Salutophysiology for Midwives

Course titleSWSECTSTYPE

Development of the foetus's competencies

Semester 1
Academic year 1
Course code APHM1KFÖIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2.5
ECTS Credits 5
Examination character immanent

Lecture content:

The independence and symbiosis of the foeto-placental system. Adaptation, physiological competencies and resources of the child in each of its existential phases. Placental hormones, hormones in the umbilical cord and the amniotic fluid, complex placental physiologies, foetal adrenaline and its specific sub-partum role; health of the foetus: endocrine, motoric, sensory growth-related, communication-related and reactive competencies of the foetus. Direct and indirect clinical monitoring of the foeto-placental system through the mother, in each trimenon of the pregnancy. Options related to diagnosis by the midwife and intervention (e.g.: metamorphic massage). The bonding process is focalised as an important resource, and the hormonal basis of the relationship between the mother and the child is explained. The observation pattern is introduced as a central instrument for diagnosis by midwives.

Superior module:

Physiology of pregnancy 1

Module description:

Pregnancy should be understood to be an extensive process that is shaped by the foetus or, as the case may be, the foeto-placental system in a manner that is characterised by collaborative exchanges and interaction with the mother and the maternal system. Expansion of the knowledge base: Salutophysiology of the pregnancy, distribution of the four pillars of health across the pregnancy's trimesters. Perceiving the foeto-placental system to be a competent, co-creating element of the pregnancy (foeto-placental hormones and the like). Instrumental competence: Clinical detection of the health-related indications and the signs requiring attention that are associated with the individual trimesters with the aid of practical case analyses, and clinical detection of the presence of certain hormones. The method of transferring the knowledge gained to the practice of midwifery is prepared with the help of practise exercises involving the observation pattern. Physical exercises can be used in a targeted manner to encourage homoeostasis. Systemic competence: Identification of the interrelationships found in the pregnant women's eco-social systems with the help of extensive medical histories and the observation pattern, into which the environment is actively factored. Communicative competencies: Being one of the most important resources associated with the practice of midwifery, the problem-solving method is practised. The classroom activities are conducted at all levels and involve various methods. Consequently, the students acquire wide-ranging expertise in the domains associated with adult education and professional advice. In some cases, these methods are put to immediate use.

Dynamics of the pelvis

Semester 1
Academic year 1
Course code APHM1ENOIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 3
Examination character immanent

Lecture content:

Biomechanical aspects of the bony basin during pregnancy, childbirth, confinement. Learning to detect (quick tests) possible pathologies [SIG, symphysis, coccygeus; differential diagnostics: LBH region (region housing the lumbar spine, the pelvic joints and the hip joints)]. Muscular-fascial pelvic base and fascial systems of the small basin and its functional significance for/during pregnancy/childbirth/work done by midwives (above all, the importance of the hip joint during childbirth and for remission).

Superior module:

Physiology and salutogenesis

Module description:

Knowledge consolidation: The graduates become acquainted with new theoretical principles that make it possible for them to understand, within the context of self-monitoring, the multi-layered interaction between the physiological systems found in human beings. They gain an initial insight into the clinical applicability of the said principles. Instrumental competence: The method of collecting extensive medical histories is practised within a practical context. The students also gain initial experience associated with the domain of clinical monitoring which, for example, can be used to monitor the hormonal system. Systemic competence: Working, for example, with the resources instead of using the normal risk-tracing process provides options for empowering the clientele. Communicative competencies: The explanations of the technical terms simplifies the process of identifying complex interdependencies that were previously sensed and only vaguely perceptible. Consequently, interactions with colleagues acquire a degree of depth. Ideas and thoughts that may previously have been isolated can be repackaged and exchanged.

History of midwives, genesis and transfer of obstetric knowledge

Semester 1
Academic year 1
Course code APHM1HGTIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 4
Examination character immanent

Lecture content:

The course focusses on the history of the associated knowledge. Textbooks are used to illustrate the manners in which the knowledge in question was passed on. The topic involving the genesis of obstetric knowledge is discussed with the help of examples of manual manoeuvres such as the Siegemund manoeuvre and/or the areas of application of individual medicinal plants. Aspects of the manner in which the knowledge in question was passed on are to be discussed. Biographical information regarding the professional lives of midwives and the contents of textbooks for midwives are consulted for the transfer process. The students are introduced to original sources and their context, and they try out the hermeneutic textual analysis process. Tangible objects are made available for analysis. Interviews that relate to the prescribed topics and which are prepared and followed up on thoroughly are used to establish a reservoir of midwife-related knowledge and expand it over the course of the degree programme. At the same time, this also introduces the students to qualitative research work.

Superior module:

Introduction to midwifery-related research

Module description:

Expanding the knowledge base: The graduates understand the relevance of historical processes for the current status of midwifery as a profession. They are familiar with the origin of the tradition of handing down selected pieces of knowledge and the manner in which this is accomplished. They have an overview of the latest midwifery-related research that is being conducted at the national and international levels. They are aware of the manner in which research results are classified on the basis of their significance and the respective level of evidence. They are familiar with the criteria that are used to produce an evaluation of this nature and are capable of creating scientific texts. Knowledge consolidation: The graduates can weigh the pros and cons of quantitative research and identify the ethical and financial aspects of research. Scientific methods of acquiring knowledge are clarified and understood, tools that can be used to independently create scientific texts are acquired, and qualified source criticism can be expressed and formulated. Instrumental competence: The graduates reflect historical texts and pose the appropriate questions. They put themselves to the test in interview-related situations and try out the hermeneutic textual analysis process. They level constructive criticism at external texts and try their hand at the collaborative process used in a scientific writing workshop. Systemic competence: The graduates use the appropriate techniques to conduct research and evaluate source material. They can depict its contents and evaluate them within the scope of the given context. They consider themselves to be graduates of a masters programme in the science of midwifery. They understand the importance of teamwork that attaches due regard to the intellectual property of external entities and the influence that scientific texts can exert. Communicative competencies: The graduates can reflect and present their own results. They are capable of assuming the responsibility associated with being members of a study group. They can regulate the study programme in a collaborative manner and schedule the respective steps accordingly.

Peer-group I

Semester 1
Academic year 1
Course code APHM1PG1IL
Type IL
Kind Compulsory
INTL-Code 3
SWS 0
ECTS Credits 3
Examination character immanent

Lecture content:

In the regional peer groups, the respective work assignments are completed through individual efforts and a meeting that lasts for at least 8 hours. The results are either submitted in writing or picked up on during the subsequent modules.

Superior module:

Adult education and innovation I

Module description:

Knowledge consolidation: The participants practice the method of imparting extensive information and the central and important contents of the said information. The study process is facilitated in a manner that is in accordance with neurophysiological necessities. The various method-related experiences gained by the graduates over the course of the master's programme are upheld and processed in a systematic manner. This ensures that the graduates build up a rich collection of methods. The students are taught to identify and mould dynamics that emerge in groups. The students accomplish this by reflecting upon the events that take place during the course and the nuanced group dynamics that become apparent. Instrumental competence: Methodical expertise associated with the skill of speaking and the role of the leader of a group is imparted in a targeted manner. The skill associated with contemplation is deepened by encouraging the process of contemplation throughout the year. Systemic competence: New fields of work open up, which may also lie in a much larger context. This can lead to the emergence of new midwifery-related services and forms of collaboration. Communicative competencies: The graduates are even capable of being aware of the basic principles of salutophysiology when information is being imparted. They can, either individually or as members of a group, do the resource-oriented and empowering work of midwives on the basis of a well-founded theoretical background, in a manner that ensures that they remain aware of themselves.

Physiological principles

Semester 1
Academic year 1
Course code APHM1PDPIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 3
ECTS Credits 6
Examination character immanent

Lecture content:

Physiological and workable definition of health as the ability to adapt, among other things; introduction to the physiological systems of adjustment, the person-environment unit, the instinctive ability to react and the expansive and contractile rhythms associated with pregnancy, childbirth and exogestation, introduction to the primary adaptation system. Introduction to the 4 pillars of health associated with the pregnancy period. 1. The hormonal system and its clinical monitoring 2. The neurovegetative system and its clinical monitoring (e.g. rhythms of the fight-flight system) 3. The foeto-placental system and its clinical monitoring 4. Person-environment (psycho-social system), communication between the physiological systems. Interaction between hormonal and neurovegetative system, clinical monitoring, detailed knowledge of: progesterone, oestrogens, oxytocin, endorphins, prolactin. Neuroanatomy: Principles of neurophysiology, structure of and interaction between the different parts of the brains and their functions, sympathetic and parasympathetic nervous systems.

Superior module:

Physiology and salutogenesis

Module description:

Knowledge consolidation: The graduates become acquainted with new theoretical principles that make it possible for them to understand, within the context of self-monitoring, the multi-layered interaction between the physiological systems found in human beings. They gain an initial insight into the clinical applicability of the said principles. Instrumental competence: The method of collecting extensive medical histories is practised within a practical context. The students also gain initial experience associated with the domain of clinical monitoring which, for example, can be used to monitor the hormonal system. Systemic competence: Working, for example, with the resources instead of using the normal risk-tracing process provides options for empowering the clientele. Communicative competencies: The explanations of the technical terms simplifies the process of identifying complex interdependencies that were previously sensed and only vaguely perceptible. Consequently, interactions with colleagues acquire a degree of depth. Ideas and thoughts that may previously have been isolated can be repackaged and exchanged.

Principles of salutogenesis

Semester 1
Academic year 1
Course code APHM1PDSIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 3
Examination character immanent

Lecture content:

Introduction to the principles of salutogenesis and their usage in the continuous care provided by the midwife. Working with the personal and social resources, working with the individual ecosystem, working with the woman's conscious and subconscious responsiveness. The sense of coherence and the strengthening of the sense of coherence as an important orientation aid for women and a valuable instrument for the work done by midwives, transformative and regressive coping.

Superior module:

Physiology and salutogenesis

Module description:

Knowledge consolidation: The graduates become acquainted with new theoretical principles that make it possible for them to understand, within the context of self-monitoring, the multi-layered interaction between the physiological systems found in human beings. They gain an initial insight into the clinical applicability of the said principles. Instrumental competence: The method of collecting extensive medical histories is practised within a practical context. The students also gain initial experience associated with the domain of clinical monitoring which, for example, can be used to monitor the hormonal system. Systemic competence: Working, for example, with the resources instead of using the normal risk-tracing process provides options for empowering the clientele. Communicative competencies: The explanations of the technical terms simplifies the process of identifying complex interdependencies that were previously sensed and only vaguely perceptible. Consequently, interactions with colleagues acquire a degree of depth. Ideas and thoughts that may previously have been isolated can be repackaged and exchanged.

Research fundamentals

Semester 1
Academic year 1
Course code APHM1GFOIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 3
Examination character immanent

Lecture content:

Important texts are used to introduce the students to the following techniques associated with scientific work: Text apprehension - Textual criticism In particular, the critical handling of online sources; searching for sources; selecting sources; evaluating sources; Conceptual structuring and creation of an outline; writing a scientific text; options associated with source citation; requirements associated with an extensive stock of references. The course uses a problem-oriented and activity-oriented approach. It concludes with a review of an external draft of a thesis and the creation of a brief thesis.

Superior module:

Introduction to midwifery-related research

Module description:

Expanding the knowledge base: The graduates understand the relevance of historical processes for the current status of midwifery as a profession. They are familiar with the origin of the tradition of handing down selected pieces of knowledge and the manner in which this is accomplished. They have an overview of the latest midwifery-related research that is being conducted at the national and international levels. They are aware of the manner in which research results are classified on the basis of their significance and the respective level of evidence. They are familiar with the criteria that are used to produce an evaluation of this nature and are capable of creating scientific texts. Knowledge consolidation: The graduates can weigh the pros and cons of quantitative research and identify the ethical and financial aspects of research. Scientific methods of acquiring knowledge are clarified and understood, tools that can be used to independently create scientific texts are acquired, and qualified source criticism can be expressed and formulated. Instrumental competence: The graduates reflect historical texts and pose the appropriate questions. They put themselves to the test in interview-related situations and try out the hermeneutic textual analysis process. They level constructive criticism at external texts and try their hand at the collaborative process used in a scientific writing workshop. Systemic competence: The graduates use the appropriate techniques to conduct research and evaluate source material. They can depict its contents and evaluate them within the scope of the given context. They consider themselves to be graduates of a masters programme in the science of midwifery. They understand the importance of teamwork that attaches due regard to the intellectual property of external entities and the influence that scientific texts can exert. Communicative competencies: The graduates can reflect and present their own results. They are capable of assuming the responsibility associated with being members of a study group. They can regulate the study programme in a collaborative manner and schedule the respective steps accordingly.

Stress and Coping

Semester 1
Academic year 1
Course code APHM1CUSIL
Type IL
Kind Compulsory
INTL-Code 1
SWS 1.5
ECTS Credits 3
Examination character immanent

Lecture content:

This course focalises aspects of the 4th pillar of health, whereby it deals with the communication that takes place between the different physiological systems and the relationship that exists between the woman and her surroundings. The individual coping strategies, fear (biological and social), sense of coherence (comprehensibility, manageability, significance), eustress and distress, the ecosystem, and the process of recognising the individual stress tolerance thresholds within the context of the primary adaptation systems (medical history - part 2) are the topics that are covered. The relationship between stress and resources is formulated and the quality of the coping strategies is evaluated. Practical instruments used by midwives to strengthen the feeling of coherence and the couple's ability to cope are developed, as are various support options. Introduction to polarity and other physical exercises.

Superior module:

Professional advice 1

Module description:

Expanding the knowledge base: Graduates know that professional advice is a central tool in the domain associated with midwifery, and are capable of establishing and moulding a professional relationship. The resource-oriented approach is implemented theoretically and practically. Knowledge consolidation: Theories associated with positive communication and problem-solving strengthen the students' consultation expertise. The basic concepts associated with salutogenesis, such as the concepts related to coping, the sense of coherency, stress, stress tolerance, etc. are processed in a manner that ensures that the respective pieces of information can, within the context of an extensive salutophysiological medical record, be acquired and evaluated. Instrumental competence: The tasks and skills associated with creating a support schedule, using a decision-making schema, creating a circular assessment, collecting data for an extensive medical record and the continuous support that is provided by midwives and which takes the form of facilitation are practised and refined in a targeted manner. Systemic competence: Graduates can communicate with the pregnant women and their eco-social environment in a targeted manner, thereby strengthening the retention-related and bonding-related functions of their systems. Communicative competencies: Positive communication is practised in a systematic manner and utilised within a professional context. Being a valuable option for steering and supporting individual and group processes, the problem-solving approach is practised. It is also available as an option for subsequent midwifery-related consultations.

Course titleSWSECTSTYPE

Dynamics of birth

Semester 2
Academic year 1
Course code APHM2PGEIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 3
Examination character immanent

Lecture content:

Physiological, psycho-social and emotional adaptation during childbirth. Indicators and dynamics of the latent phase, the dilation phase, the transitional phases, the birth phases and the afterbirth phases. Anatomy of the basin, position, interaction between the torsional capsules, including the pelvic base (sub partum). Childbirth-related competencies and resources of the mother and the child, and activation and strengthening of the parties involved with the childbirth. Understanding the complexity of labour pains, understanding and using the extensive options associated with physiological analgesia that are applicable at various levels, labour pains as a topic covered by the preparation for childbirth. The pillars of health in the phases of childbirth, the typical topics, dynamics and challenges associated with the phases. Working with observation patterns and decision-making schemes, in conjunction with clinical cases. Long-term effects of salutogenetic obstetric care. Natural elements as enhanced options for perception and intervention, especially fire and air. Specific physical exercises.

Superior module:

Physiology of birth I

Module description:

Expansion of the knowledge base: In order to understand the salutophysiological aspects of childbirth, the students run through the knowledge of the four pillars of health associated with the three phases of the childbirth process. The typical constellations are worked out and differentiated from each other in a manner that makes them observable. They serve as the basis for midwifery-specific diagnoses and interventions. Knowledge consolidation: An analysis of the distinctiveness of labour pains and natural analgesia, the clinical detection of the complex hormonal dynamics of the childbirth process, a consideration of the interaction between the sympathetic and parasympathetic nervous systems and an inspection of the complex physical, emotional, behavioural and social aspects of the interaction that takes place during the childbirth process make it possible to understand the existential aspect of the childbirth process and its intensity, and influence it (the childbirth process) in a targeted manner. Instrumental competence: The graduates have at their disposal multi-layered systems of observation, perception, interpretation and intervention that can be used vis-a-vis the childbirth process. In practice, decision-making schemes and observation patterns assist in the creation of differentiated midwifery-related diagnoses. Graduates strengthen the sense of coherency of the pregnant women and that of their systems in a targeted manner, and thereby help make the childbirth process a health-promoting and empowering experience. Systemic competence: The graduates perceive the complex dynamics found in both the family system that is receiving support and the work environment. They possess tools that can be used to exert a positive influence on the said dynamics. Communicative competencies: By perceiving the childbirth-relevant system in a wide-ranging manner, the graduates can help highlight and balance neglected aspects, and thereby contribute to the process of facilitating an orderly and salutophysiological childbirth process. Along with the physical level, they also take the emotional, behavioural and social levels into consideration. They are capable of communicating at all of these levels in a targeted manner.

Dynamics of pregnancy

Semester 2
Academic year 1
Course code APHM2PSSIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1.5
ECTS Credits 3
Examination character immanent

Lecture content:

Focal points of the physiological, psycho-social and emotional adaptation to the pregnancy. Strategies used to place the women, her needs and her resources at the centre of the support system. Utilisation of the appropriate anti-stress measures. Physiology of the uterus, diagnostics of pain, basin-related diagnostics. Natural elements as additional options for perception and intervention, especially soil and water, the corresponding physical exercises, working with images, long-term effects of salutogenetic pregnancy assistance.

Superior module:

Physiology of pregnancy 2

Module description:

Pregnancy should be understood to be an extensive process that is shaped by the foetus or, as the case may be, the foeto-placental system in a manner that is characterised by collaborative exchanges and interaction with the mother and the maternal system. Expansion of the knowledge base: Salutophysiology of the pregnancy, distribution of the four pillars of health across the pregnancy's trimesters. Perceiving the foeto-placental system to be a competent, co-creating element of the pregnancy (foeto-placental hormones and the like). Instrumental competence: Clinical detection of the health-related indications and the signs requiring attention that are associated with the individual trimesters with the aid of practical case analyses, and clinical detection of the presence of certain hormones. The method of transferring the knowledge gained to the practice of midwifery is prepared with the help of practise exercises involving the observation pattern. Physical exercises can be used in a targeted manner to encourage homoeostasis. Systemic competence: Identification of the interrelationships found in the pregnant women's eco-social systems with the help of extensive medical histories and the observation pattern, into which the environment is actively factored. Communicative competencies: Being one of the most important resources associated with the practice of midwifery, the problem-solving method is practised. The classroom activities are conducted at all levels and involve various methods. Consequently, the students acquire wide-ranging expertise in the domains associated with adult education and professional advice. In some cases, these methods are put to immediate use.

Images of women and body images

Semester 2
Academic year 1
Course code APHM2FKOIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 4
Examination character immanent

Lecture content:

Historical body-related research is used to illustrate the contextual dependency between self-perception and external perception and the influence exerted on the concrete experiences of pregnancy, childbirth and motherhood. Historical and contemporary texts are used to comprehend midwife knowledge, attributions associated with the profession, and the processes and dynamics associated with the weakening of the profession over the course of history. This sharpens the appreciation of how an insight into the domain in question can be obtained with the help of modern medicines and techniques. The awareness-related options, requirements and limitations associated with qualitative and quantitative research are discussed in a critical light within the context of the current scientific contents of midwife knowledge.

Superior module:

Culture and motherhood I

Module description:

Expansion of the knowledge base: This module involves a consideration of the historical and current effects of socio-cultural factors on motherhood. Being aware of the perspective-forming axioms of the disciplines and the manner in which they have changed over the course of time makes it possible to view the current key themes associated with the domain of obstetrics focal points from a wider angle and understand them more thoroughly. Knowledge consolidation: Knowledge of women's history and the socialisation of women can make it possible to critically examine visible personal dilemmas in a manner that takes the overall social context into account. In addition to creating new opportunities for action, it can often help the graduate unburden the woman in question. Instrumental competence: Reflecting personal experiences within a cultural and historical context makes it possible to acquire enhanced consultation expertise and support-related expertise. The ability to link the specific to the general and the general to the specific broadens one's horizons. Systemic competence: The ability to perceive the system in a manner that takes social and temporal factors into consideration enhances the professional understanding and expands the opportunities for action. Communicative competencies: Self-reflection and a collaborative consideration of feminine socialisation make it possible to expand the space associated with the support that is provided by midwives.

Peer-group II

Semester 2
Academic year 1
Course code APHM2PG2IL
Type IL
Kind Compulsory
INTL-Code 3
SWS 0
ECTS Credits 3
Examination character immanent

Lecture content:

In the regional peer groups, the respective work assignments are completed through individual efforts and a meeting that lasts for at least 8 hours. The results are either submitted in writing or picked up on during the subsequent modules.

Superior module:

Adult education and innovation I

Module description:

Knowledge consolidation: The participants practice the method of imparting extensive information and the central and important contents of the said information. The study process is facilitated in a manner that is in accordance with neurophysiological necessities. The various method-related experiences gained by the graduates over the course of the master's programme are upheld and processed in a systematic manner. This ensures that the graduates build up a rich collection of methods. The students are taught to identify and mould dynamics that emerge in groups. The students accomplish this by reflecting upon the events that take place during the course and the nuanced group dynamics that become apparent. Instrumental competence: Methodical expertise associated with the skill of speaking and the role of the leader of a group is imparted in a targeted manner. The skill associated with contemplation is deepened by encouraging the process of contemplation throughout the year. Systemic competence: New fields of work open up, which may also lie in a much larger context. This can lead to the emergence of new midwifery-related services and forms of collaboration. Communicative competencies: The graduates are even capable of being aware of the basic principles of salutophysiology when information is being imparted. They can, either individually or as members of a group, do the resource-oriented and empowering work of midwives on the basis of a well-founded theoretical background, in a manner that ensures that they remain aware of themselves.

Pillars of health in the phases of pregnancy

Semester 2
Academic year 1
Course code APHM2SGTIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 2
Examination character immanent

Lecture content:

The following 4 pillars of health are examined in each trimester of the pregnancy: the hormone system, the neuro-vegetative system, the foeto-placental system and the psycho-social system. The endogenous symbiosis between the mother and the child, clinical signs, analysis by the midwife and specific intervention options for each trimester. Typical challenges, topics and constellations associated with each trimester of the pregnancy.

Superior module:

Physiology of pregnancy 2

Module description:

Pregnancy should be understood to be an extensive process that is shaped by the foetus or, as the case may be, the foeto-placental system in a manner that is characterised by collaborative exchanges and interaction with the mother and the maternal system. Expansion of the knowledge base: Salutophysiology of the pregnancy, distribution of the four pillars of health across the pregnancy's trimesters. Perceiving the foeto-placental system to be a competent, co-creating element of the pregnancy (foeto-placental hormones and the like). Instrumental competence: Clinical detection of the health-related indications and the signs requiring attention that are associated with the individual trimesters with the aid of practical case analyses, and clinical detection of the presence of certain hormones. The method of transferring the knowledge gained to the practice of midwifery is prepared with the help of practise exercises involving the observation pattern. Physical exercises can be used in a targeted manner to encourage homoeostasis. Systemic competence: Identification of the interrelationships found in the pregnant women's eco-social systems with the help of extensive medical histories and the observation pattern, into which the environment is actively factored. Communicative competencies: Being one of the most important resources associated with the practice of midwifery, the problem-solving method is practised. The classroom activities are conducted at all levels and involve various methods. Consequently, the students acquire wide-ranging expertise in the domains associated with adult education and professional advice. In some cases, these methods are put to immediate use.

Professional advice and decision-making

Semester 2
Academic year 1
Course code APHM2PPEIL
Type IL
Kind Compulsory
INTL-Code 2
SWS 2
ECTS Credits 4
Examination character immanent

Lecture content:

The professional relationship and positive communication are used in a targeted manner as instruments that can empower the parents and strengthen the enhanced options that are available to the midwives. The theoretical knowledge and the practical instruments are applied in tandem: 1. Positive communication 2. Introduction to the pattern of continuous support (support plan, the process of implementing an informed selection procedure, the decision-making schema, encouraging resources, empathy, interdisciplinary collaboration, evaluation of the measures) 3. Problem-solving - specific methods of professional counselling, clinical assessment with the patterns associated with circular assessment, the salutogenetic anamnesis, the monitoring of the health-related indicators, the three-dimensional evaluation of resources, disruptions and interventions, and intuition as a professional instrument.

Superior module:

Professional advice 2

Module description:

Expanding the knowledge base: Graduates know that professional advice is a central tool in the domain associated with midwifery, and are capable of establishing and moulding a professional relationship. The resource-oriented approach is implemented theoretically and practically. Knowledge consolidation: Theories associated with positive communication and problem-solving strengthen the students' consultation expertise. The basic concepts associated with salutogenesis, such as the concepts related to coping, the sense of coherency, stress, stress tolerance, etc. are processed in a manner that ensures that the respective pieces of information can, within the context of an extensive salutophysiological medical record, be acquired and evaluated. Instrumental competence: The tasks and skills associated with creating a support schedule, using a decision-making schema, creating a circular assessment, collecting data for an extensive medical record and the continuous support that is provided by midwives and which takes the form of facilitation are practised and refined in a targeted manner. Systemic competence: Graduates can communicate with the pregnant women and their eco-social environment in a targeted manner, thereby strengthening the retention-related and bonding-related functions of their systems. Communicative competencies: Positive communication is practised in a systematic manner and utilised within a professional context. Being a valuable option for steering and supporting individual and group processes, the problem-solving approach is practised. It is also available as an option for subsequent midwifery-related consultations.

Quantitative methods in midwife-related research

Semester 2
Academic year 1
Course code APHM2SQFIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 3
Examination character immanent

Lecture content:

The graduates use predefined guidelines to critically read a series of research studies related to a selected topic. They discuss the significance of the studies with respect to the issue in question, and the limitations of the said studies. The differences between individual study designs with their specific levels of evidence are introduced. This group includes the designs associated with a randomised, controlled, masked study, a cohort study (prospective and retrospective) and a case-control study. Various options for producing study groups are illustrated. Their advantages and disadvantages are clarified, with regard to the representativity and transferability of the results produced. Results produced in-house are evaluated on the basis of a comparison with results produced by other studies and summarised.

Superior module:

Special quantitative research

Module description:

The science of midwifery presents the research questions from a holistic point of view that even scrutinises that which is considered to be universally valid. An important goal of the module in question is to emphasise the need for research. Expansion of the knowledge base: The graduates recognise the limitations of prior research results associated with selected topics. They are aware of the reasons that could have been responsible for the current status of research. They are capable of carrying out detailed planning for a quantitative study, and know what kind of assistance they need from neighbouring disciplines like statistics. Knowledge consolidation: The graduates are familiar with the limitations and the significance of quantitative research. They are aware of the differences between randomised, controlled and masked studies, cohort studies and case-control studies. Instrumental competence: The graduates can execute the initial steps of the quantitative analysis process. They utilise the right methods of analysis, depending on the quality of the data in question. They try their hand at working with large quantities of data and create their own clear databases. Systemic competence: The graduates can assess their own expertise in quantitative research and make adequate use of it. They can outline the steps in the data analysis process and evaluate the results with respect to the results produced by other studies. Communicative competencies: The graduates can reflect and present their own analysis steps. They seek, at the international level, to communicate with researchers who are posing similar questions.

Research laboratory 1

Semester 2
Academic year 1
Course code APHM2FWSSE
Type SE
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 4
Examination character immanent

Lecture content:

The concrete steps for scheduling a quantitative study are explained. The first steps in carrying out a quantitative, descriptive analysis are illustrated and conclusions that can be derived from the results are discussed. The course involves the creation of little databases. Individual analysis-steps are demonstrated, in order to ensure that a number of results are available to everybody. Special emphasis is placed on the task of estimating how much time, how many people, how much knowledge and how much technical equipment is required for each step in the research process. The graduates are made capable of working effectively in a research group and communicating the results produced by the research in a comprehensible manner. The course uses a research-oriented and problem-oriented approach and concludes with a seminar (creating a neatly arranged database that offers a suitable overview of the respective variables and contains a description of the said variables, checking an external database for comprehensibility, executing two brief analysis-steps associated with descriptive statistics).

Superior module:

Special quantitative research

Module description:

The science of midwifery presents the research questions from a holistic point of view that even scrutinises that which is considered to be universally valid. An important goal of the module in question is to emphasise the need for research. Expansion of the knowledge base: The graduates recognise the limitations of prior research results associated with selected topics. They are aware of the reasons that could have been responsible for the current status of research. They are capable of carrying out detailed planning for a quantitative study, and know what kind of assistance they need from neighbouring disciplines like statistics. Knowledge consolidation: The graduates are familiar with the limitations and the significance of quantitative research. They are aware of the differences between randomised, controlled and masked studies, cohort studies and case-control studies. Instrumental competence: The graduates can execute the initial steps of the quantitative analysis process. They utilise the right methods of analysis, depending on the quality of the data in question. They try their hand at working with large quantities of data and create their own clear databases. Systemic competence: The graduates can assess their own expertise in quantitative research and make adequate use of it. They can outline the steps in the data analysis process and evaluate the results with respect to the results produced by other studies. Communicative competencies: The graduates can reflect and present their own analysis steps. They seek, at the international level, to communicate with researchers who are posing similar questions.

Socio-cultural influences on motherhood

Semester 2
Academic year 1
Course code APHM2SKPIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 4
Examination character immanent

Lecture content:

This course examines the social construction of the reality of childbirth. The patriarchal past is so self-evident and familiar that its diverse consequences, in terms of concepts associated with pregnancy and childbirth, can barely be comprehended. Biographical work and work that involves archetypes can help in that task of recognising personal characteristics and facilitating development-related and identity-related discourses.

Superior module:

Culture and motherhood II

Module description:

Expansion of the knowledge base: This module involves a consideration of the historical and current effects of socio-cultural factors on motherhood. Being aware of the perspective-forming axioms of the disciplines and the manner in which they have changed over the course of time makes it possible to view the current key themes associated with the domain of obstetrics focal points from a wider angle and understand them more thoroughly. Knowledge consolidation: Knowledge of women's history and the socialisation of women can make it possible to critically examine visible personal dilemmas in a manner that takes the overall social context into account. In addition to creating new opportunities for action, it can often help the graduate unburden the woman in question. Instrumental competence: Reflecting personal experiences within a cultural and historical context makes it possible to acquire enhanced consultation expertise and support-related expertise. The ability to link the specific to the general and the general to the specific broadens one's horizons. Systemic competence: The ability to perceive the system in a manner that takes social and temporal factors into consideration enhances the professional understanding and expands the opportunities for action. Communicative competencies: Self-reflection and a collaborative consideration of feminine socialisation make it possible to expand the space associated with the support that is provided by midwives.

Course titleSWSECTSTYPE

Dynamics of exogestation

Semester 3
Academic year 2
Course code APHM3PEXIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 4
Examination character immanent

Lecture content:

The term's exogestations refers to the nine months that follow the birth of the child. The physiological, psycho-social and emotional adaptation associated with this phase can be subdivided further across trimesters. The reason behind this is the fact that typical topics, dynamics and challenges can be identified, which is similar to the pregnancy period and the actual process of childbirth. The 4 pillars of health with regard to the exogestation, processes of involution, emotional situation (pp), long-term disruptions as consequences of the process of childbirth, important points associated with caring for the woman and the child, the child-breast system, competencies of the newborn infant, (the symbiotic dance between the mother and the child), adaptation of the child during the first months, bonds. The sexual energy cycle during pregnancy, the childbirth process and the lactation period. The support system revolves around the mother, the child and the father. Their resources and their empowerment are considered to be important sources of health, and are promoted in a targeted manner. This is done with by, among other things, working with symbols (air and archetypes). The long-term effects of salutogenetic care that is provided during the first year of the baby's life are examined. Helpful physical exercises, reposa.

Superior module:

Exogestation

Module description:

Expansion of the knowledge base: The task of supporting young parents and their offspring during the first nine months of the babies' lives is considered to be one of the most important tasks of a midwife, since the exogestation period reflects many of the themes that determine the nature of the pregnancy and the childbirth, and which can be brought to a successful conclusion through the provision of continuous support by the midwife. Knowledge consolidation: During the nine months following the birth of the child, the maternal processes such as those associated with involution, the physical and psychological consequences of the childbirth process and the adaptation to the new constellation are examined with respect to the respective salutophysiological aspects and understood, along with the formation of the relationship with the child, breastfeeding and the psychomotor development of the child. Instrumental competence: When it comes to the first phase of parenthood, graduates can offer differentiated support, consultation and adult education services that strengthen the parental resources, thereby making it possible for them (the graduates) to do their health-promoting work in a preventive manner. Systemic competence: Group offers for young parents can strengthen them, produce a powerful bond between them and induce long-term health-promoting effects. The participants reflect the significance of their work in the health services market and, if necessary, further develop the services that they offer in a targeted manner. Communicative competencies: The intricate interaction that takes place within the peer group enables the graduates to reflect their services, assess their own strengths and weaknesses with a higher degree of accuracy, work on the factors that need to be worked on (if any), and further develop and improve the services that they provide to young parents.

Innovation in practice

Semester 3
Academic year 2
Course code APHM3INPSE
Type SE
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 3
Examination character immanent

Lecture content:

Developing prospective enhanced models for use by midwives. Anticipating potential opportunities and resistance, constructive handling of intra-personal and inter-personal resistance to change.

Superior module:

Adult education and innovation IV

Module description:

Knowledge consolidation: The participants practice the method of imparting extensive information and the central and important contents of the said information. The study process is facilitated in a manner that is in accordance with neurophysiological necessities. The various method-related experiences gained by the graduates over the course of the master's programme are upheld and processed in a systematic manner. This ensures that the graduates build up a rich collection of methods. The students are taught to identify and mould dynamics that emerge in groups. The students accomplish this by reflecting upon the events that take place during the course and the nuanced group dynamics that become apparent. Instrumental competence: Methodical expertise associated with the skill of speaking and the role of the leader of a group is imparted in a targeted manner. The skill associated with contemplation is deepened by encouraging the process of contemplation throughout the year. Systemic competence: New fields of work open up, which may also lie in a much larger context. This can lead to the emergence of new midwifery-related services and forms of collaboration. Communicative competencies: The graduates are even capable of being aware of the basic principles of salutophysiology when information is being imparted. They can, either individually or as members of a group, do the resource-oriented and empowering work of midwives on the basis of a well-founded theoretical background, in a manner that ensures that they remain aware of themselves.

Methods of adult education

Semester 3
Academic year 2
Course code APHM3MEBIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 2
ECTS Credits 4
Examination character immanent

Lecture content:

The use of satisfactory information as the basis for every task associated with adult education and every individually-executed task can facilitate a meaningful synergy between intellectual knowledge, pictographic knowledge, emotional knowledge and knowledge of the body and make it possible to attain a deeper level of understanding. Preparation associated with groups, studies based on neurophysiology. Considering the group to be an organism, instruments used to work in a group, especially the use of problem-solving techniques as an activating and solution-oriented method of adult education. This course aims to develop and test group sequences.

Superior module:

Adult education and innovation III

Module description:

Knowledge consolidation: The participants practice the method of imparting extensive information and the central and important contents of the said information. The study process is facilitated in a manner that is in accordance with neurophysiological necessities. The various method-related experiences gained by the graduates over the course of the master's programme are upheld and processed in a systematic manner. This ensures that the graduates build up a rich collection of methods. The students are taught to identify and mould dynamics that emerge in groups. The students accomplish this by reflecting upon the events that take place during the course and the nuanced group dynamics that become apparent. Instrumental competence: Methodical expertise associated with the skill of speaking and the role of the leader of a group is imparted in a targeted manner. The skill associated with contemplation is deepened by encouraging the process of contemplation throughout the year. Systemic competence: New fields of work open up, which may also lie in a much larger context. This can lead to the emergence of new midwifery-related services and forms of collaboration. Communicative competencies: The graduates are even capable of being aware of the basic principles of salutophysiology when information is being imparted. They can, either individually or as members of a group, do the resource-oriented and empowering work of midwives on the basis of a well-founded theoretical background, in a manner that ensures that they remain aware of themselves.

Methods used in adult education

Semester 3
Academic year 2
Course code APHM3AMESE
Type SE
Kind Compulsory
INTL-Code 2
SWS 1
ECTS Credits 4
Examination character immanent

Lecture content:

This course is associated with the seminar-like support for the development of concepts that would, in the future, facilitate salutogenetic educational and group offers. The top priority is assigned to the transferring of specific theories and approaches. However, a targeted adult education programme is an important component of the implementation of practical salutogenesis and its health-promoting aspects.

Superior module:

Adult education and innovation III

Module description:

Knowledge consolidation: The participants practice the method of imparting extensive information and the central and important contents of the said information. The study process is facilitated in a manner that is in accordance with neurophysiological necessities. The various method-related experiences gained by the graduates over the course of the master's programme are upheld and processed in a systematic manner. This ensures that the graduates build up a rich collection of methods. The students are taught to identify and mould dynamics that emerge in groups. The students accomplish this by reflecting upon the events that take place during the course and the nuanced group dynamics that become apparent. Instrumental competence: Methodical expertise associated with the skill of speaking and the role of the leader of a group is imparted in a targeted manner. The skill associated with contemplation is deepened by encouraging the process of contemplation throughout the year. Systemic competence: New fields of work open up, which may also lie in a much larger context. This can lead to the emergence of new midwifery-related services and forms of collaboration. Communicative competencies: The graduates are even capable of being aware of the basic principles of salutophysiology when information is being imparted. They can, either individually or as members of a group, do the resource-oriented and empowering work of midwives on the basis of a well-founded theoretical background, in a manner that ensures that they remain aware of themselves.

Peer-group III

Semester 3
Academic year 2
Course code APHM3PG3IL
Type IL
Kind Compulsory
INTL-Code 3
SWS 0
ECTS Credits 3
Examination character immanent

Lecture content:

In the regional peer groups, the respective work assignments are completed through individual efforts and a meeting that lasts for at least 8 hours. The results are either submitted in writing or picked up on during the subsequent modules.

Superior module:

Adult education and innovation II

Module description:

Knowledge consolidation: The participants practice the method of imparting extensive information and the central and important contents of the said information. The study process is facilitated in a manner that is in accordance with neurophysiological necessities. The various method-related experiences gained by the graduates over the course of the master's programme are upheld and processed in a systematic manner. This ensures that the graduates build up a rich collection of methods. The students are taught to identify and mould dynamics that emerge in groups. The students accomplish this by reflecting upon the events that take place during the course and the nuanced group dynamics that become apparent. Instrumental competence: Methodical expertise associated with the skill of speaking and the role of the leader of a group is imparted in a targeted manner. The skill associated with contemplation is deepened by encouraging the process of contemplation throughout the year. Systemic competence: New fields of work open up, which may also lie in a much larger context. This can lead to the emergence of new midwifery-related services and forms of collaboration. Communicative competencies: The graduates are even capable of being aware of the basic principles of salutophysiology when information is being imparted. They can, either individually or as members of a group, do the resource-oriented and empowering work of midwives on the basis of a well-founded theoretical background, in a manner that ensures that they remain aware of themselves.

Peripartum health of women

Semester 3
Academic year 2
Course code APHM3PFGIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 2
Examination character immanent

Lecture content:

Monitoring of the pillars of health for the woman who has just given birth, salutogenetic treatments in the child-bed. Salutogenetic principles in the woman's life cycles. Working with symbols and archetypes, natural elements as options for perception and intervention (especially water and ether).

Superior module:

Exogestation

Module description:

Expansion of the knowledge base: The task of supporting young parents and their offspring during the first nine months of the babies' lives is considered to be one of the most important tasks of a midwife, since the exogestation period reflects many of the themes that determine the nature of the pregnancy and the childbirth, and which can be brought to a successful conclusion through the provision of continuous support by the midwife. Knowledge consolidation: During the nine months following the birth of the child, the maternal processes such as those associated with involution, the physical and psychological consequences of the childbirth process and the adaptation to the new constellation are examined with respect to the respective salutophysiological aspects and understood, along with the formation of the relationship with the child, breastfeeding and the psychomotor development of the child. Instrumental competence: When it comes to the first phase of parenthood, graduates can offer differentiated support, consultation and adult education services that strengthen the parental resources, thereby making it possible for them (the graduates) to do their health-promoting work in a preventive manner. Systemic competence: Group offers for young parents can strengthen them, produce a powerful bond between them and induce long-term health-promoting effects. The participants reflect the significance of their work in the health services market and, if necessary, further develop the services that they offer in a targeted manner. Communicative competencies: The intricate interaction that takes place within the peer group enables the graduates to reflect their services, assess their own strengths and weaknesses with a higher degree of accuracy, work on the factors that need to be worked on (if any), and further develop and improve the services that they provide to young parents.

Pillars of health in the phases of childbirth

Semester 3
Academic year 2
Course code APHM3SGGIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 2
Examination character immanent

Lecture content:

The 4 pillars of health, namely, the foeto-placental system, the neuro-vegetative system, the hormone system and the psycho-social system, are prepared in different manners during the individual phases of childbirth. They serve as options for diagnosis and intervention that can be used during the provision of individual birth assistance by a midwife. Transferring the theory through case analyses.

Superior module:

Physiology of birth II

Module description:

Expansion of the knowledge base: In order to understand the salutophysiological aspects of childbirth, the students run through the knowledge of the four pillars of health associated with the three phases of the childbirth process. The typical constellations are worked out and differentiated from each other in a manner that makes them observable. They serve as the basis for midwifery-specific diagnoses and interventions. Knowledge consolidation: An analysis of the distinctiveness of labour pains and natural analgesia, the clinical detection of the complex hormonal dynamics of the childbirth process, a consideration of the interaction between the sympathetic and parasympathetic nervous systems and an inspection of the complex physical, emotional, behavioural and social aspects of the interaction that takes place during the childbirth process make it possible to understand the existential aspect of the childbirth process and its intensity, and influence it (the childbirth process) in a targeted manner. Instrumental competence: The graduates have at their disposal multi-layered systems of observation, perception, interpretation and intervention that can be used vis-a-vis the childbirth process. In practice, decision-making schemes and observation patterns assist in the creation of differentiated midwifery-related diagnoses. Graduates strengthen the sense of coherency of the pregnant women and that of their systems in a targeted manner, and thereby help make the childbirth process a health-promoting and empowering experience. Systemic competence: The graduates perceive the complex dynamics found in both the family system that is receiving support and the work environment. They possess tools that can be used to exert a positive influence on the said dynamics. Communicative competencies: By perceiving the childbirth-relevant system in a wide-ranging manner, the graduates can help highlight and balance neglected aspects, and thereby contribute to the process of facilitating an orderly and salutophysiological childbirth process. Along with the physical level, they also take the emotional, behavioural and social levels into consideration. They are capable of communicating at all of these levels in a targeted manner.

Qualitative methods in midwife-related research

Semester 3
Academic year 2
Course code APHM3QMSIL
Type IL
Kind Compulsory
INTL-Code 3
SWS 1
ECTS Credits 3
Examination character immanent

Lecture content:

The course revolves around the range of verbal questioning techniques and the significance of the said techniques. Various methodical approaches used to conduct qualitative research into topics associated with the science of midwifery. The students should conduct research into the existing standardised and validated instruments, and introduce and evaluate the said instruments in a manner with the help of examples. Questionnaires and interview guidelines should be drawn up, whereby the pre-test and the issue of the recruitment of those who are to be questioned play a significant role. Options associated with the assessment of the questionnaires and the evaluation of qualitative data are presented.

Superior module:

Special qualitative research

Module description:

Expansion of the knowledge base: The graduates recognise the limitations of prior research results produced by qualitative studies that dealt with selected topics. They are capable of planning a qualitative study, and know what kind of assistance they need from neighbouring disciplines like the social sciences or psychology. Knowledge consolidation: They are aware of the differences between methodical approaches such as the approach associated with the grounded theory, the different variants of field research and heavily-structured interview-based studies. They can express qualified source criticism and draw up scientific texts. Instrumental competence: The graduates can execute the initial steps of various qualitative analysis procedures. They utilise the right methods of analysis. They are capable of levelling constructive criticism at external texts, and work within a scientific research group. Systemic competence: They can outline the steps of the analysis procedure and evaluate the results, with respect to the results produced by other studies. They can evaluate and disseminate their own results. Communicative competencies: The graduates can reflect contents, summarise them in a comprehensible manner, depict them in a manner that is in line with a master's thesis and present them. They participate in the discussions that take place within a research group in a competent manner and steer the group towards a productive result.

Research laboratory 2

Semester 3
Academic year 2
Course code APHM3FWSSE
Type SE
Kind Compulsory
INTL-Code 2
SWS 1.5
ECTS Credits 4
Examination character immanent

Lecture content:

The detailed planning process associated with a qualitative study is introduced and tested. The steps involved in carrying out the qualitative analysis are demonstrated and executed. Possible conclusions that can be derived from the results are discussed. During the course, each participant creates a research journal and a structured data collection. Special emphasis is placed on the task of estimating how much time, how many people, how much knowledge and how much technical equipment is required for each step of the research process. The graduates are made capable of working effectively in a research group and communicating the results produced by the research in a comprehensible manner.

Superior module:

Special qualitative research

Module description:

Expansion of the knowledge base: The graduates recognise the limitations of prior research results produced by qualitative studies that dealt with selected topics. They are capable of planning a qualitative study, and know what kind of assistance they need from neighbouring disciplines like the social sciences or psychology. Knowledge consolidation: They are aware of the differences between methodical approaches such as the approach associated with the grounded theory, the different variants of field research and heavily-structured interview-based studies. They can express qualified source criticism and draw up scientific texts. Instrumental competence: The graduates can execute the initial steps of various qualitative analysis procedures. They utilise the right methods of analysis. They are capable of levelling constructive criticism at external texts, and work within a scientific research group. Systemic competence: They can outline the steps of the analysis procedure and evaluate the results, with respect to the results produced by other studies. They can evaluate and disseminate their own results. Communicative competencies: The graduates can reflect contents, summarise them in a comprehensible manner, depict them in a manner that is in line with a master's thesis and present them. They participate in the discussions that take place within a research group in a competent manner and steer the group towards a productive result.

Supervision

Semester 3
Academic year 2
Course code APHM3SVSSE
Type SE
Kind Compulsory
INTL-Code 2
SWS 1
ECTS Credits 1
Examination character immanent

Lecture content:

Reflexive support for the transfer of the practical salutogenesis into the students' theoretical and practical research work. Discussion of potential enhanced research approaches, encouraging shifts in perspective and level shifts, etc.

Superior module:

Adult education and innovation IV

Module description:

Knowledge consolidation: The participants practice the method of imparting extensive information and the central and important contents of the said information. The study process is facilitated in a manner that is in accordance with neurophysiological necessities. The various method-related experiences gained by the graduates over the course of the master's programme are upheld and processed in a systematic manner. This ensures that the graduates build up a rich collection of methods. The students are taught to identify and mould dynamics that emerge in groups. The students accomplish this by reflecting upon the events that take place during the course and the nuanced group dynamics that become apparent. Instrumental competence: Methodical expertise associated with the skill of speaking and the role of the leader of a group is imparted in a targeted manner. The skill associated with contemplation is deepened by encouraging the process of contemplation throughout the year. Systemic competence: New fields of work open up, which may also lie in a much larger context. This can lead to the emergence of new midwifery-related services and forms of collaboration. Communicative competencies: The graduates are even capable of being aware of the basic principles of salutophysiology when information is being imparted. They can, either individually or as members of a group, do the resource-oriented and empowering work of midwives on the basis of a well-founded theoretical background, in a manner that ensures that they remain aware of themselves.

Course titleSWSECTSTYPE

Master's examination

Semester 4
Academic year 2
Course code APHM4MAPMP
Type DP
Kind Compulsory
INTL-Code 1
SWS 0
ECTS Credits 0
Examination character immanent

Lecture content:

-

Superior module:

Master's thesis

Module description:

--

Master's thesis and supporting seminar

Semester 4
Academic year 2
Course code APHM4BSMSE
Type SE
Kind Diploma/master thesis
INTL-Code 3
SWS 1
ECTS Credits 30
Examination character immanent

Lecture content:

The students are supervised when they are working on their master's theses.

Superior module:

Master's thesis

Module description:

--

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