Advanced Nursing Counseling

Fundamentals of Advanced Nursing Practice (ANP):

> Definition of ANP

> History and Development of ANP

> Characteristics of an Advanced Practice Nurse (APN), Role/Profile of an APN

> Practice Areas and Core Competencies of an APN (according to Hamric et al.)

> Development, Implementation, and Evaluation of an APN Role (PEPPA Framework)

> Evidence-Based Practice, Outcome Criteria, and Practice Development in the Context of ANP

> ANP/APN in the Austrian, Swiss, and international contexts: current understandings of terminology and roles, ANP framework concepts in Austria, Switzerland, and internationally, scope of practice, and legal and organizational frameworks

> Role development as a means of advancing care: gaps in care, stakeholder involvement, governance, implementation, evaluation, and sustainability of ANP roles

ANP as exemplified by specialized nursing care—neuromuscular diseases (NMD):

> Tasks and role of the APN in the care and support context for the specialized care of people with neuromuscular disorders (NMD)

> Care gaps and needs of people with NMD, stakeholders and involved services, care management and networking, new therapies

> Implementation of an APN for NMD in specialized outpatient care, interfaces within the care setting, coordination, and interprofessional collaboration

> Evidence serving as the foundation for the nursing, care, and support of people with NMD in pediatric and adult care and their support systems

Advanced Practice Nurse (APN) as exemplified by specialized oncology care—Cancer Nurse and oncology APN practice:

> Practical overview of the development of nursing counseling, outpatient nursing clinics, and the cancer nurse role at Vienna General Hospital (AKH Wien) as an example of needs-based role and care development

> Current situation and gaps in oncology care: increasing shift toward outpatient and day-clinic care, shorter contact times, complex symptom burden and distress, demands for health literacy and self-management, as well as fragmented care pathways and unplanned contacts

> Use of local data and evidence to assess needs: symptom prevalence surveys, retrospective document analysis of the oncology treatment setting, a Telenurse pilot project, and clinical nursing research at the point of care

> Job profile of a Cancer Nurse or oncology APN: specialized clinical assessment, symptom and distress management, counseling and education of patients and their families, promotion of self-management, navigation, nursing triage and safety netting, coordination, and interprofessional collaboration

> Development and implementation of the role based on the PEPPA framework: patient group, stakeholders, current care model, needs and priorities, new care model and role profile, implementation strategy, evaluation, and long-term monitoring

> PEPPA Plus for evaluation: Define structural, process, and outcome indicators from the outset and use them for the introduction, implementation, and sustainable integration of the role

> Austrian Context and Challenges: Clarity of the role and delineation of existing nursing functions; legal and organizational structuring of the scope of practice; resources and dedicated time; documentation and system access; interprofessional acceptance; governance and leadership; and demonstration of patient-, team-, and organization-related outcomes

> Do not tie practice development and implementation to individual persons: Translate evidence into standards, routines, training, and organization-wide structures, and systematically plan for sustainability

> Link nursing management with nursing education and counseling: Integrate mission, resources, decision-making processes, and key performance indicators with competency development, team and patient education, counseling skills, reflection, and knowledge sharing

APNs in Primary Care—Nurse Practitioners in Family Medicine Practices:

> Tasks and role of the APN in the care and nursing context of primary care, using the example of Nurse Practitioners (NPs) in family practice

> Gaps in care and needs in primary care, direct clinical practice, interprofessional collaboration

> Implementation of a Nurse Practitioner (NP) role in primary care, scope of practice, monitoring, and evaluation

> Evidence serving as the foundation for the nursing, care, and support of patients in primary care and their support systems

Application in a workshop and seminar paper:

> In the workshop, students will develop initial ideas for designing their own advanced practice nurse (APN) role; the starting point is a relevant gap in care or a specific patient/client group, rather than a predefined job description

> Students develop an initial PEPPA-based conceptual outline: care problem and target group, stakeholders, existing care model, nursing roles and processes, role options, goals, new care model, implementation strategy, evaluation, as well as sustainability and optimization

> Management and education/counseling perspectives are integrated from the conceptual phase onward: governance, resources, and interfaces on the one hand; and competency profiles, training, counseling, case-based learning, and knowledge circulation on the other

> Austrian framework conditions and limitations are considered in every role concept, particularly scope of practice, organizational legitimacy, interfaces, resources, documentation, consultation and escalation procedures, and realistic evaluation options

> The role and implementation logic developed in the workshop serves as the starting point for the seminar paper; further elaboration is data- and evidence-based, following the ten work and reflection steps as an operationalization of the nine PEPPA steps

• graduates... > know the definition, history, development and characteristics of an APN

• graduates... > recognise the impact of new developments on the field of activity of the higher level service for health and nursing care, medicine, (non-profit) organisations and the provision of services to society

• Graduates... > can describe the role of the ANP using the example of the psychiatric setting in healthcare and nursing.

• graduates... > have basic and specialist knowledge of disease-related phenomena and their care-specific assessment

• Graduates... > have the skills to apply advanced nursing interventions in different clinical and organizational contexts.

• Graduates... > know the political, legal and organizational framework conditions that influence the development and integration of APNs.

Lecture, presentation, discussion, pbl, teamwork

Final exam: LV-concluding written final examination

> General ethics: Clarification of essential ethical concepts and positions that play an important role in the professional context
> Introduction to the basic positions of ethical judgement and argumentation
> Applied ethics: Values and conflicts of values in health care, professional codes and areas of responsibility
> Organizational ethics: Organization of communicative self-reflection
> Ethics consulting, Clinical Ethics Committee (CEC)
> Ethical decision-making processes: Methods and models
> Case discussions to build and strengthen the ability to reflect, judge and argue in internal and interdisciplinary dialogue

• Graduates... > have a sensitive awareness of ethical conflicts and problems of professional practice

• Graduates... > possess knowledge of basic positions of ethical judgement and can methodically discuss and argue ethical aspects in a professional context

• Graduates... > know models and methods for ethical decision-making, can apply these in a structured way using case studies and participate in an interdisciplinary (ethical) discourse in an expert manner.

• female graduates > acquire an ethical competence with regard to ethical problems in the health sector and interpersonal conflicts

lecture, group work

Continuous assessment: Immanent

• Methods of self-reflection and their significance for professional development
• Introduction to supervision and coaching: objectives, methods and fields of application
• Empowerment, resilience and resilience in self-awareness
• Practical exercises for the application of coaching and reflection methods in small groups

• Graduates... reflect on their own professional roles

• have basic skills in the application of coaching and reflection techniques for personal and professional development

• can recognize their own stress limits develop constructive strategies to strengthen psychological resilience

• shape interpersonal and professional relationships in a conscious, reflective and resource-oriented manner

• apply coaching and reflection methods

team work, presentation

Final exam: LV-concluding written final examination

>Definition of assessment
>Nursing assessment
>Definition, distinction
>Nursing expertise and assessment
>Nursing assessment in oncology
>Legal basis (GuKG)
>Role of assessment instruments in the nursing process
>Examples of selected oncological nursing assessment
>Theoretical application of oncological assessment instruments on the basis of practical examples

• Graduates... > assess basic knowledge and subject-specific knowledge about oncological phenomena

• Graduates... > analyse nursing-related oncological assessment instruments

• Graduates... >apply selected oncological assessments using practical examples

lecture, discussion, practice

Final exam: LV-final written final examination

>Basics
>Definitions, molecular biology, statistics in oncology
>Tumor theory
>Focus on most frequently occurring malign tumors in Austria (mamma carcinoma, prostate carcinoma, lung cancer)
>Therapies
>Surgery, medicinal, radiation therapy
>Healthcare-associated side effects and treatment
>Evidence based medicine and guidelines in oncology
>Oncological research
>Cancer prevention
>Psycho-oncology

• Graduates... >name the oncological basics and the most frequent malignant diseases in Austria

• Graduates... >describe the oncological forms of therapy and their side effects and interactions

• Graduates... >identify evidence-based medical guidelines and research areas in oncology

• Graduates... >reproduce basic knowledge in the field of psycho-oncology and cancer prevention

lecture, presentation

Final exam: LV-concluding written final examination

>Classification of cytostatic therapy (adjuvant, neoadjuvant, curative – palliative therapy), applications of the different therapy options

>Cytostatics (drug classes, e.g. intercalators, antimetabolites, alkylants, … and effect mechanisms)

>Handling cytostatics – protection of personnel / relatives

>Extravasation

• Graduates... >describe the cycles of chemotherapy and chemotherapeutic agents.

• Graduates... > handle cytostatic drugs, extravasation, contamination,...

• Graduates... > classify the categories of Best Supportive Care

lecture

Final exam: LV-final written final examination

>Framework conditions for counselling in professional health care and nursing (statutory, programmatic, ...)
>Fields of counselling in health care and nursing

>Social forms in counselling: group counselling, individual counselling,...
>Selected counselling methods in the context of health care and nursing
>Health-promoting counselling (e.g. salutogenesis,...)
>Cooperative counselling in the context of chronic diseases >Personal counselling (e.g. integrative counselling according to Sander,...) >Types of counselling (e.g. according to Engel,...)
>Selected counselling processes (e.g. step model according to Engel, Mutzeck,...)

• Graduates... > identify ethical aspects in consulting processes

• Graduates... > build up an overview with regard to relevant consulting fields

• Graduates... > analyse the advantages and disadvantages as well as specific indications for the selection of social forms in counselling processes

• Graduates... >identify processes and methods of selected types of consulting

• Graduates... >compare selected consulting processes (e.g. Engel, Mutzeck, Bamberger, ...)

lecture, presentation, group presentations, discussion

Final exam: LV-concluding written final examination

>(inter)national consulting theories and concepts
>theoretical positions of the social and human sciences

selected concepts:

Solution-oriented consulting concepts, cognitive-behaviour-oriented consulting, person-centred consulting, lifeworld and everyday life-oriented consulting, resource-oriented consulting, family-oriented consulting,...

• Graduates... > describe theoretical concepts of consulting

• Graduates... >describe ethical aspects in consulting theories

• Graduates... > name theoretical basics of the consulting fields

• Graduates... >justify selected consulting theories and concepts (e.g. solution-oriented consulting, cognitive-behavioural consulting, person-centred consulting, etc.)

• Graduates... > differentiate between different settings of counselling (e.g. lifeworld and everyday life-oriented counselling, resource-oriented counselling, family-oriented counselling, etc.)

lecture, discussion, practice

Final exam: LV-concluding written final examination

>Language and skills in English needed for Nurse 
>Counceling including
>Patient communication
>Empathetic communication
>Suggesting/Giving advice
>Breaking bad news
 

• Graduates... >communicate in English in a professional setting

• Graduates... > apply communication skills in the course of scientific discourse

• Graduates… > can summarize, analyze and understand english technical literature

• Graduates... >write abstracts on nursing science topics in English language

• Graduates... > structure texts, according to their field of expertise

group work, input

Continuous assessment: Immanent

>Practical consolidation of the nursing science basics, especially of quantitative and qualitative research
>Recognition of problems relevant to nursing practice and systematic development of scientifically based solution options
>Evidence - Based Nursing
>The EBN Process - Focus: Systematic literature research and critical evaluation of studies and professional articles using checklists, synthesis of scientific literature

• Graduates... >apply the basic knowledge of quantitative and qualitative research in a practice-oriented way

• Graduates... > identify and define problems relevant to nursing practice

• Graduates... >derive scientifically workable questions from a problem/phenomenon of their choice

• Graduates... >carry out the processing of the question using the EBN process

• Graduates... >classify scientific results and go through the scientific knowledge process

• Graduates... >implement the scientific working and writing process

• Graduates... >know the structure and requirements of scientific texts

• Graduates... > know citation rules and are able to use them in a differentiated way

• Graduates... > implement the research process

interactive lecture

eLearning

working independent

Final exam: LV-concluding written final examination

> Writing and research process
> Steps for writing scientific papers
> Formal guidelines for text design, structure, language
> Structure of exposé, abstract, excerpt, seminar paper, master thesis
> Nursing science topics/ The research question
> Types of (scientific) sources
> Introduction to literature management programs
> Activating writing exercises
> Citation - APA Style
> Ways of disseminating research results

• Graduates... > identify and define problems relevant to nursing practice

• Graduates... >derive scientifically workable questions from the problem/phenomenon

• Graduates... >select suitable literature for a scientific question

• Graduates... >classify scientific results systematically and go through the research process

• Graduates... >know the structure and requirements of scientific texts

• Graduates... > know citation rules and are able to use them in a differentiated way

• Graduates... >can implement the research process

• Graduates... >know possibilities to publish scientific findings.

lecture, group work, presentation

Continuous assessment: Immanent

> content-based counseling focus (e.g. heart insufficiency, pain, dementia, fall prevention and chronic diseases such as leg ulcer diabetes, renal insufficiency, COPD, urinary incontinence, ...)

> Motivation, learning and positive learning conditions

> Interaction theoretical approaches to the content planning of consulting

> Importance and planning of micro-training sequences

> Evaluation of learning outcomes

> Counselling for residents and relatives

• Graduates... >name the basics and concepts of professional care counselling

• Graduates... >specify tasks of counselling in chronic disease processes

• Graduates... > identify the challenging aspects in counselling situations (e.g. chronic illness,...) and develop strategies for action

• Graduates... > design the contents of the counselling in the setting to be counseled from a pedagogical and didactical point of view and plan and apply them

Lecture, exercise sequence, case-based learning,

Final exam: LV-concluding written final examination

> Needs and settings (e.g. groups, communities, individuals, etc.)

>Planning, design and implementation of health-related services at community or district level

> Importance of participation and empowerment in the setting-based approach

>Consulting models (e.g. Calgary Family Assessment and Intervention Model, ...)

> Diversity-sensitive aspects in counselling (e.g. migration, social class, language, gender,...)

> Collegial counselling (at all levels)

• Graduates... > describe the different settings (e.g. primary care, ...) and perceive the health-promoting focal points

• Graduates... > differentiate between the various professional fields (e.g. family health care, school health care, community and population-oriented care, etc.)

• Graduates... > apply the setting oriented counselling concepts

Lecture, exercise sequence, case-based learning,

Final exam: LV-concluding written final examination

> Factors of professional counselling processes in/of social systems (e.g. traditional and systemic view, ...)

> Terms: social systems, group, team,...

> Leading, directing or controlling or intervening (e.g. in groups,...)

> Characteristic processes of groups (internal structures such as norms, roles, ranks, cohesion, convergence, individual and group,...)

> Connections of psycho-, socio- and group dynamic processes in groups / teams

> Special topics in/of groups (composition of the group, group size, phases, cooperation and conflict, conformity, ...)

>Planning and decision-making in groups/teams

>Reflection principles and feedback culture in groups / teams

>Team-oriented organisational structures

• Graduates... > identify criteria for successful consulting processes of groups, teams and social systems

• Graduates... > interpret their personal perception of dynamics, structures and processes in groups and teams

• Graduates… > identify interrelationships in leadership in groups / teams or social systems

• Graduates... >analyse group processes and implement suitable consulting actions

• Graduates... >develop strategies for leadership, control of or intervention in groups / teams

• Graduates... > name possibilities to promote performance and creativity in groups in consulting situations

lecture, exercise sequence, case-based learning

Final exam: LV-concluding written final examination

> Practical implementation of the motivating conversation

> Practical implementation of solution-oriented and systemic issues

• Graduates... > plan, carry out, analyse and evaluate a case-oriented consulting sequence

• Graduates... >combine different counselling approaches with conversation techniques

• Graduates... > adapt conversation techniques for particularly challenging internal patient situations

lecture, exercise sequence, case-based learning

Continuous assessment: Immanent

> Situation in Austria regarding dismissal management, possibilities, projects, problems

> Interfaces, interface management, discharge management (internal/external)

> Services of the Austrian health and social system, care management, regional organisations,

> Multi/ inter- / intra-professional cooperation/teamwork

> Multi/inter- and intra-professional communication

> Joint decision making

> Roles in the team (professional self-image, understanding of roles, knowledge about professional groups, ...)

> Cooperation/ teamwork within the treatment process

> Cooperation/ teamwork within the framework of different settings

> Cooperation/ teamwork within the framework of treatment procedures/ different diseases/ medical specialties (child and youth, psychiatry, geriatrics, oncology, palliative care, ...)

> Cooperation/ teamwork within the scope of quality assurance/ quality management

> Cooperation/ teamwork in the context of health promotion and prevention

> electronic networking and integration, telemedicine, common documentation systems

> Ethical action in the team

• Graduates… > define interfaces, interface management and knowledge about the problems of interfaces (conflicts, negative effects on those affected, time, quality, costs, health economic effects, ...)

• Graduates... >describe the goals of interface management and offer solutions and instruments for interface management (process, influencing factors, standardization, ...)

• Graduates... > name the service providers in the Austrian health and social system, the financing, possible benefits and access to these

• Graduates... > develop skills for inter- and intra-professional, effective and efficient teamwork and communication

• Graduates... > name the different possibilities of dismissal management (advantages and disadvantages, general conditions, ...)

• Graduates... > develop competences for multi/ inter- and intra-professional interface management (discharge management, CCM within the framework of treatment processes, in different settings, treatment procedures/ different diseases/ medical specialties, ...)

lecture, group work, discussion

Final exam: LV-concluding written final examination

> Observation at counselling centres (freelance or employed)
> Support by mentor/ instructor from nursing practice

• Graduates plan, successfully conduct and evaluate counselling sequences with a target group in a counselling setting.

• Graduates evaluate and reflect on their own counselling process.

• Graduates use explicit feedback as a motivational factor in the learning and training process of patients, clients, relatives or staff.

lecture, group work, presentation

Continuous assessment: Immanent

> constructive conversation with patients, clients, relatives and staff
> techniques of active listening
> routines in counselling and nursing practice, rituals and ritualised exchange in the counselling setting
> communication in counselling (in the context of: motivation, instruction, training)
> disorders and conflicts in counselling
> communication possibilities with digital media in the field of e-counselling

• Graduates... > apply discussion techniques in exchange and discussion scenarios with patients, clients, relatives and employees

• Graduates... > handle conflict resolution methods

• Graduates... >clarify the importance of promoting diversity-sensitive communication in the consulting setting

Group work, discussion

Final exam: LV final oral and written final examination

> presentation technique and teaching of topics and content
> verbal and non-verbal presentations
> language, voice, speech techniques
> facial expressions, posture and gestures
> advantages and disadvantages of different media in the use of presentations
> tips and tricks for preparing and designing presentations
> selected information on body language
> on the why and how of visualisations and other creative methods
> basics of learning processes and learning types, motivation to learn
> applied and literary rhetoric

• Graduates… > plan and conduct presentations

• Graduates... > use different visualization options

• Graduates... > demonstrate safety during presentations

• Graduates... > describe the ideal sequence of consulting processes and differentiate between different types of consulting

lecture, presentation

Continuous assessment: Immanent

> Writing an exposé for the MA thesis

• Graduates... > can combine knowledge already acquired in the field of health care and nursing with newly gained scientific knowledge from systematic literature research.

• Graduates... > formulate current issues for the respective department (ANP, ANC, ANE)

• Graduates… > research scientific literature independently

• Graduates... > develop an independent methodological examination and conduct it independently within the framework of the Master's thesis

• Graduates... >Write an exposé for the master thesis on a complex topic of your choice

group work, lecture

Continuous assessment: Immanent

> Deepening of qualitative nursing research
> Planning and execution of qualitative research strategies
> Survey methods (focus on qualitative interview and observation)
> Evaluation methods (focus on content analysis) and presentation of the results of the collected data

• Graduates... > present approaches, possibilities and limits of qualitative research

• Graduates... > name survey and evaluation procedures in qualitative research

• Graduates... > plan and carry out research projects in the department

• Graduates… > plan and apply qualitative methods (interview, observation, etc.)

> Lecture, E- Learning

Final exam: LV-concluding written final examination

> Deepening quantitative empirical nursing research

> Construction of a questionnaire

> Research designs

> Samples

• Graduates... > interpret and classify quantitative research results

• Graduates... > develop and apply a simple questionnaire

• Graduates... > plan and carry out research projects in the department

lecture, group work, exercises

Final exam: written exam

> Basic and advanced aspects of case and care management
> Concepts of case and care management, including functions, procedures and phases
> Ethical perspective of case and care management
> Quality management aspects
> Case and care management at case level
> Assessment instruments of case and care management
> Problem and resource analysis, goal development, planning of measures > Caregiving, bonding - working - changing
> Participation, trajectory work model, empowerment

• Graduates... > explain basic knowledge of case and care management

• Graduates... >identify aspects of case and care management at the case level

• Graduates... >identify assessment tools for the survey of case and care management needs

• Graduates... > explain the importance of casework for people in challenging life situations

• Graduates... > develop strategies to activate the self-care competences of patients in their social systems

• Graduates... > manage the cooperation with formal and informal networks

lecture, group work, case-based learning

Final exam: written exam

> Importance of case and care management in organisations
> CCM projects in Austria and other countries
> Networking, maintenance, establishment, development

> Evaluation of the case and system level
> Methods and effects of evaluation
> Standards in evaluation

> Quality in case and care management

• Graduates... > describe the dimensions of case and care management (micro, meso and macro levels)

• Graduates... > explain perspectives in case and care management (e.g. "top-down" and "bottom-up", ...)

• Graduates... > describe ethical aspects of case and care management

• Graduates... > justify placement strategies at system level (proposals, recommendations, etc.)

• Graduates... > identify system control challenges

• Graduates... > develop competences of case and care managers internally for the system control

• Graduates… > analyse CCM concepts according to strategy and purpose (case- or system-oriented orientation) (e.g. managed care, clinical pathway, disease management, integrated care, case and care management, etc.)

lecture, presentation, group work, discussion

Final exam: LV-concluding written final examination

> presentation of terms research application in nursing practice
> inhibiting, promoting factors of research application
> selected implementation models and their focus
> exemplary implementation plan based on processed research results

• Graduates… > explain the term "research application" and explain the factors promoting and inhibiting research application

• Graduates… > distinguish selected models for the implementation of research results and apply them in a context-related way

• Graduates… > plan, implement and evaluate an evidence-based care-related measure

• Graduates… > interpret statistical results in scientific publications and classify them

lecture, discussion, group work, presentation

Final exam: LV-concluding written final examination

> Repetition of basic statistical concepts (data levels, data management)
> Fundamentals and application of descriptive statistics (frequencies, crosstabs, statistical ratios, measures of correlation)
> Fundamentals and application of inferential statistics (concept of significance, Chi-square test, group comparison tests (T-test, U-test, ANOVA, etc.), correlation)

• Graduates… > name statistical key figures

• Graduates… > document answers from questionnaires with the help of statistics programs and evaluate them

• Graduates… > define characteristics and their values

• Graduates… > generate complex hypotheses and test them in quantitative research

• Graduates… > operationalize items for the experience of target groups

• Graduates… > differentiate the descriptive statistics from the closing statistics

lecture, group work, discussion

Final exam: LV-concluding written final examination

> Importance and goals of internationalization in consulting

> Introduction and implementation of internationalisation concepts

> Strategies for the involvement of different stakeholders in the context of consulting

> Concepts for migration-sensitive care counselling

• Graduates.... > describe internationalisation concepts and measures as well as their goals in consulting

• Graduates.... > explain processes of internationalisation and their strategies for stakeholder involvement

• Graduates... > identify central dimensions of internationalization in consulting settings

• Graduates... > describe migration-sensitive concepts

• Graduates... > create a diversity-sensitive consultation with focus on origin and language

lecture, group work, discussion

Continuous assessment: Immanent

Quality Management

> Basics of quality management

> Quality methods and tools

> Quality management systems and models

> Quality indicators

> Continuous improvement process

Project Management
> Project Management Basics
> Project Management Sub-processes
> Phase-oriented application of selected project management methods
> Project definition and project environment analysis
> Project planning and project organization
> Communication in projects
> Introduction to project controlling
> Project conclusion
> Project plan preparation

• Graduates... > name the basics of project management

• Graduates... > name the steps of project planning and the basic principles of project organization and communication in projects

• Graduates... > have an insight into project controlling

• Graduates... > state the characteristics of the project completion

• Graduates... > create project plans and evaluate them

• Graduates... > develop an understanding of quality as the result of a social coordination process and as a basic component of daily work

• Graduates... > argue the role and importance of nursing knowledge in ensuring the quality of care

• Graduates... > name the terms, models and instruments of quality nursing work and can develop possible applications in their own practice

lecture, group work, presentation

Continuous assessment: Immanent

Professionalization

> Consulting competencies and consulting profile

> Methods of team consulting

> Organizational consulting and organizational cultures

> Economic aspects of consulting (marketing, fees, contract, ...)

Conflict and crisis management

> Roles and tasks in conflict transformation

> Basics and application areas of mediation

> Conflict diagnosis, dynamics and escalation stages

>Various conflict management and mediative communication approaches (Rogers, Rosenberg model, TA, modified Trinergy model, ...)

> Methodical use of mediation, techniques and methods of discussion control

> Modern neurobiological findings and their relation to conflict management and mediation

• Graduates... > justify the importance of cooperation in health care facilities and the importance of professional communication for the professionalisation of care counselling

• Graduates… > identify various roles and tasks in care counselling

• Graduates... > describe individual phases of the mediation process

• Graduates... > name individual basic elements and tools of conflict management

• Graduates... > name basic models and concepts of conflict and crisis management, conflict resolution and mediation

lecture, presentation, discussion, group work

Final exam: LV-concluding written final examination

> Practical implementation of a counselling sequence based on a case presentation
> Application of communicative techniques (open questions, aspects of the Milton Model) to consolidate the bonding phase
> Planning of a case-oriented counselling sequence taking into account models relevant to counselling (model of bodyknowledging according to Heggdal, traject model, trans-theoretical model
> Counselling concepts in the work with people with chronic diseases
> Theoretical models of process support (focus: stimulating health-promoting processes; salutogenesis & recovery)
> Phases of disease integration and phase-specific helpful interventions

• Graduates... > plan a formalised consulting process by applying a theory-based consulting concept

• Graduates... > combine theoretical concepts and models in case-oriented counselling and apply them situation- and person-specific

Lecture, group work, case-based learning

Final exam: LV-concluding written final examination

>Practice of patient education
>Education of relatives
>Learning in adulthood, disorders in the learning process, forms of instruction, the pedagogical mandate in patient education
>Patient information centres
>Diverse examples of education the informed patient
>Possibilities and problems in the implementation of patient education
>Learning locations and their significance / learning climate / conducive framework conditions

• Graduates... > identify criteria for successful consulting processes of groups, teams and social systems

• Graduates… > justify their personal perception of dynamics, structures and processes in groups and teams

• Graduates... > analyse group processes and develop adapted consulting concepts

• Graduates... > name possibilities to promote the performance and creativity of groups in consulting situations

• Graduates... > apply educational forms of instruction

Lecture, group work, discussion

Continuous assessment: Immanent

• Counseling methods: solution-oriented, systemic, motivational, coaching
• Challenging counseling situations: Conflicts, crises, emotional stress
• Simulation of counseling sessions: Role plays, peer feedback, supervision
• Mentoring and peer counseling: structure, moderation, reflection
• Evaluation of counseling skills: self-assessment, feedback, continuous improvement
• Digital counseling: basics, communication principles and use of digital tools in an online setting.

• Graduates ... ...analyze complex consulting situations and develop well-founded solutions in realistic simulation settings

• ...identify individual, social and organizational factors influencing the effectiveness of advice

• ...reflect on their own advisory skills and communication strategies

• ...apply methods of peer counseling and mentoring programs

• ...test basic principles of digital counseling

lecture, discussion, group work, presentation

Final exam: LV-concluding written final examination

> verbal and non-verbal presentations
> motivation to learn from a pedagogical point of view
> methods of training and counselling
> cooperative and collegial counselling (idea of man, basic attitudes, techniques)
> basics of different counselling concepts (client-centred, systemic, cooperative, collegial, ...)
> Techniques and possible applications of counselling concepts
> Comparison of different images of humanity and related basic attitudes
> Role of experts, counsellors and people seeking advice
> Requirements and building blocks for successful discussions
> Diversity as a parameter against the background of the occupational field
> Fields of communication in the occupational context, counselling settings
> Individuality as a focus

• Graduates… > apply the in-depth expert knowledge in the field of health and nursing and initiate target group-specific discussions

• Graduates… > adapt your own way of conducting a conversation to individual situations

• Graduates… > demonstrate confidence in communicating on challenging topics

• Graduates… > characterise images of humanity and link up with them basic attitudes in counselling and communication

• Graduates... > reflect on their existing and accumulated knowledge about counselling as a key competence in the field of health and nursing and the related roles as experts

• Graduates... > carry out counselling interviews

• Graduates... > reflect on their own role as an expert and advise or train nursing teams on complex issues in their own special field

• Graduates… > discuss definitions and demarcations of diversity management and reflect on them in relation to communication situations in everyday working life

• Graduates... > describe the dimensions of the diversity wheel and analyse it

• Graduates... > develop awareness of individuality and individual needs and analyse and discuss these in relation to everyday working life

• Graduates... > name and analyse the contents of diversity management in a national and international context

lecture, group work, discussion, case-based learning

Continuous assessment: Immanent

> Coaching of small groups to accompany the preparation of the MA thesis
> Presentation of the MA thesis in the small group
> Presentation and discussion of Master theses, with regard to their content and methodological design in accordance with the criteria of the FH Campus Wien and the Department of Applied Nursing Science

• Graduates... > provide constructive feedback to female colleagues regarding their scientific work

• Graduates... > accept constructive feedback

• Graduates... > clearly and concisely present their MA work project in small groups and present it

discussion, presentation

Continuous assessment: Immanent

> Independent work on a relevant topic based on the subject areas ANE, ANC or ANP under the supervision of a supervisor
> Design of the MA thesis

• Graduates... > analyse and identify relevant technical problems

• Graduates... > apply scientific methods with their expertise

• Graduates... > work on a current topic and discuss it in writing as part of a Master's thesis

Independent work supported by coaching

Final exam: Approval of the Master thesis

> The final Master's examination is an oral comprehensive examination before a board of examiners and is designed to assess academic competence and the relevant professional fields (it consists of three parts, each of which must be assessed positively).
> Presentation and discussion of the MA thesis
> Expert discussion

• Graduates... > present, present and defend their own scientific work

• Graduates... > lead a professional and scientific discussion

• Graduates... > recognise interrelationships between specialist areas and present their own conclusions in a comprehensible manner

presentation, defence

Final exam: overall commission examination

> Electronic media to support the communication of advice

> Content and condition analysis in health education

> Methods of written consultation

> content-related, technical and legal quality criteria

• Graduates... > call digital educational forms of instruction and apply them

• Graduates... > name the methods and quality criteria of online consulting

• Graduates... > explain the legal framework of online consulting

• Graduates... > develop written skills of consulting

lecture, discussion, group work

Final exam: LV-concluding written final examination

>Legal requirements for advice in nursing care

>Basic legal concepts and terminology (contract law, liability law, principles of entrepreneurial independence)

>Defense of legal claims against the consultants

>The consultants as plaintiffs (breach of contract, fees, copyrights, ...)

>Consultants as plaintiffs (prevention, lawyers, liability insurance, data protection, ...)

>Consultancy financing, authorities, freelance work

>Consulting case studies in a legal context

• Graduates... > describe legal principles in the context of care counselling

• Graduates... > present different fields of activity of the care counselling and link them with the legal aspects

lecture, discussion, case-based learning

Final exam: LV-concluding oral final examination

>Austrian social security (KV, UV, PV, AlV, ...)

>Forms of insurance

>Labour and social law contract forms

>Forms of company

>Guidelines for entrepreneurs when starting a business

• Graduates... > compare Austrian social security law and the different employment and insurance relationships

• Graduates... >compare different forms of companies in the context of self-employment

Lecture, discussion

Final exam: LV-concluding written final examination

>Comparative health systems

>Structure of the Austrian health care system and the reforms

>Different groups of people

>Healthcare system facilities

>Care levels and financing in the extra- and intramural areas

• Graduates... > analyse the Austrian health care system, its groups of people, their facilities

• Graduates... > describe the financing system in the Austrian health care system

Lecture, discussion

Final exam: LV-concluding written final examination