Advanced Nursing Education

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 Measures, 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 in Austria, Switzerland, and internationally, scope of practice, and legal and organizational frameworks

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

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

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

> Gaps in care and the 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 consultation, 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 symptoms 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 area, 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 evidence 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 Practice:

> 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 develop initial ideas for designing their own advanced practice nurse (APN) role; the starting point is a relevant care gap or patient/client group, rather than a predetermined 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 conceptualization phase onward: governance, resources, and interfaces on the one hand; and competency profiles, training, counseling, case-based learning, and knowledge sharing on the other

> Austrian framework conditions and limitations are taken into account 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, group work

Final exam: LV-concluding written final examination

> Application of basic ethical positions to concrete ethical areas of tension and conflict situations. 

> Discursive, structured, systematic and methodical discussion and application of decision-making models

> Competently handle ethical case studies from professional practice and health care in intra- and interprofessional discourse (e.g. in clinical Ethics Committees), which include ... 

> ... e.g. euthanasia, brain death and organ transplantation, measures restricting freedom, areas of tension within ethical principles on the basis of, for example, beliefs specific to a particular world view, dealing with dementia-related illnesses, changes in therapy goals, reproductive medicine options, etc.

• Students have a critical awareness of ethical fields of action and problems in their own professional practice.

• Students can competently and independently introduce, discuss and apply knowledge of basic positions of ethical judgment in concrete conflict situations in ethical discourses.

• Students develop critical, structured, systematic and methodically justified and comprehensible decision processing and decision-making strategies on the basis of case studies from concrete areas of tension in healthcare.

• Competence in dialogic and discursive settings of case discussions and in concrete practical discussions of ethical conflict situations.

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

> Basic concepts
> Basics of planning a teaching position
> Preparation and planning of lessons
> Execution of lessons
> Reflection of lessons
> Teaching position

• Graduates… > present basic concepts of teaching and learning process design in a differentiated way

• Graduates... > interpret curricula and transfer them to teaching and learning situations

• Graduates... > transform teaching content into learning objects based on didactic criteria

• Graduates... > prepare methodological approaches with the help of suitable instruments for the target groups

• Graduates... > orientate themselves in the planning and implementation of teaching towards objectives and the skills to be acquired

• Graduates... > develop a teaching plan, prepare and implement a teaching sequence

• Graduates... > reflect on teaching situations and their own role and draw well-founded conclusions for further teaching

• Graduates... > perceive and communicate the complexity of different target groups and persons in the context of teaching and learning at universities or in the educational sector of health care and nursing

Seminar paper, teaching design

Continuous assessment: Immanent

> Basics of teacher-centred methods
> Characteristics of "good teaching"
> Basics of teaching techniques at the university
> Pro and Contra Frontal teaching
> Frontal teaching "new"
> Design of digital and hybrid courses

• Graduates... > explain the variety of teacher-centred methods (function, variants, application) and reflect on their use

• Graduates... > use and design lecturer-centred methods within the framework of university teaching in a way that is appropriate for female participants

• Graduates… > apply teaching techniques in a targeted manner

lecture, discussion

Final exam: LV - final written examination

> theoretical and methodological foundations of educational science
> schools of thought in educational science

• Graduates... > reflect on educational science in its contexts

• Graduates... > illustrate and discuss the emergence of educational theories

Lecture

Final exam: LV - final written examination

> Didactics as a Professional Science of Teaching Professions
> Didactics: Etymology and Meaning of Terms
> Didactics as a University Discipline
> Didactics and its Object Theories - Connection of Theories, Models and Concepts
> Task and Object of Didactics
> Fields of Tension in Didactics
> Reflection vs. Action Orientation
> Theory vs. Practice
> History of Didactics (e.g. Comenius, Reform Pedagogy)
> Special Didactics (e.g. subject didactics, didactics of adult education)
> University Didactics
> Didactic Theories and Models: Education Theory Didactics, Learning Theory Didactics, Constructivist Didactics
> Ways to a Personal Didactics

• Graduates... > name and argue didactic tasks

• Graduates... > discuss the importance of university didactics as a basis for the professionalisation of teaching staff

• Graduates... > can classify, explain, reflect and compare central, didactic theories and models

• Graduates... > explain didactic structural elements (e.g. contents, objectives, methods) in their mutual impact and analyse them

• Graduates... > explain and evaluate learning theories with regard to their didactic consequences

• Graduates... > take appropriate account of findings from memory and learning research

• Graduates... > show ways to a subjective didactics

• Graduates... > argue and name quality criteria for teaching and learning processes

Group work, discussion, seminar work

Final exam: LV-concluding written final examination

> Technical terminology and communication skills in English in the health and nursing sector
> Counselling including communication with patients, clients and their reference system, empathic communication, "breaking bad news"
> Work with specialist literature

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

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

• Graduates... > understand and analyse English technical literature

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

• Graduates... > structure texts according to their focus (ANP, ANE, ANC)

Group work, inputs

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

lecture, e-learning

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, scientific essay, seminar paper, master's thesis
> Nursing science topics/the research question
> Types of (scientific) sources
> Introduction to literature management programs
> Activating writing exercises
> Citations - APA Style

>Creating argumentation chains with the help of evidence
> 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 create chains of argumentation (pro/contra)

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

lecture, group work, presentation

Continuous assessment: Immanent

> plan and design teaching processes
> develop teaching designs (suitable teaching concepts, suitable methods and media)
> assess learning requirements
> sequenced objectives
> selected teaching techniques in practice (problem-centred learning scenarios, case studies, small group settings, PQ4R method, discussions, role plays, learning team coaching, teaching/learning contract, team teaching)
> virtual learning and teaching
> 2nd teaching assignment

• Graduates... > prepare and initiate collective and individual learning

• Graduates... > solve challenging learning situations based on the theoretical principles

• Graduates... > open and design individual learning paths

• Graduates... > can stimulate, organise and accompany/coach learning activities.

• Graduates... > assign already created learning outlines to the learning tasks and adapt competences to be acquired

• Graduates... > give orientation in the learning process of trainees

• Graduates... > determine the individual learning level of trainees at regular intervals and provide constructive feedback orally and in writing

• Graduates... > strengthen and expand the skills of trainees

• Graduates... > balance and reflect individual learning of trainees

• Graduates... > implement evaluation processes

• Graduates... > ensure learning outcomes of trainees

Lecture, group work, discussion, seminar work

Continuous assessment: Immanent

> Concept of performance culture
> Concept of performance including Issues relating to the concept of performance
> Theories of social perception
> Self-perception and external perception
> Falsification mechanisms
> Feedback culture
> Fear of performance assessment
> Legal basis of performance determination and assessment
> Forms/functions of performance determination and assessment
> Scales and criteria of performance determination and assessment
> Conducting performance assessments - designs for performance determination and assessment
> New forms of performance assessment
> Portfolio - a development tool for self-determined learning

• Graduates... >make performance feedback valid, reliable and objective

• Graduates... > give feedback that promotes motivation

• Graduates... > have knowledge of the challenges and opportunities of performance measurement

• Graduates... > manage opportunities for performance assessment and performance evaluation

Seminar paper

Final exam: LV-concluding written final examination

> constructive conversation with trainees
> techniques of active listening
> routines in class, rituals and ritualized exchange in class
> communication in class (motivation, instruction, year management)
> disturbances and conflicts
> interaction in class
> communication possibilities in e-learning and e-teaching
> institutional and diversity-sensitive communication in higher education

• Graduates... >apply conversation techniques in exchange and conversation scenarios with trainees

• Graduates... > apply de-escalating methods

• Graduates... > emphasise the importance of promoting diversity-sensitive communication in teaching and learning settings

Group work, discussion

Continuous assessment: Immanent

> Work shadowing in the context of courses or school subjects at educational institutions in the field of initial, further, advanced and special training and at universities
> Accompaniment by mentor/instructor at educational institutions

• Graduates… >plan, successfully implement and evaluate teaching and learning sequences with a target group in the field of education.

• Graduates… >evaluate the performance of trainees as part of the performance assessment.

• Graduates ... >use constructive feedback as a motivational factor in the learning process of trainees.

• Graduates… >plan, organise and successfully conduct reflections on their own teaching and role.

lecture, group work, presentation

Continuous assessment: Immanent

> Theory and prerequisites, goals and planning of selected learner-centred methods (e.g. project method)
> Developments of the action- and learner-centred approach
> Possibilities and limits of self-control and learning centration
> Implications and conditions of learning centration in higher education
> Selected methodological concepts: problem-centred learning scenarios, case studies, small group settings, PQ4R method, discussions, role-plays, coaching, feedback methods

• Graduates... >present learner-centred methods in a differentiated way and apply them (e.g. problem-centred learning, project method, mutual teaching and learning, etc.)

• Graduates... > name methodical small forms and apply them actively in class (e.g. group puzzles,...)

• Graduates... > know the basics of self-directed and self-motivated learning

• Graduates... > build up a motivating teaching and learning climate

• Graduates... >are familiar with consulting and coaching elements in university teaching and can actively integrate them into their own teaching practice

• Graduates... >use feedback that promotes motivation and learning processes and convey this in a constructive manner

lecture, group work, presentation

Final exam: LV final oral or 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 learning processes and differentiate between different types of learning

lecture, presentation

Continuous assessment: immanent

>Definition of the term education controlling, fields of application in practice

>Educational needs analysis, planning and implementation

>instruments of education controlling

>Determination of key figures

>Measurement of satisfaction; creation, evaluation and interpretation of feedback forms

> Review of the learning success

> Ensuring the success of the transfer (instruments, methods to secure the transfer)

>Business success and return on investment

>Evaluation instruments in practice: overview of test systems, potential and competence measurement procedures

>Quality of learning and teaching offers

>International standards in education controlling

>strategic and operative learning management

>phases of the process of learning management and their practice-oriented application

>Control of learning processes

>tools for personal management in the area of educational institutions

> effects of learning processes on job-related changes

>quality management in educational institutions

>analysis of the demand for learning

>planning, organization and implementation of educational measures
regarding economical and educational principles

>specific use of quality measures

>development of marketing concepts

• Graduates… >create a theory-based overview of education controlling that can be implemented in practice

• Graduates… > put the methods they have learned from theory into practice

• Graduates… > reflect the possibilities and Limits of education controlling

• Graduates… >name the phases of the education management process and explain their practical application

• Graduates… >control educational processes in organizations

• Graduates… >carry out educational needs analyzes in companies, health- and educational institutions

• Graduates… >plan, organize and carry out educational measures based on economic and pedagogical principles

lectures, group work, discussions

Final exam: LV-concluding written final examination

> 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… > independently develop a methodological examination and carry it out independently within the framework of the Master's thesis.

• Graduates... > write an exposé for the Master's 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: 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

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 creation

• 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 nursing quality work and develop possible applications in their own practice

lecture, group work, presentation

Continuous assessment: Immanent

> basics of media didactics
> learning theories in the field of media didactics and media pedagogy
> problem areas of the conception of media learning offers
> practical implementation of a multimedia learning environment

• Graduates... > have an orientation knowledge in the field of media didactics and media pedagogy

• Graduates... > name selected concepts and theories in the field of media didactics and didactic design and apply them

• Graduates... > plan and implement an exemplary multimedia learning environment

Blended Learning
Peer feedback or learning tandems

Continuous assessment: Immanent

> Education policy: development of the school system in Austria; teacher training; differentiated school system - all-day school; comparison with Scandinavian countries (PISA study); domestic political situation; administrative structure; Bologna process; Lisbon strategy; the Austrian higher education system; the FH sector - development and expansion

> Higher education law: development and overview of the legal foundations in the Austrian higher education sector; University Act; Fachhochschule Act; study and examination regulations

• Graduates... > give an overview of the historical development as well as the current situation of the school and university sector

• Graduates... > classify their professional activity within the legal framework

Lecture

Final exam: LV-concluding written final examination

> Introduction to curricula and curricula
>Curriculum variants (minimal, simple, standard and integrated training curricula, learning field concept)
> Exemplary presentation of curriculum variants
> Curricular elements (qualification profiles, curricula, module and course descriptions)
> Didactic-methodological concepts
> Accreditation and quality assurance

• Graduates... > describe, define and differentiate curriculum variants and illustrate them with examples

• Graduates... > create sequences of a standard curriculum based on a self-selected topic

Lecture, discussion, group work,

Final exam: LV-concluding written final examination

> Coaching and advice for female employees
> Coaching and advice for trainees
> Educational advice
> Directions and procedures in coaching
> Behaviour-oriented coaching
> Peer mediation and conflict resolution
> Crisis management for trainees

• Graduates... > apply techniques and strategies in coaching and advising trainees

• Graduates... > accompany trainees in crisis situations

• Graduates... > are aware of their own area of competence and activity in the context of crisis management

• Graduates... > implement interdisciplinary interface management in crisis situations with trainees

lecture, presentation, discussion, group work

Final exam: LV-concluding written final examination

> Research on professionalisation
> How can "good" teachers be defined?
> Approaches to teacher research (e.g. process-product paradigm, female expert paradigm, etc.)
> Strategies for coping with stressful and challenging situations in education
> Competence acquisition in health and nursing - factors that promote and inhibit
> Identity learning and professional action in health and nursing

> Developments at Universities
> Managing and Leading Universities
> Professionalisation Management at Universities
> Empowerment and Self-Leadership
> Leading and Leadership in Courses, Degree Programmes, Initial, Further and Special Training
> Perceiving and Reflecting Leadership
> Leadership & Communication, Leadership & Female Leadership
> Mediation as a central task of Leadership

• Graduates... >define terms such as profession and professionalisation

• Graduates... >specify scientific standards of (technical) universities

• Graduates... > recognise their own area of competence in the vocational-pedagogical (teaching) environment and develop new areas of competence with the help of the concept of lifelong learning

• Graduates... > recognise the importance of professionalisation efforts in the health and nursing sector in the professionalisation discourse

• Graduates... > identify teaching and research at universities and universities of applied sciences as an important pillar of the professionalisation of healthcare and nursing in Austria

• Graduates... > discuss strategic decisions

• Graduates... > actively participate in shaping strategic change processes of educational institutions and universities

• Graduates... > recognize situation- and settingspecific change and development potential and guide these processes

• Graduates... > recognise conflict potential in female employees and develop coping strategies

• Graduates... > reflect on their own role in the management position

lecture, group work, discussion

Continuous assessment: Immanent

• Lesson Preparation: Formulating Learning Objectives, Analyzing Learning Needs, Structuring Lessons
• Presentation Methods and Active Teaching Methods: Microteaching, Simulation, Peer Teaching, Digital Tools
• Simulation training: Scenario design, role planning, debriefing, feedback techniques
• Exams and performance assessments: written, practical, oral, formative vs. summative assessment[JM1]
• Reflection and evaluation of courses: Gathering feedback, measuring learning outcomes, developing improvement strategies

• Graduates independently develop instructional concepts and lesson plans for nursing and healthcare professionals, taking into account target audiences, learning objectives, and learning theories.

• Graduates analyze and evaluate various teaching and assessment methods in terms of their effectiveness, transfer of learning, and student motivation.

• Graduates design simulations and hands-on exercises to help learners engage in critical reflection, make decisions, and confidently apply practical skills.

• Graduates design exams and performance assessments that measure competency development in a valid, reliable, and practical manner.[

• Graduates evaluate their own teaching methods, adapt them to students' learning needs, and develop strategies for the continuous improvement of their teaching practices.

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

> Significance and goals of internationalisation in teaching and studies
> Introduction and implementation of internationalisation concepts
> Relevance and significance of internationalisation strategies
> Strategies for involving different university stakeholders in internationalisation
> Approaches and activities relating to "internationalisation at home" and "abroad"
> Dimensions of internationalisation of teaching and curricula
> Internationalisation of learning outcomes
> Opportunities and risks of internationalisation of teaching and studies

• Graduates... > classify different internationalisation concepts and measures and their objectives, discuss them and implement them in their own teaching

• Graduates... > describe the complex and multi-layered process of internationalisation and explain strategies to involve different higher education stakeholders

• Graduates... > differentiate key dimensions of curriculum and teaching internationalisation and to reflect them in their own context

• Graduates... > formulate international and intercultural learning outcomes for their study programme

• Graduates... > develop an internationalisation concept for their study programme and connect it with their higher education context

lecture, discussion, teamwork, reflection

Continuous assessment: Active participation in class, draft an internationalisaton project in individual or group work (2 pages per student)

> 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

> 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

> 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

> Basic concepts and theoretical knowledge of e-learning and e-teaching
> Technologies in teaching
> Concepts of blended learning
> Basic knowledge of using Learning Management Systems (LMS)
> Web 2.0 tools and WIKIs in teaching
> Lecture recordings with desktop recording, creation of webinars

• Graduates... > develop basic skills in the relevant fields of activity, media didactics, moodle, Web 2.0 and multimedia

• Graduates... > know the basic concepts of web-based technologies (Internet, client-server architecture, HTML etc.)

• Graduates... > design different digital teaching and learning scenarios

• Graduates... > create teaching and learning goal-oriented content based on media didactic theories

• Graduates... > know a selection of learning goal-oriented tools for use in teaching and in teaching and learning arrangements

• Graduates... > orientate themselves in the LMS system (e.g. Moodle)

• Graduates... > make working materials available in the LMS system

• Graduates... > set up and maintain forums in the LMS System

• Graduates... > set up forums in the LMS System and evaluate them

• Graduates... > know basic terms and name possible applications of Web 2.0 tools with a focus on the use of wikis

• Graduates... > moderate communication processes in web-based LMS systems

• Graduates... > design desktop recordings in the virtual classroom

Blended Learning Scenario with Flipped Classroom

Self-directed learning in collaborative teams in the distance learning phase and presentation and discussion of the results in the presence.

Group puzzle

Peer feedback

Continuous assessment: Immanent