and outline corresponding healthcare and nursing procedures.

Legend
SemesterSemesters 1, 3, 5: courses held only in winter semester (mid-September to end of January), Semesters 2, 4, 6: courses held only in summer semester (mid-February to end of June)
SWSweekly contact hours over 14 weeks in semester (example SWS 2 equals 28 contact hours for the whole course
ECTS CreditsWork load in ECTS credits, 1 ECTS credit equals an estimated 25 hours of work for the student
INTL-CodeIndicates categories for incoming students
5: offered in English on a routine basis
4: offered in English if a specified number of incoming students attend (usually 3)
3: taught in German but support material in English, exams can also be taken in English, active support from a student buddy
2: taught in German, incoming students require sufficient German proficiency to follow class
1: not available for incomings
TypeBP = Bachelor final exam
DP/MP = Master final exam
IL = Lecture with integrated project work
IT = Individual training/phases
LB = Lab (session)
PS = Pro-seminar
PT = Project
RC = Course with integrated reflective practice
RE = Revision course
SE = Seminar
TU = Tutorial
UB = Practice session/Subject practical sessions
VO = Lecture