{"id":96,"date":"2024-06-11T12:03:26","date_gmt":"2024-06-11T10:03:26","guid":{"rendered":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/?page_id=96"},"modified":"2024-07-01T10:03:28","modified_gmt":"2024-07-01T08:03:28","slug":"curriculum","status":"publish","type":"page","link":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/en\/admissions\/curriculum\/","title":{"rendered":"Curriculum"},"content":{"rendered":"\n
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Current Curriculum<\/h2>\n <\/div>\n
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\n 1. Semester<\/span>\n \n\n<\/svg> <\/h4>\n <\/a>\n \n \n
\n \n Areas of Didactic Practice |\n Seminar\n (SE)\n | Coursecode:\n l250051110<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Design of Teaching and Learning Processes – Evaluation<\/h5>\n
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2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Taxonomy of Teaching and Learning Objectives\nPlanning and Designing Teaching Processes\nTeaching analyses are created, reflected upon, and purposefully applied.\nSelected Teaching Techniques in Practice reflect and use in a targeted manner\nMethods of performance assessment and evaluation\nEvaluation\nOverview of various evaluation methods and feedback models\nFundamentals of evaluation in health education\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Areas of Didactic Practice |\n Lecture\/Practical\n (IL)\n | Coursecode:\n l250051111<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Innovative Concepts of Teaching- LLL<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Future of Learning: Innovative Teaching Methods\nProblem-Based Learning (PBL) in Health Education\nBasic principles, structure and application of PBL\nService Learning in Health Education\nInterprofessional Learning in Healthcare\nE-Learning and Mobile Learning in Health Education\nEthics and Professional Responsibility\nInquiry-Based Learning\nParticipatory teaching methods\nDesign Thinking in Education\nStorytelling and Narrative Methods\nFlipped Mentoring\nAI-Based Personalized Learning and AI-Based Tutoring Systems\nSimulation and Virtual Reality with AI Support\nCase-Based Learning\nLLL – Life-Long Learning as a Concept\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Areas of Didactic Practice |\n Practical\n (UE)\n | Coursecode:\n l250051113<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Simulation Training I<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Developing and Planning Simulation Scenarios\n-Creatingf realistic and educational simulation exercises\n-Identifying the importance of scenario planning as learning objectives andfor competency acquisition\n\nImplementation and training in action-oriented didactics, especially for nursing professions\nConception, implementation and training of practical instruction sequences for professional practice. The deepening of skills in nursing is implemented in skills training with part-task trainers. Development of a professional identity and reflection on the understanding of roles.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Areas of Didactic Practice |\n Lecture\n (VO)\n | Coursecode:\n l250051112<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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University and Competency-Oriented Subject Didactics<\/h5>\n
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2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Didactics as a professional science of teaching professions, meaning of the term and the introduction to didactics as a university discipline.\nDidactics and its subject theories – connection between theories, models and concepts\nTask and subject of didactics\nHistory of didactics (e.g. Comenius, reform pedagogy)\nSpecial didactics (e.g. subject didactics, didactics of adult education, competence-oriented didactics)\nDidactic theories and models\nPaths to personal didactics and leading to the subject areas of technology in teaching, diversity and inclusion in education and global perspectives\nMethods and strategies of competence-oriented teaching\nAssessment and evaluation of competencies\nPractical examples and case studies\n– Analysis and discussion of real examples of competence-oriented teaching approaches\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Educational Development and Educational Management I |\n Seminar\n (SE)\n | Coursecode:\n l250051109<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Design of Teaching and Learning Environments<\/h5>\n
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4.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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2.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Basic knowledge e-learning and e-teaching technologies in teaching\nConcepts of blended learning\nBasic knowledge and fundamentals when working with learning management systems\nFoundations e-didactics\nDigital teaching and learning tools\nDidactic design of online courses\nUsing blended learning and flipped classroom\nEvaluation and feedback methods for e-learning\nAR, VR, AI, digital media, MOOC, open educational resources – OER\nthird learning place (application and implementation possibilities \/ LTT, etc..)\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Educational Development and Educational Management I |\n Lecture\n (VO)\n | Coursecode:\n l250051108<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Foundations of Simulation-Based Teaching<\/h5>\n
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2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Introduction to simulation-based teaching in health education\n-Didactic concept of simulation\n-Fundamentals and importance of simulation in the health sector\n-Historical development and current trends in simulation-based education\n\nTypes and areas of application of simulations in healthcare\nDidactic concepts for simulations in healthcare\nDevelopment and planning of simulation scenarios\nFeedback and reflection in simulation-based teaching\nEthical aspects and quality standards\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Educational Development and Educational Management I |\n Lecture\n (VO)\n | Coursecode:\n l250051107<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Processes in Educational Management<\/h5>\n
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4.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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2.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Strategic educational management and phases of the educational management process and their practical application\nManagement of educational processes\nPersonnel management instruments in educational institutions\nImpact of educational processes on professional changes\nQuality management in educational institutions\nOperational educational management\nConducting educational needs analyses\nPlanning, organization, and implementing educational measures under economic and pedagogical principles\nTargeted use of quality assurance measures\n\nIntroduction to curricula and syllabi\nFramework and influencing factors of curriculum development\nCurriculum variants (minimal, simple, standard, and integrated training curricula, learning federation concept)\nCurricular elements (qualification profiles, study plans, module and course descriptions)\nThe curriculum process (using an example)\nPerspectives and current cevelopments in the healthcare professions\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Foundations of Health Education |\n Lecture\n (VO)\n | Coursecode:\n l250051101<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Foundations of Pedagogy in Healthcare<\/h5>\n
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2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n History of pedagogy and didactics\nEducational and educational science\nBasic pedagogical concepts, personalities\nBasic pedagogical concepts and areas of practice as well as Pedagogical references and areas of practice in relation to healthcare\nCompetencies of a Teacher\n\n1. Introduction to Health Education\n2. Basic Pedagogical Concepts\n3. Teaching and Learning Strategies in Healthcare\n4. Digital Media and Technology in the Educational Context\n5. Importance of Lifelong Learning in Healthcare\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Foundations of Health Education |\n Seminar\n (SE)\n | Coursecode:\n l250051102<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Theory-Practice-Transfer<\/h5>\n
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1.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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0.50<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Linking theory and practice – gap\nCritical reflection\nOpportunities and challenges in and for teaching\n <\/div>\n\n <\/div>\n <\/button>\n
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Specialisation Gesundheitsp\u00e4dagogik I:<\/h5>\n <\/div>\n \n
\n \n Health Education |\n Lecture\/Practical\n (IL)\n | Coursecode:\n l250051104<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Health education: Health sciences and research<\/h5>\n
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4.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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2.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n This course deepens scientific work, literature research, and qualitative and quantitative research methods. Method training will take place through written engagement with professional policy topics, applying qualitative or quantitative methods while considering ethical, gender, and diversity aspects. Advanced topics include qualitative research approaches (e.g., interviews, focus groups, content analysis, observations, and case studies), data analysis methods, and MaxQDA. The course also covers working with statistical measures for descriptive analysis, probability calculations, distributions, and statistical estimations. In-depth knowledge of sample size determination, experimental design, hypothesis testing, and both parametric and non-parametric tests will be provided, along with training in SPSS.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Health Education |\n Lecture\n (VO)\n | Coursecode:\n l250051103<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Professionalization in the health professions<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n History, development and background of the professionalization of health professions nationally and internationally. Professional requirements and social expectations of the health professions. The complexity of the care situations and the degree of interdisciplinarity are brought into discussion.\n\nIdentifying facets of a professional identity.\nStudents learn about various aspects of the teaching profession\u2019s professionalization.\nIntroduction to and development of a competence portfolio to enhance transparency of personal competence growth.\nDevelopment of a specific understanding of the role and reflection on one’s professional biography.\n <\/div>\n\n <\/div>\n <\/button>\n
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Specialisation Pflegep\u00e4dagogik I:<\/h5>\n <\/div>\n \n
\n \n Nursing Education |\n Lecture\/Practical\n (IL)\n | Coursecode:\n l250051106<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Nursing education: Nursing science *\u00a7 65a GuKG<\/h5>\n
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4.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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2.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n In this course, the theoretical foundations of nursing science and research in relation to EBN, nursing models and concepts are deepened, and the resulting options for action for nursing education are explored. By examining the results of nursing science, new findings and improved options for action for teaching are to be demonstrated. Conceptual nursing knowledge is discussed theoretically and practical connections are established using current examples. For example, it is taught which key qualifications are required to implement various forms of training and education in the patient and family area and which role teachers play in this. In particular, reference is to be made to person-centered nursing models and concepts in order to be able to establish the connection to the evidence-based nursing process.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Nursing Education |\n Lecture\n (VO)\n | Coursecode:\n l250051105<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Professionalization in nursing<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n History, development and background of the professionalization of nursing nationally and internationally. Professional requirements and social expectations of the nursing profession. The complexity of the care situations and the degree of interdisciplinarity are brought into discussion.\nProfessionalization of nursing – academization and new professional fields – opportunities and challenges new, new professional fields and roles of nursing (ANP, school nurse, community health nurse) in the various settings.\n\nIdentifying facets of a professional identity.\nStudents learn about various aspects of the teaching profession\u2019s professionalization.\nIntroduction to and development of a competence portfolio to enhance transparency of personal competence growth.\nDevelopment of a specific understanding of the role and reflection on one’s professional biography.\n <\/div>\n\n <\/div>\n <\/button>\n <\/div>\n <\/div>\n <\/div>\n
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\n 2. Semester<\/span>\n \n\n<\/svg> <\/h4>\n <\/a>\n \n \n
\n \n Healthcare Systems and Health Policy |\n Seminar\n (SE)\n | Coursecode:\n l250051206<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Aspects of Training and Education in Healthcare<\/h5>\n
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2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Heterogeneous learning communities, diversity,\nDiversity as a parameter against the backdrop of the professional field\nCommunication fields in the professional context, counseling settings, individuality in focus\nProviders of training in healthcare, acquisition of young people, continuity in the professional field\nDifferentiations in healthcare training, specific training organizations\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Healthcare Systems and Health Policy |\n Lecture\n (VO)\n | Coursecode:\n l250051205<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Healthcare System and Health Policy<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Models of health promotion and prevention, principles of health promotion (setting approach, behavior and environmental orientation), Health in All Policies, Austrian healthcare system, goals of health policy, institutions and responsibilities, RSG (Reformsicherstellungsgesetz), structural plan, LKF (Leistungsorientierte Krankenanstaltenfinanzierung), political basic concepts\nDevelopment of the concept of health in Public Health, population perspective of health interventions, health determinants, Public Health Action Cycle, patho- and salutogenesis of the most important common diseases, indicators and estimation parameters of epidemiology\nHealth in All Policies – determinants of health at individual level, social and community level, level of living and working conditions as well as overall policy\n-Behavior- and environment-oriented prevention and health promotion\n-Target groups and settings of health promotion\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Healthcare Systems and Health Policy |\n Lecture\n (VO)\n | Coursecode:\n l250051204<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Legal foundations in healthcare professions<\/h5>\n
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2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Students are aware of the legal foundations from relevant legal areas (e.g., professional law, medical law, labor law, employee protection laws, social insurance law, patient rights, nursing allowance and social assistance law, medical devices law, hospital law, nursing home residence law, placement law, guardianship law) and can relate them logically and implement them in practice. Additionally, they learn about the legal provisions regarding intra- or interprofessional collaboration (assistant professions, social care professions, occupational therapists, physiotherapists, midwives, etc.). They also learn about education-specific legal foundations (Nursing Act, MTD Act, Nursing Collective Agreement, University of Applied Sciences Nursing Collective Agreement, University Act, University College Act,…).\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Healthcare Systems and Health Policy |\n Lecture\n (VO)\n | Coursecode:\n l250051207<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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National and International Education Policy<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Basic concepts of health economics, issues in health economics, alternative approaches to resource allocation, health as a cost factor, economic concepts, consumers and producers, economization of the healthcare system, economic governance, consideration of the healthcare system from a macroeconomic perspective, sustainable development in healthcare, globalization, increasing societal health literacy.\n\nConcepts and principles of Education for Sustainable Development (ESD)\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Presentation and Communication |\n Seminar\n (SE)\n | Coursecode:\n l250051201<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Communication and Interaction<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n > Non-violent communication, feedback culture, communication in teaching\n> Constructive conversation with trainees\n> Active listening techniques\n> Routines in lessons, rituals and ritualized exchange in lessons\n> Communication in lessons (motivation, instruction, year group management)\n> Disturbances and conflicts\n> Institutional and diversity-sensitive communication in higher education\n> Presentation techniques and communication of topics and content\n> Verbal and non-verbal representations\n> Language, voice, speaking technique\n> Facial expressions, posture and gestures\n> Selected information on body language\n> Applied and literary rhetoric\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Presentation and Communication |\n Lecture\n (VO)\n | Coursecode:\n l250051203<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Educational Psychology<\/h5>\n
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4.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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2.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n History and present of educational psychology and the significance of the “mediation paradigm.”\nContent and methodological levels of educational-psychological action analysis and orientation.\nLocal\/regional educational landscape offering a network.\n“Cognitive overload,” emotions in the learning process, learning history, learning tools, “learning types.”\nCrisis and conflict management.\nUnderstanding conflicts: conflict theories, conflict processes, escalation stages, reflection of individual conflict styles, communication disorders and dialogue blockages, conflict diagnosis based on selected practical examples, conflict resolution and mediation, interventions.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Presentation and Communication |\n Practical\n (UE)\n | Coursecode:\n l250051202<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Presentation Techniques and Methodological Competence<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.50<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Focus on presentation techniques and educational teaching of selected subject areas\n> targeted and reflective use of methods\n> advantages and disadvantages of various media when used for presentations\n> tips and tricks for preparing and designing presentations\n\nDevelopment of the ability to obtain, structure, edit and reuse information. The development and promotion of the specialist competence of the respective discipline, particularly nursing specialist competence, is encouraged.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Theory-Practice Transfer for Health Professionals I |\n Practical\n (PR)\n | Coursecode:\n l250051208<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Internship<\/h5>\n
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7.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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0.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Students work in educational institutions and are expected to conduct teaching or instructing in a company under practical conditions.\nPractical experience in independent lesson planning and design should be gained during the internship.\nFurthermore, students should gain insights into the organizational structures of the educational institution.\n <\/div>\n\n <\/div>\n <\/button>\n
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Specialisation Gesundheitsp\u00e4dagogik II:<\/h5>\n <\/div>\n \n
\n \n Health Education |\n Seminar\n (SE)\n | Coursecode:\n l250051209<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Theory-based instruction sequences<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.50<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Practical instruction sequences are explained systematically and phase-specifically. Instruction sequences are processed methodically and placed in relation to different models such as the Cognitive Apprenticeship Model and Modeling with MetaLog. Planning and implementation of practical instruction against the background of a theoretical concept. Case studies from the individual health disciplines are used, reflected on and processed.\n <\/div>\n\n <\/div>\n <\/button>\n
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Specialisation Pflegep\u00e4dagogik II:<\/h5>\n <\/div>\n \n
\n \n Nursing Education |\n Seminar\n (SE)\n | Coursecode:\n l250051210<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Theory-based instruction sequences in nursing<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.50<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Practical instruction sequences are explained systematically and phase-specifically. Instruction sequences are processed methodically and related to different models such as the Cognitive Apprenticeship model and modeling with MetaLog. Planning and implementation of practical instruction against the background of a theoretical concept. Case studies from nursing practice are used and processed. The focus is on chronic illnesses, taking into account the experience of illness, symptom management and symptom management.\nIn-depth nursing knowledge, particularly in action-oriented didactics for nursing professions.\nConcepts, methods and implementation in practical instruction for professional practice, as well as for the teaching of skills and abilities in nursing.\n <\/div>\n\n <\/div>\n <\/button>\n <\/div>\n <\/div>\n <\/div>\n
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\n 3. Semester<\/span>\n \n\n<\/svg> <\/h4>\n <\/a>\n \n \n
\n \n Education Development and Education Management II |\n Lecture\n (VO)\n | Coursecode:\n l250051306<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Admission Procedures and Admission Instruments<\/h5>\n
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2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Variations of admission procedures \/ Pros&Cons (Relevance)\nMeasurement instruments\nInterview techniques, Weightings\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Education Development and Education Management II |\n Seminar\n (SE)\n | Coursecode:\n l250051305<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Curriculum and Curriculum Development<\/h5>\n
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1.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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0.50<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Educational strategies, national\/international\nScope, principles, and framework conditions of curriculum development\nPossibilities for shaping curricular development processes\nCurriculum process & curriculum construction using current and historical examples\nImplementation of curricula in teaching practice\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Education Development and Education Management II |\n Practical\n (UE)\n | Coursecode:\n l250051307<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Media Didactics<\/h5>\n
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2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Variations of media-supported learning\nScenarios of e-learning\nSelf-regulation in learning with media\nMedia and learning theories\nRole of digital media in learning\nAssessing learning outcomes and competency acquisition\nComputer-supported testing and assessment\nDigital examination formats (e.g., e-portfolios)\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Modultitel Englisch |\n Seminar\n (SE)\n | Coursecode:\n l250051312<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Applied Simulation Based Teaching<\/h5>\n
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1.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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0.50<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Further elaborating on the didactic concept of simulation\nPhases: Briefing, Acting, Debriefing\nDifferentiation of role play \/ LTT \/ skills training\nPossibilities and limitations of the technique and fidelity\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Modultitel Englisch |\n Lecture\n (VO)\n | Coursecode:\n l250051311<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Examination Management and Performance Assessment<\/h5>\n
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2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
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1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Examination and assessment of performance.\nPerformance Culture\n\u2022 Theories of social perception\n\u2022 Self and external perception\n\u2022 Distortion mechanisms\n\u2022 Feedback culture\n\u2022 Fear of performance evaluation\nPerformance\n\u2022 Issues concerning the concept of performance\n\u2022 Legal foundations of performance assessment\n\u2022 Forms\/functions of performance assessment\n\u2022 Standards and criteria of performance assessment\n\u2022 Conducting performance assessments – Designs for performance evaluation\n\u2022 New and enduring forms of performance evaluation\n(OSCE \/ Skill Labs \/ Competency-based testing, Generation of exam questions)\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Modultitel Englisch |\n Seminar\n (SE)\n | Coursecode:\n l250051310<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
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Mentoring and Tutoring<\/h5>\n
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3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.50<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Clarification of the term mentoring\nSupport and supervision of groups\nCommunication techniques\nMouthpiece between course management and students\nPeer feedback\n\nFocus on cooperative and collegial counseling (image of man, basic attitudes, techniques)\n> Basics of various counseling concepts (client-centered, systemic, cooperative and collegial counseling)\n> Techniques and possible applications of counseling concepts\n> Comparison of different images of man and associated basic attitudes\n> Roles of the counselors and roles of those seeking advice\n> Requirements and building blocks for successful counseling sessions\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Modultitel Englisch |\n Practical\n (UE)\n | Coursecode:\n l250051313<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Simulation Training II<\/h5>\n
\n
\n
4.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
2.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n The content of this course is to further explore practical examples relating to defined topics within the framework of simulation training. Realistic, practical, and complex simulation scenarios are offered, enabling the transfer of theory into practice. In addition to implementing and executing practical interventions, simulation allows for competency acquisition in areas such as communication, organization, interdisciplinary collaboration, and reflective skills.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Modultitel Englisch |\n Lecture\n (VO)\n | Coursecode:\n l250051309<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Steering Learning Processes<\/h5>\n
\n
\n
3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Planning and Designing Teaching Processes\nTeaching analyses are deepened, reflected upon, and purposefully applied.\nActivation of learning processes\nThe tool of steering learning processes \n-Concept Mapping\n-Learning map\n-Workload\nClarification of the term participation\nInvolving learners in decision-making and problem-solving processes\nDecision making\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Modultitel Englisch |\n Seminar\n (SE)\n | Coursecode:\n l250051308<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Teaching and Learning Portfolio<\/h5>\n
\n
\n
2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Portfolio – a developmental tool for self-directed learning\nCompetence portfolio\nSelf- and peer assessment\nIllustrating transparency in competence enhancement\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Science and Organisation |\n Practical\n (UE)\n | Coursecode:\n l250051304<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Health Promotion in the Workplace<\/h5>\n
\n
\n
2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Prevention and health promotion\nForms, goals, methods of prevention\nApproaches and methods of workplace health promotion\nWork-life balance, resilience, and psychohygiene, diversity in the workplace (intercultural and ethical skills in one’s own professional field)\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Science and Organisation |\n Lecture\n (VO)\n | Coursecode:\n l250051303<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Healthcare-Related Business Administration<\/h5>\n
\n
\n
3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Foundations of business administration, economic planning, financial management, cost accounting, material procurement in healthcare.\n\nBasics and principles of project management\nProject management sub-processes\nPhase-oriented use of selected project management methods\nProject definition and project environment analysis\nProject planning and project organization\nCommunication in projects\nIntroduction to project controlling; Project closure; Project planning\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Science and Organisation |\n Lecture\n (VO)\n | Coursecode:\n l250051301<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Research in Health and Nursing Sciences<\/h5>\n
\n
\n
3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Deepening quantitative and qualitative research methods\nData analysis and interpretation\nSystematic reviews and meta-analyses\nWriting a literature review about a pedagogically relevant topic\nScientific writing of a manuscript (guidelines and procedures)\nGood scientific practice, avoidance of scientific misconduct\nResearch and critical analysis of scientific literature in relevant databases for the topic\nComputer-assisted literature management programs\nHandling of AI programs\nFoundations of social sciences\nIntroduction to writing an expos\u00e9\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Science and Organisation |\n Seminar\n (SE)\n | Coursecode:\n l250051302<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Transfer of Research Results<\/h5>\n
\n
\n
2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Research and practice in interaction\nDefinitions of terms: Diffusion, Dissemination, Implementation, Research Transfer\nModels and theories for implementing research findings\nBarriers and facilitators to the implementation of research findings\nTeam structures\nDesigning a scientific poster\nBest practice example of implementing research findings\nDistinguishing between scientific articles and popular science or professional contributions, conference contributions\nScientific reputation, Impact Factor, OASPA list, etc.\n <\/div>\n\n <\/div>\n <\/button>\n <\/div>\n <\/div>\n <\/div>\n
\n
\n \n

\n 4. Semester<\/span>\n \n\n<\/svg> <\/h4>\n <\/a>\n \n \n
\n \n Advanced Education |\n Lecture\n (VO)\n | Coursecode:\n l250051401<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Evidence-Based Teaching<\/h5>\n
\n
\n
3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n How is evidence-based practice in healthcare dealt with and how has it developed and what is its current status. Literature is appraised critically regarding specific criteria for certain study designs. Students learn about scientific findings and methods when developing evidence-based guidelines, standards, and directives, and critically reflect on them before applying them individually.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Advanced Education |\n Seminar\n (SE)\n | Coursecode:\n l250051402<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Knowledge Management<\/h5>\n
\n
\n
2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Students learn about knowledge management as a subset of educational management.\n\nThey explore the concept of knowledge management and categories of knowledge.\nThey analyze the cognitive, methodological, or technological aspects when creating, developing, and manageming knowledge.\nThe attitude and developmental process that enable a conscious, elaborated handling, storage, and transfer of the resource knowledge.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Scientific Working |\n Seminar\n (SE)\n | Coursecode:\n l250051404<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Master Colloquium<\/h5>\n
\n
\n
3.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n The master colloquium is part of the process for the master’s thesis. It assists in analysing, narrowing down, and focusing on the topic, clarifing the framework and guidelines, and supporting in the development of a structure. In the seminar, the student repeatedly presents their considerations, approaches, and conclusions for discussion, thereby promoting the academic development process. Students enhance their skills with the aim of independently working on, interpreting, and discussing relevant literature, which will subsequently contribute to the creation of the master’s thesis.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Scientific Working |\n Modul\/Final Examination\n (FA)\n | Coursecode:\n l250051407<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Master Examination<\/h5>\n
\n
\n
2.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
0.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n The commission examination conducted as part of this course complies with the requirements for final examinations in university of applied sciences master’s degree programs in accordance with the University of Applied Sciences Studies Act in the current version.\n\nThe final master’s examination is an oral commission examination before an examination board, designed to assess scientific competence and relevant professional fields. It includes the presentation and discussion of the master’s thesis and a professional discussion relating to the subject of the thesis.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Scientific Working |\n Master's Thesis\n (MA)\n | Coursecode:\n l250051406<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Master Thesis<\/h5>\n
\n
\n
18.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
0.50<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n Students write a master’s thesis based on the expos\u00e9, applying the acquired competencies from previous courses throughout this process. They are able to write abstracts and scientific texts in English and German in an appropriate academic style and format.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Scientific Working |\n Seminar\n (SE)\n | Coursecode:\n l250051403<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Presenting Health Science Findings<\/h5>\n
\n
\n
1.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
1.00<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n The content of this seminar is to apply consulting approaches based on in-depth knowledge when presenting scientific findings and results.\n\nStudents:\n…evaluate study results in the context of health education.\n…compare health science findings across countries.\nPresentation and interpretation of empirical results.\nDeriving evidence-based findings.\nDrawing conclusions.\nProviding practical recommendations.\n <\/div>\n\n <\/div>\n <\/button>\n \n
\n \n Scientific Working |\n Lecture\n (VO)\n | Coursecode:\n l250051405<\/span>\n <\/div>\n Language of instruction\n German<\/small>\n
\n
Research Ethics<\/h5>\n
\n
\n
1.00<\/h5>\n ECTS<\/span>\n <\/div>\n
\n
0.50<\/h5>\n SWS<\/span>\n <\/div>\n <\/div>\n <\/div>\n\n \n In this course, ethical aspects of scientific research are highlighted, ethical standards are established, and the societal impacts of research programs are brought into focus.\n\nApplied Ethics: Value systems and conflicts of values in healthcare, professional codes of conduct, and areas of responsibility\nEthics consultation, Clinical Ethics Committee (CEC)\nEthical decision-making processes: Methods and models\n <\/div>\n\n <\/div>\n <\/button>\n <\/div>\n <\/div>\n <\/div>\n \n <\/div>\n <\/div>\n<\/div>\n\n\n\n
\n
\n
\n
\n
\n

Note<\/h4>\n

For more details and information, please contact the course leader, Romana Eichelsberger, BSc MEd<\/a>.<\/p>\n\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

To make your education as wide-ranging and practice-oriented as possible, the course content is divided into modules of different subject areas. Here you can find an overview of all modules and the associated courses.<\/p>\n","protected":false},"author":143,"featured_media":0,"parent":68,"menu_order":20,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/en\/wp-json\/wp\/v2\/pages\/96"}],"collection":[{"href":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/en\/wp-json\/wp\/v2\/users\/143"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/en\/wp-json\/wp\/v2\/comments?post=96"}],"version-history":[{"count":2,"href":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/en\/wp-json\/wp\/v2\/pages\/96\/revisions"}],"predecessor-version":[{"id":130,"href":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/en\/wp-json\/wp\/v2\/pages\/96\/revisions\/130"}],"up":[{"embeddable":true,"href":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/en\/wp-json\/wp\/v2\/pages\/68"}],"wp:attachment":[{"href":"https:\/\/www.fh-joanneum.at\/fachdidaktik-fuer-gesundheitsberufe\/postgraduate\/en\/wp-json\/wp\/v2\/media?parent=96"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}