Health Care and Nursing

Students understand the causes, symptoms, diagnoses, prognoses, DMP and treatments for selected illnesses and disorders of the musculoskeletal system, cardiovascular disease and diseases of the endocrine and metabolic system. They acquire knowledge of aspects and disorders relating to obstetric and gynaecological issues and the related diagnostic and treatment procedures. Students know the basics of neonatology and congenital disease. They are able to apply this knowledge in health care and nursing and use this in a nursing context.

Building on their knowledge of demographic development, students focus on findings in age research, theories of ageing and the psychology of ageing. The particular features of geriatric medicine are discussed in connection with nursing challenges and contextualised with special geriatric assessments and care concepts.

Students know and understand the position, structure and function of the structures in the respiratory, vascular, circulatory, digestive, urinary, genital, nervous, sensory and endocrine systems, the skin and the musculoskeletal system. They are familiar with the processes in the physiological state of rest and the related changes in the state of awareness.

Students know the basics of pharmaceutics and can understand the health care context and factual connections of general groups of active ingredients such as vitamins, medication for sleep disorders and pain. They can also cite complementary forms of treatments and know their positive and negative aspects.

Students understand the possibilities and limitations of the complementary health care offers for all stages of life and can justify their use. They are able to apply various evidence-based findings of complementary methods in practical situations.

The nursing interventions detailed below are explained in theory and practical-based sessions, incorporating the skills acquired to date and various learning types and forms, until the students can carry out the interventions themselves. Based on the health care process and all stages of life, students learn to apply prophylactic nursing interventions in relation to bedsores, contractures, intertrigo, pneumonia, aspiration and thrush according to the relevant situation and influencing factors. They learn to observe the health care aspect of 'respiration' and its pathological changes and transfer supporting measures to practical situations. Students have knowledge of pre-operative care. They can carry out puncture procedures, take blood samples from the veins and capillaries, insert and change peripheral venous cannulas and carry out injections and infusions in accordance with the legal regulations…

Students acquire fundamental knowledge of forms of care present in palliative care and hospices. They understand this stage of life in relation to the particular challenges of pain and symptom management and caring for patients and their environment and learn about their role, tasks and importance in intra or inter-professional collaboration.

Students acquire in-depth knowledge of the concepts of the kinaesthetic model through a certified kinaesthetic trainer and learn special positioning techniques for nursing practice. They gain insight into ergonomic activities in cases of pathophysiological changes to the musculoskeletal system and expand their knowledge of preventative and health promotion care.

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘beginner’) in all practical areas necessary to achieve the required competence level. Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

Students understand the organisation and processes involved in the internship, they are familiar data protection provisions and confidentiality obligations, objectives of the internship, internship documentation, meetings with self and external assessments on site, internship evaluations and learning support. They can independently carry out the required stages of the nursing process. Reflection and supervision enables them to handle stressful practical situations and to draw on personal resources and coping strategies.

Based on the practical lessons, manual skills and abilities can be refined in skill training. Realistic, practical and complex simulation scenarios are offered to enable theory-practice transfer. The learning scenarios are adapted to the content of the respective semester and increase in complexity as skills are acquired. In addition to the implementation and implementation of practical nursing interventions, the simulation also enables skills to be acquired in the areas of communication, organization, interdisciplinarity and the ability to reflect, and thus represents an important link between the individual modules.

Students gain insight into the history of health care and nursing (national and international) from antiquity to the present day. They are able to make the connection with developments in nursing against the backdrop of historic and socio-political developments. They also learn about the pillars of professional development (vocation – profession – professionalism – science). They acquire knowledge about professional socialisation and derive a professional understanding of their role.

Students understand the legal fundamentals from relevant fields (e.g. professional law, sanitary law, employment law, employee protection law, social insurance law, patient law, care allowance and social welfare law, medicinal devices law, the Federal Hospitals Act, the Nursing Home Residence Act, the Hospitalisation Act, custodianship) and can place them within a logical context, taking account of the Health Care and Nursing Act and implement them in practice. In particular, they learn about the scope of competence of advanced nursing practice in complex care situations and the legal specifications with regard to intra and inter-professional collaboration (nursing care, social care professions, occupational therapists, physiotherapists etc.).

Students learn about the tasks, goals and subject areas of nursing sciences and research. They acquire insight into the research process and become familiar with the effects of professionalisation, terminology and classification systems on the target groups and the professional environment. Students also learn about the basics of literature research and scientific methodology.

When meeting people who suffer from psychiatric illnesses regardless of their age, students can derive personal care and prophylactic and therapeutic measures that promote health.The strengthening of health literacy is intended to be especially in focus and thus also covers the Apekt health caregiver.

The nursing interventions detailed below are explained in theory and practical-based sessions, incorporating various learning types and forms, until the students can carry them out themselves. Students learn about the curative and palliative aspects of target group-specific health care and nursing, taking account of the nursing process and available DMP. They are familiar with the current regulations, guidelines and standards of perioperative nursing and can deduce and implement appropriate nursing measures on an individual basis. Students acquire knowledge of nursing interventions in cases of pathological changes to the metabolism, cardiovascular system, vascular system, musculoskeletal system and in the field of gynaecology and can specifically apply this knowledge in practical settings based on exemplary disorders (e.g. diabetes mellitus, cardiac insufficiency, total hip replacement, breast cancer)…

Students can justify, apply and document specific interventions in wound management. They acquire knowledge of measures used in compression therapy, exercise, nutrition, lifestyle and prevention in connection with the disorders (chronic venous insufficiency, peripheral arterial occlusive disease, venous ulcer) and can share this knowledge in advisory situations. They also learn to deal with special dressings relating to central venous catheters, port-a-caths and stomas.

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘advanced beginner’) in all practical areas necessary to achieve the required competence level. Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

Students understand the organisation and processes involved in the internship, they are familiar with data protection provisions and confidentiality obligations, objectives of the internship, internship documentation, meetings with self and external assessments on site, internship evaluations and learning support. They can independently carry out the required stages of the nursing process. Reflection and supervision enables them to handle stressful practical situations and to draw on personal resources and coping strategies.

Based on the practical lessons, manual skills and abilities can be refined in skill training. Realistic, practical and complex simulation scenarios are offered to enable theory-practice transfer. The learning scenarios are adapted to the content of the respective semester and increase in complexity as skills are acquired. In addition to the implementation and implementation of practical nursing interventions, the simulation also enables skills to be acquired in the areas of communication, organization, interdisciplinarity and the ability to reflect, and thus represents an important link between the individual modules.

Students are familiar with the causes, symptoms, diagnosis, prognosis and treatment for selected diseases and disorders of the peripheral and central nervous system as well as in the field of psychiatry. They acquire comprehensive medical and therapeutic knowledge of diseases and disorders of the haematopoietic and immune system and are able to apply this knowledge to health care and nursing.

In this class, students acquire knowledge of the quantitative and qualitative aspects of nutrition throughout all stages of life as well as special diet types relating to various illnesses and disorders and can transfer these to a practical setting in the nursing context.

Students acquire knowledge about medication for the treatment of: cardiovascular disease, blood-related disorders, infectious diseases, the digestive organs, hormone level imbalances, musculoskeletal disorders, mental illness, neurological diseases, metabolic disorders, tumours and anaesthesia. They are able to link the knowledge they have acquired with other fields of health care and nursing and transfer this to practical settings.

Students can describe and explain the nursing process in English and research, summarise and present relevant evidence-based literature. They can communicate the process to experts and also find an appropriate level of language to explain this to a general audience.

Students learn the basic terms, dimensions and goals in health care ethics and gain insight into processes of ethical judgement. They can identify ethical conflicts and dilemmas in nursing practice and reflect and make decisions on these conflicts against the backdrop of ethical principles and conflicting aspects of professional ethics, cost efficiency and individuality. They apply decision-making theories and recognise that each action requires a decision which generates a range of effects.

Students acquire advanced in-depth knowledge of the entire research process and learn various methods of data acquisition and evaluation and result presentation. They can reflect on and discuss ethical aspects of nursing research and science. They develop their expertise in literature research in relevant database programmes and scientific methodology and start to apply the knowledge they have acquired in the critical examination of research articles.

Students understand the basics of epidemiology in relation to public health and learn about the role of nursing and the relevant fields of action for public health care. The setting approach and target group-oriented measures are discussed. The students adopt a critical approach to the relevant public health-related issues.

Students can provide individualised care and apply health-promoting, prophylactic and therapeutic measures to people of any age who are suffering from depression (suicide), schizophrenia, addiction, organic mental syndromes and disorders.When meeting people who suffer from depression (suicide), schizophrenia, addiction / dependency or organically caused psychological syndromes and disorders or illnesses, students can derive health-promoting, prophylactic and therapeutic measures. By meeting healthy and sick people and people with different levels of care-dependent physical or mental disability or people with multiple disabilities, students can understand the significance of normalisation, devise individual nursing plans and apply the relevant measures in practical settings. The students can grasp the importance of normalization as well as create an individual care plan and transport the care measures into practice.

Students are familiar with the causes, symptoms, diagnosis, prognosis and treatment for selected diseases and disorders of the peripheral and central nervous system as well as in the field of psychiatry. They acquire comprehensive medical and therapeutic knowledge of diseases and disorders of the haematopoietic and immune system and are able to apply this knowledge to health care and nursing.

The nursing interventions listed below are brought closer in theoretical and practical units in partial steps - taking into account the competencies acquired so far and different learning types and forms - building up to being carried out independently. The students learn curative and palliative aspects in target group-specific health and nursing care 2 taking into account the nursing process. When meeting people with neurological, psychiatric and respiratory diseases, students can derive personal care and health-promoting, prophylactic and therapeutic measures. They get to know and apply the central aspects of the Bobath concept. After a critical review, students are able to transfer the concept into practice for specific target groups and individually. In relation to the care activities they have already learned, to instruct people to take over part or all of self-care or external care activities in accordance with human needs and needs.

Students learn about the core aspects of basal stimulation according to Prof. Andreas Fröhlich and the Bobath concept and gain insight into the application of other ergonomic nursing-related concepts from experts in the inter-professional team (occupational therapy and physiotherapy). They are able to transfer concepts to practice with specific target groups and individuals, following critical examination. Students gain important knowledge from the fields of behavioural and environmental ergonomics within an interdisciplinary context and can implement this in everyday nursing practice.

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘advanced beginner’) in all practical areas necessary to achieve the required competence level. Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

Students understand the organisation and processes involved in the internship, they are familiar with data protection provisions and confidentiality obligations, objectives of the internship, internship documentation, meetings with self and external assessments on site, internship evaluations and learning support. They can independently carry out the required stages of the nursing process. Reflection and supervision enables them to handle stressful practical situations and to draw on personal resources and coping strategies.

Based on the practical lessons, manual skills and abilities can be refined in skill training. Realistic, practical and complex simulation scenarios are offered to enable theory-practice transfer. The learning scenarios are adapted to the content of the respective semester and increase in complexity as skills are acquired. In addition to the implementation and implementation of practical nursing interventions, the simulation also enables skills to be acquired in the areas of communication, organization, interdisciplinarity and the ability to reflect, and thus represents an important link between the individual modules.

Students further develop their knowledge of special health care settings for the elderly and the role of different professional groups concerned with promoting, maintaining and restoring the health of the elderly. They understand the national and international strategic developments for tackling this demographic challenge and can place these within a nursing context. They can apply special nursing concepts for this setting.

Students understand the legal framework conditions governing the organisation, cooperation and financing of nursing in home and community-based settings. They can position the role of carers (of any age) in conflicts between expectations and requirements and are aware of their own advisory, instructing and training role. They can share the nursing expertise they have acquired to date with untrained caregivers in line with needs and requirements and instruct and direct them in the implementation of individually defined nursing activities.

As a basis for instruction, advice and training, the social sciences and humanities concept of the human being is discussed within the framework of the basic philosophy of nursing. Students acquire educational and didactic know-how on making advisory assessments and can identify different advisory requirements. Based on the methods used in the educational sciences, they learn to apply the planning, implementation and evaluation of instruction, advice and training in different settings and for different target groups (untrained caregivers, trainees of different qualification levels, care assistants and members of the social care professions).

Students know various models for explaining and understanding cultures and are familiar with the concept of culture-sensitive nursing. The students are trained in the sociocultural requirements and preferences of different target groups and can implement these according to the individual and situation in question. They draw on case studies to develop an approach and present and reflect on their approach.

Students gain insight into the development and current state of evidence-based practice in health care, focusing on the nursing sector. They learn to critically examine the literature in terms of appropriate criteria for specific study designs. They are made familiar with scientific findings and methods in preparing evidence-based guidelines, nursing standards and regulations and can critically reflect on these on an individual basis prior to application.

Students understand specific aspects of the Austrian healthcare system based on an international comparison. They understand indicators such as healthcare expenditure and use of resources. The relevant indicators are explained and interpreted based on an international comparison. Fairness, accessibility, interdisciplinary composition, use and health-related outcomes are discussed so as to illustrate the strengths and weaknesses of the various health care systems.

Students know the causes, symptoms, diagnosis, prognosis, DMP and treatment for selected diseases and disorders of the digestive system, urology, nephrology and the respiratory system. They also learn the fundamentals of anaesthesia, intensive care and transfusion medicine. They are able to use and apply knowledge they have acquired in these classes to health care and nursing and within a care context.

The nursing interventions detailed below are explained in theory and practical-based sessions, incorporating various learning types and forms, until the students can carry them out themselves. Students learn about the curative and palliative aspects of target group-specific health care and nursing, taking account of the care process and the DMP. They acquire knowledge of health care interventions in cases of gastrointestinal, renal and urological diseases and changes to the respiratory system. Students also acquire knowledge of tracheostomy und home ventilation support and can apply this professionally in practice. They are capable of directing the full or partial assumption of self or dependent care tasks, in line with the requirements of the individual and tailored to specific needs.

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘advanced') in all practical areas necessary to achieve the required competence level. Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

Students understand the organisation and processes involved in the internship, they are familiar with data protection provisions and confidentiality obligations, objectives of the internship, internship documentation, meetings with self and external assessments on site, internship evaluations and learning support. They can independently carry out the required stages of the nursing process. Reflection and supervision enables them to handle stressful situations in practice and to draw on personal resources and coping strategies.

Based on the practical lessons, manual skills and abilities can be refined in skill training. Realistic, practical and complex simulation scenarios are offered to enable theory-practice transfer. The learning scenarios are adapted to the content of the respective semester and increase in complexity as skills are acquired. In addition to the implementation and implementation of practical nursing interventions, the simulation also enables skills to be acquired in the areas of communication, organization, interdisciplinarity and the ability to reflect, and thus represents an important link between the individual modules.

Students are made familiar with the facilities and structures of the Austrian health care and social care system with all its responsibilities, regulatory mechanisms and financing systems and can explain and interpret these in relation to nursing. Students can deduce courses of action on an economic and organisational basis and align the nursing service with the relevant setting, team and organisation. This content is based on theory and linked to the internship to ensure that this knowledge can be transferred to everyday nursing practice. *The ECTS are not taken into account in assessing the acquisition of practical skills, but the content of this lecture complements the practical course component.

Students are given an introduction to project management along with its various phases and milestones as well as to the different dimensions of quality, the planning and implementation of quality management tasks and risk management. They also compile and discuss generic approaches.

Students recognise the need for process and ward organisation in connection with the whole company and their own work organisation. Students learn about the fundamental stages of organisation and communication in an organisational unit and recognise the challenges of roster planning. They know and understand the connections between structural, process and outcome quality and can interpret these to contribute to quality management at their institution. They are familiar with the possibilities of self-organisation and can organise care processes accordingly.

The Bachelor’s seminar is designed to prepare students for the process of writing their Bachelor’s thesis. It helps students to analyse, limit and focus the topic from a real clinical patient perspective, clarifies the supporting framework and conditions and provides support in structuring. Students can present their thoughts, approaches and conclusions for discussion during the seminar, thereby promoting the scientific development process. The first Bachelor’s thesis is compiled as part of the Bachelor’s seminar. The students formulate a relevant research question from the field of health care and nursing, write a synopsis and explore, interpret and discuss the topic based on current scientific findings.

Students gain insight and knowledge of nursing research within an international context and are aware of the positive and negative factors influencing this field. They further develop and expand their knowledge of nursing science and research with a focus on statistics and critical examination of research articles.

Students are introduced to theories and models required for disseminating and implementing the research results found in relevant databases and acquire knowledge of strategies and presentation techniques for the successful dissemination and application of research results. They are familiar with the key aspects of implementing research projects in practice to achieve improvements in patient care as a long-term goal.

The board examination is carried out in accordance with the requirements for final examinations at FH Bachelor's degree programmes pursuant to FHStG as amended.

Students are able to solve complex nursing issues, based on specific patient and client examples and drawing on other health care and social care professions. Based on a holistic perspective they are able to monitor patients of all age groups, identify any deviations and make a target group-specific nursing diagnosis.

Students get an insight into the current and future developments of digitalization in different areas of the health care system.

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘advanced') in all practical areas necessary to achieve the required competence level. Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

In simulation training 6, realistic, practical and complex simulation scenarios are offered, which take up content from the entire training in health and nursing and highlight particularly important hard and soft skills. The focus is primarily on crisis situations and their coping strategies or one's own coping strategies. In-depth emergency training with a focus on advanced life support for children and adults is also carried out. Preclinical emergency management and further care in emergency outpatient departments are also explained.

Building on the Bachelor’s Seminar 1, students expand their competence with the aim of being able to independently explore, interpret and discuss the relevant literature. The Bachelor’s thesis is compiled as part of the Bachelor’s Seminar 2.

The students write a Bachelor’s thesis on a relevant research question based on the synopsis by implementing the knowledge acquired in previous lectures in the process. They are able to write an abstract in English and scientific texts in English and German in an appropriate scientific style and form.

Students can provide personalised care and apply health-promoting, prophylactic and therapeutic measures to people of any age, who are suffering from depression (suicide), schizophrenia, addiction, organic mental syndromes and disorders and neurological conditions by using e.g. a recovery concept, psychoeducation or resilience promotion. They also acquire fundamental knowledge of behavioural and compulsive disorders. By meeting healthy and sick people and people with different levels of care-dependent physical or mental disability or people with multiple disabilities, students can devise individual care plans, transfer nursing measures to practical settings, compile a targeted support plan and select suitable forms of treatment.

Students acquire knowledge of selected paediatric disorders, focusing in particular on congenital disease. They acquire a basic knowledge of developmental psychology as well as the Children’s Charta, welfare, supervisory obligations and accident prevention to understand the individuality of children, deduce their needs and implement this in nursing practice. Taking account of crisis situations such as fear, separation and hospitalisation, students learn to transfer care-related measures to practical settings.

Students learn to identify problems related to nursing care and practise going through the steps of the research process. They develop a research project, compile a project application and present their results.

They understand the key tasks of the first aider and the importance of protecting oneself. They can correctly carry out checks for the vital life functions, conduct lifesaving emergency measures, correctly apply dressings to wounds and understand the dangers and the measures involved in treating insect stings, tick bites and poisoning. They can carry out airway management and defibrillation using semi-automatic devices and understand the optimal teamwork required in treating emergency patients. In this class, students are also given an introduction to crisis and disaster management, general radiation protection and potential hazards.

Students know and understand the basic terms used in general and functional pathology. They understand the pathological changes which take place in cells, tissues (especially the skin) and organs, know the causes and progressive pathways of (childhood) diseases and can apply this knowledge in healthcare-related situations. They are familiar with medical examination procedures and the basics of complementary medicine.

Students know and understand the position, structure and function of the structures in the respiratory, vascular, circulatory, digestive, urinary, genital, nervous, sensory and endocrine systems, the skin and the musculoskeletal system. They are familiar with the processes in the physiological state of rest and the related changes in the state of awareness.

Students understand the theories and models of communication and the basic principles of dialogue and can apply and reflect on these in conversation situations. They can apply basic knowledge of psychology, self-reflective techniques and feedback rules to question their own actions and the actions of others in interaction and communication and to identify any deficits and implement improvements. They recognise the fundamental principles of successful teamwork and the various stages of the group formation process and can reflect on their own behaviours within the group. They understand the basics of rhetoric and presentation techniques.

This lecture enables students to explain basic terms in sociology such as social action, interaction, norms and values, roles and social systems and to present their significance for the health care and nursing profession. Students apply their own experiences in addressing the experiencing and handling of illness and psychological approaches to fear, resistance and coping with illness. Students recognise the significance of interpersonal relationships and fundamental forms and problems of their organisation and can implement appropriate measures in structuring relationships and tackling conflict as part of health care and nursing.

Building on their existing knowledge, students learn in all of their health care and nursing classes that the choice of health care intervention should be based on criteria such as effectiveness, well-being, safety, cost effectiveness and ecology. The nursing interventions detailed below are explained in theory and practical-based sessions, incorporating various learning types and forms, until the students can carry them out themselves. Students get to know selected aspects of care based on the nursing process and with reference to all stages of life. Students understand nursing interventions in relation to body care and thrombosis prophylaxis and, following critical analysis, can apply these in relation to the situation, individual and influencing factors. They can interpret deviations from the norm in terms of activity and rest (sleep) and transfer supporting measures to practical situations…

The students acquire a basic knowledge of the field of hygiene, environmental hygiene and microbiology, relevant to the implementation of nursing activities in the various settings. They are familiar with the most frequent infectious diseases including childhood illnesses, vaccination plans and infection prevention measures. The students can explain the relevant aspects of disinfection and sterilisation and derive relevant hygiene measures. They can also take account of the requirements of quality management in the field of hygiene.

Students acquire an understanding of the term ‘care’ and the steps involved in the health care and nursing process and learn to support this with the aid of computer-assisted health care documentation. They learn to apply different nursing models, theories and concepts and to apply them in health care and nursing, appropriate to the individual and situation. During the theory elements, they learn to identify the needs and requirements of the people being treated and, depending on the available resources, guide them in helping themselves or else perform care activities for them (dependent care). They have basic knowledge of wound dressing and can apply this with regard to the relevant professional rights and obligations.

The students explore the properties and criteria relating to various dressing materials. They learn to use methods to fix dressings in place and work on wound dressing activities. They learn about the general dressing techniques for various parts of the body and can apply these in a targeted manner.

Students can observe and reflect on their own and other's movement behaviour and identify consequences based on physiological and physical principles. They are able to implement positioning and mobilisation techniques and use appropriate aids. Students understand the individual concepts of the kinaesthetic learning model and apply it in practice. They also acquire strategies for balancing out physical overexertion (stabilisation, stretching, coordination, etc.) and knowledge of occupational hazards and risks and learn how they can develop and evaluate measures and strategies in collaboration with experts (physiotherapy, occupational therapy).

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘beginner’) in all practical areas necessary to achieve the required competence level. The focus is on applying and transferring background knowledge to the content learned in modules 1, 2 and 3. Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

Students understand the organisation and processes involved in the internship, they are familiar with data protection provisions and confidentiality obligations, objectives of the internship, internship documentation, meetings with self and external assessments on site, internship evaluations and learning support. They can independently carry out the required stages of the nursing process in accordance with their level of training. Reflection and supervision enables them to handle stressful practical situations, to handle hazards and health risks in the workplace and to draw on personal resources and coping strategies.

Students understand the key aspects of client-centred dialogue according to Carl Rogers and are able to react as appropriate to different dialogue situations (e.g. different cultural backgrounds). They are familiar with conflict resolution methods and can apply these in a targeted manner. They know the possibilities offered by supporting communication. They can explain the term ‘crisis’, understand the basics of crisis intervention and take appropriate action. They know the basics of non-aggressive, de-escalating dialogue and communication.

Students gain the ability to communicate in English with patients. They apply a suitable level of language to different patient groups and can react appropriately in the event of communication problems and offer solutions based on various strategies.

The nursing interventions detailed below are explained in theory and practical-based sessions, incorporating the skills acquired to date and various learning types and forms, until the students can carry out the interventions themselves. Based on the health care process and all stages of life, students learn to apply prophylactic nursing interventions in relation to bedsores, contractures, intertrigo, pneumonia, aspiration and thrush according to the relevant situation and influencing factors. They learn to observe the health care aspect of 'respiration' and its pathological changes and transfer supporting measures to practical situations. Students have knowledge of pre-operative care. They can carry out puncture procedures, take blood samples from the veins and capillaries, insert and change peripheral venous cannulas and carry out injections and infusions in accordance with the legal regulations…

Students understand the legal fundamentals from relevant fields (e.g. professional law, sanitary law, employment law, employee protection law, social insurance law, patient law, care allowance and social welfare law, medicinal devices law, the Federal Hospitals Act, the Nursing Home Residence Act, the Hospitalisation Act, custodianship) and can place them within a logical context, taking account of the Health Care and Nursing Act and implement them in practice. In particular, they learn about the scope of competence of advanced nursing practice in complex care situations and the legal specifications with regard to intra and inter-professional collaboration (nursing care, social care professions, occupational therapists, physiotherapists etc.).

Students know the basics of pharmaceutics and can understand the health care context and factual connections of general groups of active ingredients such as vitamins, medication for sleep disorders and pain. They can also cite complementary forms of treatments and know their positive and negative aspects.

Building on their knowledge of demographic development, students focus on findings in age research, theories of ageing and the psychology of ageing. The particular features of geriatric medicine are discussed in connection with nursing challenges and contextualised with special geriatric assessments and care concepts.

Students acquire fundamental knowledge of forms of care present in palliative care and hospices. They understand this stage of life in relation to the particular challenges of pain and symptom management and caring for patients and their environment and learn about their role, tasks and importance in intra or inter-professional collaboration.

Students understand the possibilities and limitations of the complementary health care offers for all stages of life and can justify their use. They are able to apply various evidence-based findings of complementary methods in practical situations.

Students acquire in-depth knowledge of the concepts of the kinaesthetic model through a certified kinaesthetic trainer and learn special positioning techniques for nursing practice. They gain insight into ergonomic activities in cases of pathophysiological changes to the musculoskeletal system and expand their knowledge of preventative and health promotion care.

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘beginner’) in all practical areas necessary to achieve the required competence level. The focus is on applying and transferring background knowledge to the content learned in modules 1, 2, 3 and 20 (semester 1) and modules 4, 5, 6 and 7. Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

Students understand the organisation and processes involved in the internship, they are familiar data protection provisions and confidentiality obligations, objectives of the internship, internship documentation, meetings with self and external assessments on site, internship evaluations and learning support. They can independently carry out the required stages of the nursing process. Reflection and supervision enables them to handle stressful practical situations and to draw on personal resources and coping strategies.

Students learn the basic terms, dimensions and goals in health care ethics and gain insight into processes of ethical judgement. They can identify ethical conflicts and dilemmas in nursing practice and reflect and make decisions on these conflicts against the backdrop of ethical principles and conflicting aspects of professional ethics, cost efficiency and individuality. They apply decision-making theories and recognise that each action requires a decision which generates a range of effects.

Students gain insight into the history of health care and nursing (national and international) from antiquity to the present day. They are able to make the connection with developments in nursing against the backdrop of historic and socio-political developments. They also learn about the pillars of professional development (vocation – profession – professionalism – science). They acquire knowledge about professional socialisation and derive a professional understanding of their role.

Students learn about the tasks, goals and subject areas of nursing sciences and research. They acquire insight into the research process and become familiar with the effects of professionalisation, terminology and classification systems on the target groups and the professional environment. Students also learn about the basics of literature research and scientific methodology.

Definitions of health and various health care models from the field of health science are presented (along with their opportunities) within their historic and legal context and are then discussed and correlated to the students' own understandings of health. Possible roles and opportunities which may emerge for nursing are critically discussed and planned and reflected upon by way of examples.

Students understand the importance of IT in connection with the nursing processes of documentation and interdisciplinary teamwork. They know the theoretical basics (word processing, presentation, statistics and database programmes), are familiar with different nursing documentation systems, electronic patient records, IT systems in intensive care, documentation systems in mobile care, tele-monitoring and e-health applications.

Students understand the basics of epidemiology in relation to public health and learn about the role of nursing and the relevant fields of action for public health care. The setting approach and target group-oriented measures are discussed. The students adopt a critical approach to the relevant public health-related issues.

The nursing interventions detailed below are explained in theory and practical-based sessions, incorporating various learning types and forms, until the students can carry them out themselves. Students learn about the curative and palliative aspects of target group-specific health care and nursing, taking account of the nursing process and available DMP. They are familiar with the current regulations, guidelines and standards of perioperative nursing and can deduce and implement appropriate nursing measures on an individual basis. Students acquire knowledge of nursing interventions in cases of pathological changes to the metabolism, cardiovascular system, vascular system, musculoskeletal system and in the field of gynaecology and can specifically apply this knowledge in practical settings based on exemplary disorders (e.g. diabetes mellitus, cardiac insufficiency, total hip replacement, breast cancer)…

Students can justify, apply and document specific interventions in wound management. They acquire knowledge of measures used in compression therapy, exercise, nutrition, lifestyle and prevention in connection with the disorders (chronic venous insufficiency, peripheral arterial occlusive disease, venous ulcer) and can share this knowledge in advisory situations. They also learn to deal with special dressings relating to central venous catheters, port-a-caths and stomas.

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘advanced beginner’) in all practical areas necessary to achieve the required competence level. The focus is on applying and transferring background knowledge to the content learned in modules 1, 2, 3 and 20 (semester 1) and modules 4, 5, 6, 7 and 21 (semester 2). Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

Students understand the organisation and processes involved in the internship, they are familiar with data protection provisions and confidentiality obligations, objectives of the internship, internship documentation, meetings with self and external assessments on site, internship evaluations and learning support. They can independently carry out the required stages of the nursing process. Reflection and supervision enables them to handle stressful practical situations and to draw on personal resources and coping strategies.

Students understand the causes, symptoms, diagnoses, prognoses, DMP and treatments for selected illnesses and disorders of the musculoskeletal system, cardiovascular disease and diseases of the endocrine and metabolic system. They acquire knowledge of aspects and disorders relating to obstetric and gynaecological issues and the related diagnostic and treatment procedures. Students know the basics of neonatology and congenital disease. They are able to apply this knowledge in health care and nursing and use this in a nursing context.

In this class, students acquire knowledge of the quantitative and qualitative aspects of nutrition throughout all stages of life as well as special diet types relating to various illnesses and disorders and can transfer these to a practical setting in the nursing context.

Students acquire knowledge about medication for the treatment of: cardiovascular disease, blood-related disorders, infectious diseases, the digestive organs, hormone level imbalances, musculoskeletal disorders, mental illness, neurological diseases, metabolic disorders, tumours and anaesthesia. They are able to link the knowledge they have acquired with other fields of health care and nursing and transfer this to practical settings.

Students can describe and explain the nursing process in English and research, summarise and present relevant evidence-based literature. They can communicate the process to experts and also find an appropriate level of language to explain this to a general audience.

Students gain insight into the development and current state of evidence-based practice in health care, focusing on the nursing sector. They learn to critically examine the literature in terms of appropriate criteria for specific study designs. They are made familiar with scientific findings and methods in preparing evidence-based guidelines, nursing standards and regulations and can critically reflect on these on an individual basis prior to application. They also recognise the need for evidence based nursing (EBN) in practical settings and can identify barriers to implementation.

Students acquire advanced in-depth knowledge of the entire research process and learn various methods of data acquisition and evaluation and result presentation. They can reflect on and discuss ethical aspects of nursing research and science. They develop their expertise in literature research in relevant database programmes and scientific methodology and start to apply the knowledge they have acquired in the critical examination of research articles.

Students are familiar with the causes, symptoms, diagnosis, prognosis and treatment for selected diseases and disorders of the peripheral and central nervous system as well as in the field of psychiatry. They acquire comprehensive medical and therapeutic knowledge of diseases and disorders of the haematopoietic and immune system and are able to apply this knowledge to health care and nursing.

The nursing interventions detailed below are explained in theory and practical-based sessions, incorporating various learning types and forms, until the students can carry them out themselves. Students learn about the curative and palliative aspects of target group-specific health care and nursing, taking account of the nursing process. Students can provide individualised care and apply health-promoting, prophylactic and therapeutic measures to people of any age who are suffering from depression (suicide), schizophrenia, addiction, organic mental syndromes and disorders and neurological conditions. Drawing on palliative pain and symptom management, students can analyse and differentiate haemato-oncological health risks based on possible causes and transfer nursing interventions to the practical setting. By meeting healthy and sick people and people with different levels of care-dependent […] students can understand the significance of normalization, …

Students learn about the core aspects of basal stimulation according to Prof. Andreas Fröhlich and the Bobath concept and gain insight into the application of other ergonomic nursing-related concepts from experts in the inter-professional team (occupational therapy and physiotherapy). They are able to transfer concepts to practice with specific target groups and individuals, following critical examination. Students gain important knowledge from the fields of behavioural and environmental ergonomics within an interdisciplinary context and can implement this in everyday nursing practice.

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘advanced beginner’) in all practical areas necessary to achieve the required competence level. The focus is on applying and transferring background knowledge to the content learned in modules 1, 2, 3 and 20 (semester 1), modules 4, 5, 6, 7 and 21 (semester 2) and modules 8, 9, 10 and 11 (semester 3). Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

Students understand the organisation and processes involved in the internship, they are familiar with data protection provisions and confidentiality obligations, objectives of the internship, internship documentation, meetings with self and external assessments on site, internship evaluations and learning support. They can independently carry out the required stages of the nursing process. Reflection and supervision enables them to handle stressful practical situations and to draw on personal resources and coping strategies.

Students further develop their knowledge of special health care settings for the elderly and the role of different professional groups concerned with promoting, maintaining and restoring the health of the elderly. They understand the national and international strategic developments for tackling this demographic challenge and can place these within a nursing context. They can apply special nursing concepts for this setting.

Students understand the legal framework conditions governing the organisation, cooperation and financing of nursing in home and community-based settings. They can position the role of carers (of any age) in conflicts between expectations and requirements and are aware of their own advisory, instructing and training role. They can share the nursing expertise they have acquired to date with untrained caregivers in line with needs and requirements and instruct and direct them in the implementation of individually defined nursing activities.

As a basis for instruction, advice and training, the social sciences and humanities concept of the human being is discussed within the framework of the basic philosophy of nursing. Students acquire educational and didactic know-how on making advisory assessments and can identify different advisory requirements. Based on the methods used in the educational sciences, they learn to apply the planning, implementation and evaluation of instruction, advice and training in different settings and for different target groups (untrained caregivers, trainees of different qualification levels, care assistants and members of the social care professions).

Students know various models for explaining and understanding cultures and are familiar with the concept of culture-sensitive nursing. The students are trained in the sociocultural requirements and preferences of different target groups and can implement these according to the individual and situation in question. They draw on case studies to develop an approach and present and reflect on their approach.

Students can define management tasks in nursing, understand their role, tasks and functions in case and care management in various settings and know the relevant legal specifications (Medical Devices Act, care allowance etc.). They understand the concept of action and the phases involved in case management. They are familiar with the methods of collecting, planning, implementing, coordinating and evaluating approaches throughout the care process and across the boundaries of care facilities, sectors and professions. Students learn how they can organise, optimise and coordinate ongoing care and nursing processes in collaboration with an intra or inter-professional team.

Students understand specific aspects of the Austrian healthcare system based on an international comparison. They understand indicators such as healthcare expenditure and use of resources. The relevant indicators are explained and interpreted based on an international comparison. Fairness, accessibility, interdisciplinary composition, use and health-related outcomes are discussed so as to illustrate the strengths and weaknesses of the various health care systems.

Students recognise the need for process and ward organisation in connection with the whole company and their own work organisation. Students learn about the fundamental stages of organisation and communication in an organisational unit and recognise the challenges of roster planning with an increased flexibility in working hours. They know and understand the connections between structural, process and outcome quality and can interpret these to contribute to quality management at their institution. They are familiar with the possibilities of self-organisation and can organise care processes accordingly. They are trained in ward processes and self-management and learn to plan and organise their activities from a business management perspective with a particular view to freelance work.

Students know the causes, symptoms, diagnosis, prognosis, DMP and treatment for selected diseases and disorders of the digestive system, urology, nephrology and the respiratory system. They also learn the fundamentals of anaesthesia, intensive care and transfusion medicine. They are able to use and apply knowledge they have acquired in these classes to health care and nursing and within a care context.

The nursing interventions detailed below are explained in theory and practical-based sessions, incorporating various learning types and forms, until the students can carry them out themselves. Students learn about the curative and palliative aspects of target group-specific health care and nursing, taking account of the care process and the DMP. They acquire knowledge of health care interventions in cases of gastrointestinal, renal and urological diseases and changes to the respiratory system. Students also acquire knowledge of tracheostomy und home ventilation support and can apply this professionally in practice. They are capable of directing the full or partial assumption of self or dependent care tasks, in line with the requirements of the individual and tailored to specific needs.

Students are made familiar with the facilities and structures of the Austrian health care and social care system with all its responsibilities, regulatory mechanisms and financing systems and can explain and interpret these in relation to nursing. Students can deduce courses of action on an economic and organisational basis and align the nursing service with the relevant setting, team and organisation. This content is based on theory and linked to the internship to ensure that this knowledge can be transferred to everyday nursing practice. *The ECTS are not taken into account in assessing the acquisition of practical skills, but the content of this lecture complements the practical course component.

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘advanced') in all practical areas necessary to achieve the required competence level. The focus is on applying and transferring background knowledge to the content learned in modules 1, 2, 3 and 20 (semester 1), modules 4, 5, 6, 7, 21 (semester 2), modules 8, 9, 10, 11 and 22 (semester 3) and modules 12, 13, 14 and 23 (semester 4). Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

Students understand the organisation and processes involved in the internship, they are familiar with data protection provisions and confidentiality obligations, objectives of the internship, internship documentation, meetings with self and external assessments on site, internship evaluations and learning support. They can independently carry out the required stages of the nursing process. Reflection and supervision enables them to handle stressful situations in practice and to draw on personal resources and coping strategies.

Students are given an introduction to project management along with its various phases and milestones as well as to the different dimensions of quality, the planning and implementation of quality management tasks and risk management. They also compile and discuss generic approaches.

The Bachelor’s seminar is designed to prepare students for the process of writing their Bachelor’s thesis. It helps students to analyse, limit and focus the topic from a real clinical patient perspective, clarifies the supporting framework and conditions and provides support in structuring. Students can present their thoughts, approaches and conclusions for discussion during the seminar, thereby promoting the scientific development process. The first Bachelor’s thesis is compiled as part of the Bachelor’s seminar. The students formulate a relevant research question from the field of health care and nursing, write a synopsis and explore, interpret and discuss the topic based on current scientific findings.

Students gain insight and knowledge of nursing research within an international context and are aware of the positive and negative factors influencing this field. They further develop and expand their knowledge of nursing science and research with a focus on statistics and critical examination of research articles.

Students are introduced to theories and models required for disseminating and implementing the research results found in relevant databases and acquire knowledge of strategies and presentation techniques for the successful dissemination and application of research results. They are familiar with the key aspects of implementing research projects in practice to achieve improvements in patient care as a long-term goal.

The board examination is carried out in accordance with the requirements for final examinations at FH Bachelor's degree programmes pursuant to FHStG as amended.

Students are able to solve complex nursing issues, based on specific patient and client examples and drawing on other health care and social care professions. Based on a holistic perspective they are able to monitor patients of all age groups, identify any deviations and make a target group-specific nursing diagnosis. Students also acquire in-depth knowledge of emergency situations and are trained in monitoring. In terms of routine activities, they learn to act and react quickly, safely and with flexibility. They are capable of directing the full or partial assumption of self or dependent care tasks, in line with the requirements of the individual and tailored to specific needs. After completing all of the Health Care and Nursing modules, they are also able to provide trainees of different competence levels with targeted and systematic guidance and can check their learning outcome as well as instructing and supervising carers …

Students implement the theory-based knowledge they have acquired (theory-practice transfer) according to the ‘from simple to complex’ model (stage ‘advanced') in all practical areas necessary to achieve the required competence level. The focus is on applying and transferring background knowledge to the content learned in modules 1, 2, 3 and 20 (semester 1), modules 4, 5, 6, 7, 21 (semester 2), modules 8, 9, 10, 11 and 22 (semester 3) and modules 12, 13, 14 and 23 (semester 4), modules 15, 16 and 24 (semester 5) and all modules completed in semester 6. Students recognise and react to health risks and resources and implement appropriate measures as part of the nursing process. They use self-study to develop and expand knowledge relevant to the disorders they encounter at their place of internship. Students can also compile a learning portfolio to document and reflect on their practical training.

Students understand the organisation and processes involved in the internship, they are familiar with data protection provisions and confidentiality obligations, objectives of the internship, internship documentation, meetings with self and external assessments on site, internship evaluations and learning support. Reflection and supervision enables them to handle stressful practical situations and to draw on personal resources and coping strategies. They can independently plan and carry out the required stages of the nursing process and present, argue and document them to professional staff and untrained people. By demonstrating a nursing process in practice the students acquire the confidence required for exercising their profession.

Building on the Bachelor’s Seminar 1, students expand their competence with the aim of being able to independently explore, interpret and discuss the relevant literature. The Bachelor’s thesis is compiled as part of the Bachelor’s Seminar 2.

The students write a Bachelor’s thesis on a relevant research question based on the synopsis by implementing the knowledge acquired in previous lectures in the process. They are able to write an abstract in English and scientific texts in English and German in an appropriate scientific style and form.

Students can provide personalised care and apply health-promoting, prophylactic and therapeutic measures to people of any age, who are suffering from depression (suicide), schizophrenia, addiction, organic mental syndromes and disorders and neurological conditions by using e.g. a recovery concept, psychoeducation or resilience promotion. They also acquire fundamental knowledge of behavioural and compulsive disorders. By meeting healthy and sick people and people with different levels of care-dependent physical or mental disability or people with multiple disabilities, students can devise individual care plans, transfer nursing measures to practical settings, compile a targeted support plan and select suitable forms of treatment.

Students acquire knowledge of selected paediatric disorders, focusing in particular on congenital disease. They acquire a basic knowledge of developmental psychology as well as the Children’s Charta, welfare, supervisory obligations and accident prevention to understand the individuality of children, deduce their needs and implement this in nursing practice. Taking account of crisis situations such as fear, separation and hospitalisation, students learn to transfer care-related measures to practical settings.

Students learn to identify problems related to nursing care and practise going through the steps of the research process. They develop a research project, compile a project application and present their results.