Health Care and Nursing

The nursing process

• Definition of the nursing process, historical aspects or history of development of the nursing process.
• Nursing process as a relationship and problem solving process
• Characterization of the individual steps of the nursing process
• Aspects of conversation and documentation of the nursing process including nursing report (focus: nursing assessment)
• Nursing diagnostic process with support of a nursing classification (NANDA I)
• Nursing goals, nursing measures and evaluation with the support of a nursing classification (NIC, NOC)
• Legal basics (focus: nursing documentation)
• Practical implementation of the nursing process based on individual case sequences
• Reflection of the nursing process with regard to benefits, sense and weaknesses
• Basics of Advanced Nursing Process

Basics of health care and nursing

• Image of the human being in nursing care
• Framing of the course content on the basis of a needs model (e.g.: Roper, Logan Tierney). Individual aspects from concepts of health promotion as well as diversity-competent health and nursing care and aroma nursing are taken into account in the context of the respective life activity.
• Linking the content of the life activities with studies in nursing science
• The individual life activities (LA) "Providing a safe environment", "Communicating", "Breathing", "Eating and drinking", "Eliminating", "Keeping clean and dressing", "Regulating body temperature", "Moving", "Working and playing", "Living one's sexuality" and "Sleeping" are processed by the following systematics:

a. Meaning aspect:

• Norms and values - meaning for the person and his frame of reference.
• Self-reflection of preferences, habits and behaviors
• Factors influencing the respective life activity and their interactions

b. Observation aspect:

• Characteristics of the respective life activity (LA)
• Effects of deviations on health, well-being and developmental status
• Perception and description of changes across the age span.
• Nursing-relevant professional observations of criteria such as skin and skin appendages, gestures, facial expressions, body posture and movement, cognition, orientation, recognizing, evaluating, documenting observation criteria and forwarding deviations
• Recognize and assess risk of the following: exsiccosis, contracture, pneumonia & atelectasis, thrombosis/thromboembolism, pressure ulcers, falls, aspiration, thrush parotitis, intertrigo, deprivation
  
  c. Select and apply nursing interventions:
• Assess resources and needs.
• Maintain privacy and intimacy, taking into account phenomena such as shame, fear, etc.
• Assess nursing needs, evaluate and derive goal-oriented nursing interventions in all settings and age levels, taking into account health promotion and prevention, lifeworlds and nursing research findings
• Diversity-competent prophylactic measure setting over the entire life span
• Aspects of aroma care

Example of topic processing based on the following LA:

LA "Moving":

• Meaning Aspect:

• Importance of movement for humans across the lifespan.
• Preferences, habits, behaviors
• Understanding and tolerance of the unfamiliar
• Impact of influencing factors on LA "Moving" and their interactions.

• Observation aspect:
• Movement patterns and sequences, taking into account the respective position in space
• Effects of deviations on health and level of self-care competence
• Assess changes (e.g.: Body image, plegias/paresis, movement disorders, sensitivity disorders, reflex disorders, etc.).
• Assess risk factors using assessment tools (e.g., pressure ulcers, falls, contractures, thrombosis, etc.)

Select and apply nursing interventions:

• Promote health through exercise concepts
• Back-friendly working methods
• Movement exercises and position changes using aids
  
  
   

• Students characterize the nursing process as a process of relationships, communication, and action;

• Students apply the steps of the nursing process using case studies;

• Students analyze and reflect on the nursing process in terms of its benefits, the legal framework (nursing documentation), and aspects of communication;

• Students explore conceptions of human nature and fundamental positions in the philosophy of science;

• Students empower people to take care of themselves;

• Students carry out tasks related to the core competency area and explain their decisions, actions, and the consequences of those actions;

• Students explain the importance of an understanding approach toward people with and without health-related disabilities in all situations—an approach characterized by empathy, respect, and authenticity—and act in a manner that demonstrates competence in diversity.

Mainly activating methods

Final exam: LV-concluding oral/practical or written examination

Basics:

• Competences according to §15 GuKG as amended.
• Delegation and subdelegation
• Standards/SOP, guidelines, directives
• Hygiene guidelines and compliance with ergonomic postures

Determination of vital parameters:

• Clinical monitoring/non-invasive monitoring: manual and/or mechanical determination of: Pulse, blood pressure, temperature, consciousness, vigilance, respiratory function Basics.
• Apparative monitoring on the monitor (non-invasive)
• Documenting and interpreting the determined values
• Documentation systems (analog/digital)

Oxygen:

• Determine and interpret peripheral oxygen saturation.
• Oxygen cylinder (handling, safety measures, calculation of O² supply)
• Patient monitoring
• Application systems (mask, goggles, probe)

Catheterization:

• Urinary catheterization (types of catheterization in terms of duration and function, instillations and flushes)
• Action scheme: preparation, execution and post-processing
• Nursing measures with the lying bladder indwelling catheter, collection systems
• Suprapubic bladder catheter (types, advantages and disadvantages, complications, preparation and follow-up and change)
• Residual urine determination using disposable catheters and non-invasive sonographic methods

Bowel enemas and enemas:

• Definition, effect, indications and contraindications, complications.
• Types and forms (disposable enemas, bowel cleansing, colonic irrigation)
• Scheme of action: preparation, execution and follow-up
• Stool management systems (open and closed), fecal collector

• Students justify their actions in the context of diagnostics and therapy on the basis of laws and guiding principles and guidelines;

• Students record situational vital signs and document and interpret them accordingly;

• Students administer oxygen according to the situation and take necessary nursing measures;

• Students will place transurethral and suprapubic indwelling bladder catheters, justify necessary nursing requirements, and perform residual urine determinations after selecting the appropriate method;

• Students perform the use of bowel enemas in the context of stool management and derive nursing interventions.

Mainly activating methods

Final exam: LV-final oral or written final exam.

• Female sexuality: gynecological examination methods, contraception - family planning; female sexual response cycle, libido and orgasm disorders; involuntary sterility - the sterile couple; transgender - deviations from assigned social gender role, HPV - vaccination.
• Embryonic development
• Pregnancy: placenta and umbilical cord, sure and uncertain signs of pregnancy, calculation of delivery date, ultrasound examinations, CTG, lifestyle counseling of pregnant women (nutrition, stimulants, sports, travel, sexuality)
• Disorders in pregnancy: extrauterine grav. (= tub.), miscarriage (abortus), disorders of the placenta/ umbilical cord, premature rupture of membranes, diseases of the mother - gestosis, diabetes mel., blood group incompatibility, premature birth
• Birth: types of labor, birth process (the "normal" birth).
• Transfer of the newborn: Observation focus, screening, prophylaxis, APGAR (initial assessment of the newborn).
• Changes in the family constellation after the birth of a child
• Phases of pregnancy, prenatal care, physical/mental adjustment process, life-world/psychosocial influences on the course of pregnancy, sexuality in pregnancy
• Possibilities of shaping physiological birth
• Postpartum process/postpartum period
• Care and support of the woman in childbed
• Instruction of parents in newborn care (e.g. prevention of SIDS)
• Nursing interventions in the care of healthy newborns
• Basics of breastfeeding theory and practice
• Theoretical approaches to nursing interventions in relation to postpartum and newborn care

• The students provide support during gynecological examinations, name family planning methods and act in a diversity-sensitive manner.

• Students describe the deviations from assigned gender roles (transgender)

• Students explain the process of pregnancy, childbirth and postpartum, set necessary nursing interventions and counsel affected women during this time in a health-promoting and preventive manner.

• Students carry out initial care on postnatal wards and subsequent nursing interventions for newborns after birth (spontaneous delivery and caesarean section) and instruct parents in the care of newborns.

• Students describe the basics and benefits of breastfeeding and provide guidance on breastfeeding (education).

• The students perceive mother/parents (woman-woman, man-man, ...) and child as a unit.

Course with activating methods, practical exercises

Final exam: LV-final written or oral final examination

Medical terminology:

• Positional and directional designations, numbers, colors.
• Declensions
• Clinical terminology and vocabulary

Biology:

• Basic biology, chemistry and biochemistry.
• Basics of biophysics
• Biology of the cell
• Genetics and Evolution
• Tissues

Anatomy Physiology:

• The healthy human being
• Body structure and musculoskeletal system (active+passive)
• Cardiovascular system
• Respiratory tract
• Blood, immune system, lymphatic organs
• Digestive tract
• Kidneys and urinary tract
• Genital organs
• Endocrine system
• Nervous system
• Sensory organs (eyes, ears, skin)

Nutrition:

• Qualitative and quantitative composition of food
• Metabolism and nutrition
• Exemplary diets
• Basics of infant nutrition

• Students are able to describe the differences between colloquialisms, terminology and nomenclature.

• Students will be able to correctly use the terms for levels, positional and directional designations, prefixes, suffixes, numbers, and colors of medical terminology.

• Students will be able to translate clinical terms.

Predominantly performing methods

Final exam: LV-final oral or written final exam.

• Definitions in pathology - statistical parameters
• tasks of the pathologist - intravital and postmortem diagnostics
• Causes of disease, course and consequences
• Pathology of heredity
• Disturbances of cell growth and cell proliferation
• Cell and tissue damage
• Regeneration and repair of tissues
• Inflammatory pathology
• Tumor pathology
• Disorders of the circulatory system
• Imaging diagnostic procedures and laboratory parameters

• Students will be able to name the most important terms and statistical parameters;

• Students will be able to describe the various diagnostic methods (including laboratory parameters) used in pathology;

• Students will be able to understand the relationship between the cause of a disease, its course and its consequences;

• Students will be able to link the fundamentals of heredity to the development of inherited diseases;

• Students will be able to reproduce the causes and consequences of cell death and its possible cures;

• Students will be able to describe inflammatory processes and the components and tasks of the immune system;

• Students will be able to understand the relationships between the development, characteristics and consequences of tumours of different dignity;

• Students describe the most important imaging procedures and laboratory parameters for the diagnosis of selected diseases.

Predominantly performing methods

Final exam: LV-final oral or written final examination

Infectious Diseases:

• Basics of infection theory
• The immune system
• Protective vaccinations/vaccination plan, reactions/defence mechanisms
• Methods of pathogen detection
• Notifiable diseases
• Signs of infection

Microbiology and parasitology:

• Bacteria
• Viruses
• Prions
• Fungi
• Parasites/Multicellular parasites

Hygiene in health care facilities and extramural settings:

• Organization of hospital hygiene (hygiene standards).
• Nosocomial infections
• General hygiene and hygiene measures
• Cleaning, disinfection and sterilization
• Hand hygiene
• Hygiene in special care settings
• Protective clothing - isolation
• Infection prevention for staff
• Infection prevention with multi-resistant germs
• Food and environmental hygiene
• Examination material

• The students are able to recognize the transmission possibilities of infectious diseases as well as the chain of infection in the intra- and extramural area.

• Students will be able to describe general characteristics of microorganisms in relation to disease development and control.

• Students will be able to explain defense mechanisms, immunization and immunization options.

• Students will be able to demonstrate the frequency and development as well as the transmission and consequences of nosocomial infections and justify and implement preventive measures.

• Students will be able to apply measures to prevent and control infectious diseases in various care settings.

• Students will be able to contrast differences between disinfection and sterilization and describe and demonstrate the effect, method and application procedure.

• Students can develop and justify hygiene awareness and explain and apply necessary hygienic measures.

Predominantly performing methods

Final exam: LV-final written or oral examination

• Psychological functions from the point of view of different scientific directions and
  views of man, depth psychological, cognitive-behavioristic and humanistic concepts,
  psychological requirements of the human lifespan with relevance for the
  neonatological to geriatric care.
• Basics of psychosomatics and psychogenic dysfunctions
• Social-psychologically and socio-culturally oriented concepts of action in nursing-specific
  conflict and stress situations as well as towards low-adherence patients
• Preventive, salutogenetically oriented health-psychological as well as clinical-psychological
  forms of intervention and related research approaches
• Developmental psychology of children and adolescents (personality, cognitive, motor
  and language development, developmental milestones)
• Health and disease concepts of children in their respective developmental stages
• Teaching the current theoretical findings of cognitive developmental psychology
• Fear - basic forms, age-related fears
• Attachment theory and attachment disorders
• Basic features of clinical psychology (psychosocial crisis, post-traumatic stress, reference to the discharge discussion)
• Basic psychotherapeutic and supervisory methods (context
  disease management)
• Psychohygienic methods for maintaining professional standards and for burn-out
  prophylaxis
• Nursing professional self-exploration, group and individual counselling as well as professional
  supervision, intervision and coaching

• Students can acquire theoretical knowledge in selected clinical psychological intervention methods (self-management, skills training, relaxation procedures, anxiety and stress management, mindfulness, crisis intervention).

• Students will be able to explain current research developments in clinical psychology, psychological psychotherapy.

• Students will be able to expand their understanding of the interaction of bio-psychosocial mechanisms of action in the development and maintenance of mental and physical illnesses.

• Students will be able to engage in current group discussions in the topic area at hand on selected case studies.

• The students are able to orientate their professional nursing activities to life course and development-related aspects.

• Students acquire a basic understanding of historical and anthropological foundations of education and establish the frame of reference relevant to nursing;

• Students relate education, learning, and nursing professional qualifications to social change, taking into account demographic trends;

• Students develop a resource-based view of children, youth, and adults with disabilities and acquire knowledge of appropriate professional accompaniment and support strategies in inclusive settings;

• Sociology: Students describe sociology as a field of action and as a science, explain the subject matter of sociology, understand society as a field of sociology, and discuss sociology in various contexts (culture and society, individual and society);

• Students will explain the group as a social entity, describe the stages of group formation using various models (Tuckman example), and recognize the importance of the group to the community and to the individual;

• Students distinguish between the terms power, authority, personal authority, and positional authority, as well as the term "social class" and describe and differentiate factors influencing social stratification as well as social inequalities;

• Students will describe areas of action in social pediatrics.

Predominantly performing methods

Continuous assessment: Performance is assessed by at least two partial performances, e.g. presentation, active participation, homework, intermediate examinations, which have to be completed in the course of the course.

Students will deepen practical handling through hands-on exercises on the following
key topics:

• Central contents: Self-awareness and interaction
• Concept system of Kinaesthetics®.
• Among others: (1) basics of movement and weight progression in gravity, (2)
  movement patterns, (3) positions for the respective movement activities, (4) external
  factors to promote movement.
• Positioning techniques: VATI positioning, back, side, abdominal positioning and
  seated positioning types, handling positioning aids.

• Students will explain Kinaesthetics concepts and relate them to their professional nursing and caregiving situations;

• Students can safely apply techniques of mobilization according to the needs of the counterpart;

• The students can recognize the contents of kinaesthetics as a possibility for health development;

• Students can reflect on their own movement patterns;

• Students will be able to demonstrate position changes while lying, sitting, and standing;

• Students can choose appropriate positioning aids for individual care situations.

Mainly activating methods

Continuous assessment: Performance is assessed by at least two partial performances, e.g. presentation, active participation, homework, intermediate examinations, which have to be completed in the course of the course.

• Legal basis of first aid
• Danger areas
• Rescue chain
• Life threatening situations
• Immediate measures
• Crisis intervention
• Emergency management in hospitals
• Disaster Management

• Students will be able to identify areas of danger and act adequately in terms of self-protection.

• The students can correctly carry out the control of vital functions and initiate the rescue chain.

• Students are able to recognise life-threatening situations and carry out the necessary life-saving measures. carry out the necessary life-saving measures.

• Students will be able to assign and apply professional emergency procedures for specific injuries/illnesses.

• Students will be able to recognize emergency situations in the clinical setting and act according to Basic Life Support (BLS).

Mainly activating methods

Continuous assessment: LV-final written or oral examination

The students are guided to:

• Implementation of the theoretical course contents (theory-practice transfer) in all internship areas defined for the achievement of competence according to FH GUK AV:

(1) acute care such as inpatient care in the (a) operative department
(general surgery and special surgical departments such as
gynaecology, urology, ear, nose and throat department) and inpatient care in the (b)
conservative department (general/internal medicine and special internal medicine
departments such as cardiology, oncology, hepatology),
(2) nursing care in the long-term care sector (e. g. e.g. geriatric centres, inpatient and day-care
),
(3) outpatient/mobile care (e.g. home care, outpatient clinics), as well as areas of
(4) prevention and rehabilitation.
Optionally and complementarily also in areas such as freelance nursing,
in the public health service, in ordinations and communities of practice and other
care facilities related to health care and nursing.

• Implementing and identifying health risks and resources and taking accident/illness prevention measures.
• Maintaining a training log in the form of a placement handbook which provides a guide to all placement training.
• Encouraging personal commitment to learning and ensuring learning progress in the above areas as well as reflecting on experiences from the relevant professional field.
• Reflection on a case history in the course of the 5th semester together with a teacher.
• Implementation of study tasks (see practice reflection) in the context of the respective clinical field.

• Students plan, implement and evaluate nursing interventions based on the individual steps of the nursing process: (1) elicitation of current health problems and risk factors of individuals, which are recorded using appropriate assessment instruments, and the related derivation of nursing diagnoses, (2) formulation of nursing goals, (3) identification of appropriate nursing interventions in consultation with individuals and/or based on research evidence, (4) evaluation of nursing results and justification of these with reference to the current state of research, (5) documentation of nursing-relevant data using suitable documentation systems and evaluation of the expected nursing results;

• The students can independently recognise complex situations and contexts in nursing and take appropriate measures independently or in consultation with trained nursing staff; and take appropriate measures;

• Students can act flexibly in rapidly changing situations;

• Students will be able to recognise their own possibilities and limits and to apply coping strategies in the case of occupational stresses and strains;

• Students will be able to recognise hazards and health risks in the workplace, assess them and either take measures to prevent accidents or illness themselves or, in cooperation with experts, implement develop and evaluate measures and strategies in cooperation with experts. develop and evaluate such measures and strategies.

• The students recognize and name hazards and health risks in the workplace, evaluate them, derive accident- or illness-preventing measures from them and implement them in cooperation with experts.

Practical learning phase

Continuous assessment: Immanent examination character and assessment of the practical learning phase

• In the introduction, the upcoming internship process is discussed: Design and process of the internship, data protection regulations and confidentiality obligation, internship goals, internship documentation, status discussions with self-assessment and assessment by others, internship assessment, learning support.
• In the practice reflection and supervision, practice-related stressful situations are dealt with as well as group discussions for the development of personal resources and coping strategies.

Study Assignments:
Study Assignment 1: Clinical Practicum 1
- Taking a Medical History
- Presenting an ATL
- Reflecting on the topic of disgust and the influence of the medical history form on the
nursing process
Study Assignment 2 : Clinical Practicum 2
- Preparation of a medical history and individually relevant nursing diagnoses according to NANDA
- Presentation of an elaborated nursing diagnosis
- Reflection and processing of the topic incontinence in professional
health care and nursing
Study Task 3: Clinical Practicum 3
- Preparation of a medical history, individually relevant nursing diagnoses and
nursing interventions according to NANDA
- Presentation of the evaluation process and research of a suitable study that meets the
scientific criteria
- Processing of questions on the topic of wound management based on a
wound situation from practice
Study Task 4: Clinical Practicum 5 + 6
- Preparation of a case history and description of evidence-based nursing interventions that are individually
suitable on this basis
- Research of two to three topic-related evidence-based studies
- Presentation of the elaborated nursing interventions

• Students explain and describe conditions that promote and inhibit learning within individual practice learning phases;

• The students reflect on the practice and instruction situation with reference to nursing theoretical positions, such as person-centeredness or family-centeredness, as well as nursing scientific findings;

• Students describe and reflect on stressors and apply counter-regulatory coping strategies;

• Students document their learning progress using the Praxis APP;

• The students record current health problems and risk factors as well as development potentials of different target groups on the basis of a nursing assessment and implement the nursing diagnostic process professionally with reference to nursing classification systems;

• Based on nursing assessments already carried out, students carry out nursing interventions according to the totality of nursing expertise as well as the preferences and resources of the different target groups in a systemic way, taking into account physical, psychological, spiritual, socio- and transcultural, age- and development-related, gender-related and ethical aspects and evaluating the related outcomes;

• Students present the study tasks assigned in the individual practice learning phases, thus linking theoretical content with the practice field in health care and nursing.

• Students reflect on their own values and norms as well as their behavior and actions with recourse to the professional code, derive a stable attitude and professional identity from this, and contribute to the further development of the profession;

• Through their own reflective processes, students understand the need for lifelong professional development to further develop their own professional competence in order to meet the ever-increasing professional demands and challenges of nursing practice;.

Predominantly activating methods

Continuous assessment

• Administration of medicines: forms of medicines, legal regulations regarding the ordering and administration of medicines (incl. narcotics management), incl. delegation (quality assurance: tasks of the senior health care and nursing staff regarding the ordering, storage, preparation and administration of medicines, observation of the effect/side effects of the medicines administered and documentation), design of medicine packaging and package inserts, instructions for use and storage, calculation of medicines, error management in the event of incorrect administration of medicines.
• Standard Operating Procedures (SOP): principles, exemplary implementation in diabetes mellitus.
• Punctures: Vein, capillary, artery, preparation (e.g., Emla patch), performance and follow-up for venous and capillary blood draws
• Peripheral vascular catheter: Principle of operation, peripheral vascular catheter, preparation, performance and follow-up for peripheral vascular catheter placement.
• Central vascular catheter: Principle of operation, preparation, assistance, follow-up, placement and handling.
• Partially and fully implantable catheter systems: Principle of operation, preparation, assistance, follow-up, placement and handling.
• Injections: s.c., i.m., i.v., preparation, execution and follow-up of injections
• Infusions: Infusion types, infusion accessories, drip rate calculation, drip counter, Infusomat, motor syringe, infusion preparation, starting and finishing infusions with recumbent vascular access.
• Probes: Placement of gastric tube, change of PEG tube, assistance with Sengstaken- Blakemore, positional control and nursing interventions for recumbent tubes.

Notice:

• Transfusions and bedside testing, performing patient-specific blood typing -> see skills training "Monitoring".
• Basics of invasive monitoring: arterial blood pressure measurement, CVD measurement, temperature -> see skills training "Monitoring

• Students will be familiar with various forms of medications and apply legal requirements regarding medication order and administration;

• The students take over tasks of the senior service for health care and nursing with regard to quality assurance in the handling of drugs with regard to ordering, storage, preparation and administration of drugs, observation of effects and side effects of the administered drug and documentation;

• Students grasp the handling in relation to narcotic drugs;

• Students observe drug packaging and package inserts, instructions for use and storage, and implement error management appropriately during drug administration;

• Students perform preparation, administration, and follow-up of subcutaneous, intracutaneous, intramuscular, and intravenous medications, as well as capillary and venous vascular punctures for blood sampling, and apply special analgesic measures during punctures;

• Students will understand the functional principle and handling of peripheral and central vascular catheters to be placed and already in place;

• Students perform preparation, execution, and follow-up when placing peripheral vascular catheters and infusions;

• Students will apply preparation, assistance, performance, and follow-up measures when placing subcutaneous, intramuscular, and intravenous injections;

• Students will name different types of infusions, understand how to use medical equipment such as drip counters, infusion pumps, and injection pumps, and calculate and observe drip rates and run rates for infusions.

Mainly activating methods

Final exam: LV-final oral or written final examination

All teaching contents are special nursing measures for certain
clinical pictures, which are listed as examples. Current medical findings and
further developments are to be taken into account accordingly. Special care presupposes
fundamental care understanding and knowledge over the disease picture and focuses on
supplementing, special observation, preventive measures, production of care plans,
advisory function and authority of the co-operation with medical diagnostic and
therapeutic measures.
All the nursing focal points mentioned below are to be linked to (evidence-based) nursing science
study results.

Nursing focal points related to diagnostics, conservative and surgical therapy of
patients with diseases of the immune system using the example of:

• HIV and AIDS

Nursing foci in connection with diagnostics, conservative and surgical therapy of
patients with metabolic diseases using the example:

• Diabetes mellitus type I and II
• Obesity

Nursing focal points in connection with diagnostics, conservative and operative therapy of
patients with cardiovascular and vascular diseases using the example:

• Coronary heart disease
• Angina pectoris, myocardial infarction (incl. heart failure)
• Peripheral arterial occlusive disease
• Coronary bypass surgery, peripheral bypass surgery and amputation,

Nursing focal points in connection with diagnostics, conservative and operative therapy of
patients with diseases of the endocrinological system using the example of:

• Thyroid gland: hyper- and hypofunction as well as special care and monitoring after
• thyroid operations

Nursing focal points in connection with diagnostics, conservative and operative therapy of
patients with diseases of the digestive system using the example:

• Acute and chronic inflammatory diseases e.g.: Ulcer disease, Crohn's disease, ulcerative colitis, pancreatitis
• gastrointestinal carcinoma
• Pancreatic carcinoma
• Liver cirrhosis
• Acute emergencies e.g.: Ileus, peritonitis
• Enterostoma care

Nursing focal points in connection with diagnostics, conservative and operative therapy of
patients with diseases of the respiratory system using the example of:

• COPD
• bronchial asthma
• Special care and monitoring during lung surgery incl. pleural effusion, pneumothorax, thoracic drains

The general peri- (pre-, intra- and post-) surgical nursing situation of all ages:

• Clarification of terms (peri-, pre-, intra- and postoperative care, nursing educational interview, consent to surgery and anesthesia, etc.).
• General perioperative (incl. pre- and postoperative) nursing measures
• Intraoperative care in the OP and anaesthesia area
• Postoperative care in the recovery room/IMC/intensive care unit and in the inpatient area
• Drains
• Postoperative complications e.g. thrombosis, pulmonary embolism

• Students will be able to understand HIV as a disease of the immune system with AIDS as a full-blown disease and will be able to post-exposure prophylaxis and current therapeutic approaches and nursing interventions. and to explain and justify them;

• The students will be able to establish a connection between diabetes and secondary diseases such as peripheral arterial arterial occlusive disease and CHD, and further identify possible perioperative nursing nursing interventions;

• The students are able to recognize signs of diseases of the thyroid gland as an endocrine organ and to list perioperative aspects of professional nursing in the care of people after surgical procedures on the procedures on the thyroid gland and justify them;

• Students will be able to identify current health problems and risk factors, as well as developmental potentials of with diseases of the digestive tract and implement the nursing diagnostic process accordingly. implement the nursing diagnostic process;

• Students will be able to recognise important features in professional care following initial placement of an enterostomy and incorporate this knowledge into consultation sequences with patients;

• Students will be able to describe nursing interventions in the care of patients with respiratory illnesses and to handle drains to relieve the pressure. respiratory tract and the management of drains to relieve respiratory emergencies. respiratory emergencies;

• Students will be able to implement and conceptually delineate the general perioperative setting;

• Students will be able to name common postoperative complications and outline the resulting further steps. outline;

• Students explain preparation, execution, and follow-up for placement, positional control, and nursing interventions in handling with the nasogastric tube and perform these actions;

Mainly activating methods

Final exam: LV-final oral or written final examination

General ethics:

• Explanation of terms: ethics, morals, ethos, values (professional and cultural values, conflicts of values), norms, rules, virtues.
• Tasks of ethics, basic questions of ethics, aims and limits of ethics
• Models of descriptive ethics (exemplary): e.g. phenomenological approach, language-analytical approach
• Classical theories of normative ethics (by way of example): deontology, teleology or consequentialist ethics, virtue ethics, communitarian ethics, ethics of justice, ethics of ethics
• Contemporary Asnätze: Care ethics, responsibility ethics

Ethics in care:

• Ethical problems in health care institutions, the special situation of nurses.
• Code of ethics: function of a professional code, ICN code
• Selected basic questions and areas of tension in nursing practice (exemplary): autonomy of the patient (informed consent, right not to know), the relationship between patient, nurse and relatives, refusal of food, brain death and coma vigil, organ transplantation, limitation of therapy - discontinuation of therapy, aggression and violence, patient's will, rationing in the health care system, etc.
• Organizational ethics and ethics committees: models, tasks, goals
• Models of decision making e.g. Rabe, Nimwegener

Transcultural care:

• Relationship between culture and religion
• Concepts of transcultural competence
• Models of transcultural nursing (e.g. M. Leininger)
• Transcultural interaction in the nursing setting

• Students will be able to describe ethical terms, tasks, basic questions, goals and limits of ethics.

• Students will be able to present selected models and classical and contemporary theories in ethics.

• Students will be able to acquire ethical competence in relation to interpersonal conflicts and moral problems in health care.

• Students can explain specific transcultural (culturally sensitive) aspects and implement these in their nursing actions and decisions.

• Students can acquire confidence in transcultural issues.

• Students will be able to interact with people from different cultural backgrounds in a professional manner that is characterized by congruence, initiative, empathy, respect and appreciation, among other things.

• Students can take responsibility for their decisions, actions and behaviour.

• Students will be able to discuss the code of ethics and present organizational ethics and the ethics committee.

predominantly activating methods

Continuous assessment: LV-final oral or written final examination

• History of the Hospice and Palliative Care Movement: Historical and current developments of hospice and palliative care.
• Selected definitions of palliative care: WHO, EAPC, Caring, Spiritual Caring
• The dying process and the stages of dying (e.g. Kübler-Ross, Renz, Jonen-Thielemann)
• Models of mourning phases and mourning tasks (e.g. Kast, Worden)
• Palliative care in different care contexts: End-of-life care in different institutions, at home and in emergency situations, from dealing with the deceased in a dignified manner and his or her care system
• Selected symptoms in palliative care including assessment tools: "total pain" and pain therapy, fatigue, nutrition and loss of appetite, cachexia, nausea and vomiting, constipation and diarrhoea, dyspnoea, agitation, pruritis, stomatitis and xerostomia, anxiety and depression, dehydration in the last phase of life
• Needs of the dying: physical, psychological, religious-cultural needs, and spiritual guidance
• Psychosocial aspects: Communication with the dying and seriously ill, "Breaking Bad News", understanding and accompanying mourning processes, caring handling of farewells and grief of health care personnel
• Ethics in palliative care: ethical decision-making cultures, dying with dignity,
  euthanasia debate, patients' advance directives and health care proxies

• Students will be able to define the terms hospice, palliative care, caring, spiritual care;

• Students will be able to describe and compare the dying process and the stages of dying and, on the basis of relevant symptoms on the basis of practical examples;

• Students will be able to illustrate possible individual needs of dying people and derive appropriate nursing interventions according to the situation and setting;

• Students will be able to design communication with the dying and seriously ill;

• Students will be able to discuss ethical decision making in palliative care;

Mainly activating methods

Continuous assessment: LV-final oral or written final examination

• Definitions of gerontology, geriatrics, long-term care and gerontological ageing research, theories of ageing and being old as a condition of life
• Structural changes in ageing (demographic development, sociological perspective)
• Needs of old and ageing people (closeness, sexuality, education etc.)
• Quality of life in old age
• Facilities/offers for the elderly in Austria and in international comparison
• Care concepts in gerontological care (biography work, validation, etc.)
• Nursing interventions in geriatric depression, delirium, dementia, deprivation, aggression and regression
• Selected assessment instruments in gerontological care
• Cooperation with the reference system and counselling in the setting of gerontological care
• Quality management and quality characteristics in the setting of gerontological care
• Ethics in gerontological care using the example of malnutrition
• Violence and aggression in gerontological care

• Students will be able to name relevant terms in gerontological care and to classify theories of ageing according to historical and social changes. theories of ageing according to historical and social changes;

• Students will be able to analyse the needs of old and ageing people and, on the basis of practical examples, individually derive relevant nursing interventions. derive relevant nursing interventions on an individual basis;

• Students will be able to describe different care concepts in gerontological care and apply apply corresponding assessment instruments;

• Students can compare national and international institutions and offers;

• Students will be able to explain the benefits of adhering to quality criteria in gerontological nursing and derive a necessary quality framework;

• Students will be able to explain violence and aggression in gerontological care using practical examples and apply possible de-escalation interventions;

• Students will be able to describe the importance as well as the contents of counselling and cooperation with the reference system.

Mainly activating methods

Continuous assessment: LV-final oral or written final examination

National and international reference values

Macro- and micronutrients, secondary plant compounds

Food Based Dietary Guidelines

Basic nutritional principles

Exemplary diets

• Students illustrate national and international nutrition reference values;

• Students will describe the macro and micronutrients and be able to apply them using the food pyramid (Food Based Dietary Guidelines).

• The students explain exemplary dietary food forms and derive the nutritional therapeutic relevance.

Predominantly activating methods

Final exam

• Introduction/definition of geriatrics, gerontopsychiatry
• Biological aspects of aging

Geriatrics

• Spectrum of geriatrics
  • Prevention
  • Acute geriatrics
  • Geriatric Rehabilitation
  • Palliative Geriatrics
• Geriatric assessment
• Age-specific phenomena
  • Multimorbidity (e.g. cardiovascular system, urogenital tract, digestive tract, sensory organs, musculoskeletal system, infectious diseases, nervous system, etc.)
  • Chronicity
  • Immobilisation
• Sleep disorders
• Vaccinations in old age
• Medication in old age (polypharmacy)
• The geriatric team

Gerontopsychiatry

• Delir
• Dementias
• Depression in old age
• Suicidality

• Geriatrics: Students will be able to define and distinguish between the terms geriatrics and gerontopsychiatry; describe the biological peculiarities of old age; name and explain age-specific phenomena; present and justify the possibilities of intervention from prevention to palliative geriatrics; recognise and distinguish the meaning and methods of geriatric assessment; reflect the causes, diagnosis, symptoms and therapies of age-specific diseases; explain the meaning of recommended vaccinations and medications in old age; distinguish the activities of the multi-professional geriatric team.

• Gerontological Psychiatry: Students will be able to describe the causes, diagnosis, course, and treatment options of common psychiatric disorders such as delirium, dementia, depression, and suicidality.

• Students will explain the methods of geriatric assessment, describe causes, symptoms, diagnoses, and treatments of age-specific diseases;

• Students distinguish the activities of the multiprofessional geriatric team, assume an independent professional role, and contribute to coordinated collaboration;

• Students describe the causes, diagnosis, course, and treatment options of common psychiatric disorders such as delirium, dementia, depression, and suicidality.

predominantly performing methods

Final exam: LV-final oral or written final examination

Overview of the legal areas and legal regulations relevant to the profession

Special features of the health care professions from a legal perspective

Case-specific solution of legally relevant issues of nursing in different settings

Professional competences according to GuKG (amendment 2016)

Professional authorization, professional practice, professional title, professional duties and rights

Presentation of the relationship of the individual legal areas, professional rights, organisational rights (e.g. Hospital Act, Nursing Home Residence Act), patients' rights, labour and employment law, civil and criminal law in general to each other.

• Students will be able to present an overview of the legal bases relevant to the profession.

• Students will be able to implement and apply the legal principles specific to their profession to their everyday work.

• Students will be able to recognise the significance of legal regulations for their professional actions, particularly in the provision of nursing services alone and in relation to the actions of other health care professions in different settings.

• Students will be able to describe the different areas of law relevant to the profession, such as professional laws, organisational rights (e.g. Hospital Act, Home Stay Act, Accommodation Act), patients' rights, labour and employment law.

Mainly activating methods

Final exam: LV-final oral or written final examination

Diseases and disorders (causes, symptomatology, diagnosis, therapy, prognosis) with emphasis on internal medicine (reference to all age groups)

• of the cardiovascular system, hematopoietic system and immune system:
  • Blood pressure regulation disorders
  • Diseases of the vascular system
  • Coronary heart disease and myocardial infarction
  • Heart failure and cardiac arrhythmias
  • Inflammatory heart diseases; heart (valve) defects
  • Blood cell disorders (red, white), coagulopathies
  • Malignant lymphomas
  • HIV infection and AIDS
  • Allergies and autoimmune diseases
• of the respiratory system:
  • Infectious respiratory diseases
  • Chronic obstructive pulmonary diseases, fibrosis
  • Bronchial and lung tumors
  • Diseases of the pulmonary circulation
  • Pleural diseases
  • Aspiration and aspiration pneumonia
• of the digestive tract:
  • Esophageal and gastric diseases
  • Intestinal diseases, peritoneal diseases
  • liver, biliary tract and pancreatic diseases
• of the metabolism and endocrine system:
  • Diabetes Mellitus Type I and II
  • Pituitary gland, thyroid gland, adrenal cortex
  • Fat and purine metabolism
  • Nutrition-related diseases
• of the musculoskeletal system:
  • Degenerative/inflammatory/rheumatic diseases.
  • Traumatic impairments
  • Congenital malformations

>Of the nephrological system:

Inflammatory diseases (glomerulonephritis)

Chronic renal insufficiency

Diseases and disorders (causes, symptomatology, diagnosis, therapy, prognosis) with emphasis on neurology (reference to all age groups)

• of the central and peripheral nervous system:
  • Cerebral seizures, infectious, inflammatory and degenerative diseases of the CNS, Intracranial pressure elevations, headache.
  • Tumors of the CNS, muscular diseases
  • Cerebral insult
  • Cerebral damage/impact of hypoxia

Diseases and disorders (causes, symptomatology, diagnosis, therapy, prognosis) with emphasis on psychiatry (reference to all age groups)

• Psychopathology: disorders
  • of consciousness and orientation
  • of memory and thinking
  • Affectivity and drive
  • needs and perception
  • ego experience and delusions

• Students will be able to apply basic theoretical knowledge of internal medicine to selected diseases of the cardiovascular system, the haematopoietic system and the immune system.

• Students will be able to apply basic theoretical knowledge of internal medicine to selected diseases of the respiratory system.

• Students will be able to apply basic theoretical knowledge of internal medicine to selected diseases of the digestive tract.

• Students will be able to apply basic theoretical knowledge of internal medicine to selected diseases of the metabolism and endocrine system.

• Students will be able to apply basic theoretical knowledge of internal medicine to selected diseases of the musculoskeletal system.

• Students will be able to apply basic theoretical knowledge of neurology to selected diseases of the peripheral and central nervous system.

• Students will be able to describe the course of disease in selected diseases/disorders.

• Students will be able to explain diagnostic and therapeutic interventions for selected diseases.

• Students will be able to justify criteria and parameters for monitoring people with selected diseases/disorders.

• Students will be able to recognise emergency situations caused by illness and disorders and derive the need for action from them.

predominantly performing methods

Final exam: LV-final oral or written final examination

• Introduction to the subject area of nursing science and nursing research: sources of knowledge, scientific theories
• Nursing science/research: definition and subject area
• Application areas of nursing research
• Overview of research approaches: Characteristics, basic principles
• Phases of the research process
• Ethical aspects of nursing research
• Basics of EBN: definition, components of a nursing decision, external and internal evidence, steps in the EBN process

• Students describe the fundamentals of nursing science and nursing research.

• Students will describe the fundamentals of Evidence Based Nursing (EBN).

• The students recognize the relevance of nursing science and nursing research for their professional fields of action in health care and nursing as well as the responsibility for their own effects in everyday professional nursing, also in connection with interprofessionality.

• Students will identify and read research papers on issues relevant to practice from the national and international fields.

• Students explain aspects of research ethics.

predominantly activating methods

Final exam: LV final oral or written final examination

The students deepen their practical handling of the following
main topics through practical exercises:
Basal Stimulation®:

• Components (attitude, competence, technique) of Basal Stimulation®.
• Experiences and basal stimulating offers in the somatic, vibratory, vestibular, auditory, audiorhythmic, oral/olfactory, tactile-haptic, visual area Basic principles and aspects of quality touch, constancy of touch, contact intensity
• Soothing and invigorating whole body care
• Unfolding and retreat accompanying offer
• Boundary positioning

Bobath Concept:

• Principles of the Bobath Concept
• Process of active movement learning
• Handling of movement in bed, positioning, movement of the pelvis and upper body, sitting, transfer and mobilisation for partially active and severely affected patients

• Students will be able to explain the effects of Basal Stimulation®;

• Students will be able to describe the basic principles of touch;

• The students can name situational, individual offers of Basal Stimulation®, experience them on themselves and carry them out independently. and carry them out independently;

• Students will be able to understand Basic Stimulation® as a holistic, conceptual model;

• Students will be able to apply techniques of the Bobath Concept according to the needs and resources of their of their counterpart;

Mainly activating methods

Continuous assessment: Performance is assessed by at least two partial performances, e.g. presentation, active participation, homework, intermediate examinations, which have to be completed in the course of the course.

The students are guided to:

• Implementation of the theoretical course contents (theory-practice transfer) in all internship areas defined for the achievement of competence according to FH GUK AV:

(1) acute care such as inpatient care in the (a) operative department
(general surgery and special surgical departments such as
gynaecology, urology, ear, nose and throat department) and inpatient care in the (b)
conservative department (general/internal medicine and special internal medicine
departments such as cardiology, oncology, hepatology),
(2) nursing care in the long-term care sector (e. g. e.g. geriatric centres, inpatient and day-care
),
(3) outpatient/mobile care (e.g. home care, outpatient clinics), as well as areas of
(4) prevention and rehabilitation.
Optionally and complementarily also in areas such as freelance nursing,
in the public health service, in ordinations and communities of practice and other
care facilities related to health care and nursing.

• Implementing and identifying health risks and resources and taking accident/illness prevention measures.
• Maintaining a training log in the form of a placement handbook which provides a guide to all placement training.
• Encouraging personal commitment to learning and ensuring learning progress in the above areas as well as reflecting on experiences from the relevant professional field.
• Reflection on a case history in the course of the 5th semester together with a teacher.
• Implementation of study tasks (see practice reflection) in the context of the respective clinical field.

• Students plan, implement and evaluate nursing interventions based on the individual steps of the nursing process: (1) ascertainment of current health problems and risk factors of individuals, which are recorded using suitable assessment instruments, and the related derivation of nursing diagnoses, (2) formulation of nursing goals, (3) identification of suitable nursing interventions in consultation with individuals and/or based on research evidence, (4) evaluation of nursing results and justification of these with reference to the current state of research, (5) documentation of nursing-relevant data using suitable documentation systems and evaluation of the expected nursing results;

• Students implement nursing interventions in a professional manner according to systemic, age and developmental criteria and consider guidelines of effectiveness, well-being and psychosocial needs, safety, economy, ecology and with reference back to the network of family and friends of the persons served;

• The students recognize and evaluate complex situations and contexts in health care and nursing independently or in consultation with trained nurses, compare these with nursing theoretical positions and nursing scientific findings and take appropriate measures;

• Students respond flexibly and appropriately to challenges in nursing practice and make professionally sound decisions independently or with others;

• Students understand the impact of professional coping strategies and apply them with reference to their own capabilities and limitations;

• The students recognize and name hazards and health risks in the workplace, evaluate them, derive accident- or illness-preventing measures from them and implement them in cooperation with experts.

Practical learning phase

Continuous assessment: Immanent examination character and assessment of the practical learning phase

• In the introduction, the upcoming internship process is discussed: Design and procedure of the internship, data protection regulations and confidentiality obligation, internship goals, internship documentation, status discussions with self-assessment and assessment by others, internship assessment, learning support.
• In the practice reflection and supervision, practice-related stressful situations are dealt with as well as group discussions for the development of personal resources and coping strategies.

Study Assignments:
Study Assignment 1: Clinical Practicum 1
- Taking a Medical History
- Presenting an ATL
- Reflecting on the topic of disgust and the influence of the medical history form on the
nursing process
Study Assignment 2 : Clinical Practicum 2
- Preparation of a medical history and individually relevant nursing diagnoses according to NANDA
- Presentation of an elaborated nursing diagnosis
- Reflection and processing of the topic incontinence in professional
health care and nursing
Study Task 3: Clinical Practicum 3
- Preparation of a medical history, individually relevant nursing diagnoses and
nursing interventions according to NANDA
- Presentation of the evaluation process and research of a suitable study that meets the
scientific criteria
- Processing of questions on the topic of wound management based on a
wound situation from practice
Study Task 4: Clinical Practicum 5 + 6
- Preparation of a case history and description of evidence-based nursing interventions that are individually
suitable on this basis
- Research of two to three topic-related evidence-based studies
- Presentation of the elaborated nursing interventions

• Students explain and describe conditions that promote and inhibit learning within individual practice learning phases;

• The students reflect on the practice and instruction situation with reference to nursing theoretical positions, such as person-centeredness or family-centeredness, as well as nursing scientific findings;

• Students describe and reflect on stress factors and apply counter-regulatory coping strategies;

• Students document their learning progress using the Praxis APP;

• The students record current health problems and risk factors as well as development potentials of different target groups on the basis of a nursing assessment and implement the nursing diagnostic process professionally with reference to nursing classification systems;

• Based on nursing assessments already carried out, students carry out nursing interventions according to the totality of nursing expertise as well as the preferences and resources of the different target groups in a systemic way, taking into account physical, psychological, spiritual, socio- and transcultural, age- and development-related, gender-related and ethical aspects and evaluating the related outcomes;

• Students present the study tasks assigned in the individual practice learning phases, thus linking theoretical content with the practice field in health care and nursing.

• Students reflect on their own values and norms as well as their behavior and actions with recourse to the professional code, derive a stable attitude and professional identity from this, and contribute to the further development of the profession;

• Through their own reflective processes, students understand the need for lifelong professional development to further develop their own professional competence in order to meet the ever-increasing professional demands and challenges of nursing practice;.

Predominantly activating methods

Continuous assessment

All teaching contents are special nursing measures for selected clinical pictures which are listed as examples. Current medical findings and further developments and local peculiarities are to be taken into account accordingly. The care of special target groups requires a basic family-oriented understanding of care and knowledge of the clinical picture and focuses on supplementary, special observations, preventive measures, preparation of care diagnoses, care plans, advisory function and competencies of cooperation in medical diagnostic and therapeutic measures.

All nursing focal points mentioned below are to be linked to (evidence-based) nursing science study results.

Fundamentals in pediatric health and nursing care

• Child and family in society
• UN Convention on the Rights of the Child, EACH Charter
• Child in hospital (admissions, separation trauma/hospitalism, safety, duty of supervision, duty of protection).
• Family in the children's hospital - possibilities of co-admission, financial aspects, KIB
• Basis of nursing action in pediatric and adolescent health care and nursing (consider developmental stage, parent support, parent integration, etc.)
• Theoretical basic position family centering/family orientation in the pediatric setting
• Dealing with developmental anxiety
• Nutrition in life ages 0-18 years old

The acutely ill child using the example of a young child with exsiccosis in infancy with the main problem areas

Assigned content:

• Physiological nutritional status and deviations (documentation with percentiles)
• Water and electrolyte balance incl. observation and assessment
• Observation - skin, excretion, nutritional status, vital signs, vigilance, general condition, abdomen
• Nursing intervention adapted to the stage of development
• Support of the reference system in case of "life-threatening" disease

The chronically ill child using the example of a child with congenital malformations from infancy to young adulthood with the main problem areas

Assigned contents:

• Special communication

• Developmental and perceptual support (hearing, speech, vision, motor skills) in the pediatric hospital setting and in the early intervention setting
• Nursing focus on congenital vitias
• Dealing with resistance to medical nursing interventions (e.g. assistance during examinations: aggravated "violent" blood sampling)
• Pain management
• Support possibility of the reference system

The prematurely born child using the example of a child born in the 32 SSW with hyperbilirubinemia with the main problems

Assigned contents:

• Individual care of the premature infant: NIDCAP® (Newborn Individualized Developmental Care and Assessment Program), concepts such as Kinaesthetics®, Infant Handling® and Basal Stimulation®,
• Patient observation versus monitoring
• Neonatology setting - handling of medical devices and their significance and effects on the child and its care system
• Stress of premature infants, signals of the premature infant
• Positioning
• Phototherapy - possibilities, effects, selection of suitable nursing interventions
• Feeding of the premature infant and administration
• Principles and principles of interdisciplinary cooperation and parent information and integration
• Support possibilities of the reference system

• The students name the articles of the EACH Charter as well as the children's rights of the UN Convention on the Rights of the Child and discuss the current social significance of "being a child" and the family in Austria, reflect on the historical background and changes in this respect and derive consequences for their professional nursing activities;

• Students assess the developmental status and related physical and psycho-emotional developmental tasks of preterm infants, children, and adolescents, drawing on theories of developmental psychology, and integrate them in a differentiated manner within evidence-based nursing actions and implement them successfully in a multiprofessional team;

• The students recognize the expert status of chronically ill children or adolescents and their reference systems for their individual life reality and use this status in the course of their care and support;

• Drawing on basic theoretical positions, students analyze the family system within the pediatric care setting and integrate this knowledge as they provide nursing care;

• Students assess through structured and targeted data collection and analysis, differentiate different pharmacological interventions in pediatrics and perform the necessary calculations for this according to the body weight of children and adolescents, derive appropriate measures and evaluate them;

• The students anticipate the effects of impairments, illness and therapeutic necessity on various examples of children with illnesses at different stages of life and, based on this, initiate supportive measures in coping with illness for those affected and their relatives;

• Students reflect on their own attitudes in relation to vulnerability potentials of children and adolescents in need of protection and derive from this a holistic, professional and person-centered professional ethos.

Mainly activating methods

Final exam: LV-final oral or written final examination

All teaching contents are special conservative and operative nursing measures for specific clinical pictures, which are listed as examples. Current medical findings and further developments are to be taken into account accordingly. Special nursing requires basic nursing understanding and knowledge of the clinical picture and focuses on supplementary, special observation, preventive measures, preparation of nursing care plans, advisory function and competences of cooperation in medical diagnostic and therapeutic measures.

All of the nursing focal points mentioned below are to be linked to (evidence-based) nursing science study results.

Nursing focal points in connection with diagnostics, conservative and surgical therapy of patients with diseases of the immune system:

• HIV and AIDS

Nursing focal points in connection with diagnostics, conservative and operative therapy of patients with diseases of the digestive system, using the example of:

• Acute and chronic inflammatory diseases, e.g. ulcer disease, Crohn's disease, ulcerative colitis, pancreatitis
• gastric and intestinal carcinoma
• Pancreatic carcinoma
• Hepatitis and liver cirrhosis
• Acute emergencies such as ileus or peritonitis
• Enterostoma care, as well as materials and changing of the stoma care system.

The general peri- (pre-, intra-, and post-) operative nursing needs and requirements at all ages:

• Definition of terms (peri-, pre-, intra-, and post-operative nursing care, nursing informed consent, consent for surgery and anesthesia, etc.)
• General perioperative (including pre- and postoperative) nursing care.
• Intraoperative nursing care in the operating room and anesthesia area
• Postoperative care in recovery room/IMC/intensive care unit and inpatient area
• Different drainage care
• Postoperative complications such as thrombosis, pulmonary embolism

Nursing focal points in connection with diagnostics and therapy of patients with diseases of the central and peripheral nervous system, using the example of:

• Ischemic insult, intracranial hemorrhage, paraplegia, multiple sclerosis.
• Rehabilitative nursing focuses in selected clinical pictures: Insult, Parkinson's disease, multiple sclerosis, paraplegia

Nursing foci related to diagnosis and treatment of those with oncologic diseases (Part 1, Part 2 see Health Care and Nursing in Special Settings 3):

• Clarification of terms (TMN, grading), basic features of psychooncology; selected nursing assessment instruments in oncological support, symptom clusters and symptom management (complications, side effects and diagnostics).

Nursing focal points in connection with diagnostics, conservative and operative therapy of patients* with gynecological diseases using the example:

• Inflammatory diseases of the female reproductive organs
• Surgical interventions in the gynecological area (e.g. cervical carcinoma)
• Oncological diseases in the gynecological field: e.g.: Breast carcinoma

• The students understand the complex symptom management of diseases of the immune system using the example of HIV infection or AIDS, name current therapeutic approaches as well as post-exposure prophylaxis, align the entire nursing diagnostic process based on this and contribute to the destigmatization of patients;

• Students recognize current health problems and risk factors as well as developmental potentials of people with diseases of the digestive tract as well as neurological and gynecological diseases and, based on this, align the entire nursing diagnostic process;

• Students continuously assess the health status of people with diseases of the digestive tract as well as neurological and gynecological diseases, recognize life-threatening situations and take appropriate counter-regulatory measures within the multiprofessional team in a timely manner;

• Students will assess specific needs of individuals with central and peripheral nervous system disorders and relate these to necessary and appropriate nursing interventions;

• Specifically, students will name signs of acute emergencies such as peritonitis and ileus and describe the appropriate initial care in the postoperative setting;

• Students will explain the nursing priorities following the initial placement of an enterostomy and identify the knowledge and counseling needs of patients and their family members;

• Students name acute, chronic and malignant neurological diseases and justify nursing care needs based on these;

• The students align their professional actions with the provisions of the GuKG and address aspects of the well-being of the persons cared for, safety as well as economic efficiency and ecology;

• Students guide, counsel, and train people with digestive tract, gynecologic, and neurologic conditions and their family members to partially and/or fully adopt self-care (e.g., symptom management during drug therapy, etc.);

• Students will delineate the perioperative setting with recourse to key terminology, and explain related nursing activities. In addition name postoperative complications in general and describe the associated observations and the consequent initial care;

• Students will justify appropriate nursing interventions in the care of feeding tubes, catheters, and drains and perform documentation of nursing-related data in the overall process;

• Students present the need for rehabilitative nursing care following disorders of the nervous system and reflect on individual needs and responses using specific nursing interventions;

• Students will describe care needs related to breast cancer and derive specific nursing interventions.

Mainly activating methods

Final exam: LV-final oral or written final examination

Basics of psychiatric health and nursing care: holistic care with the bio-psycho-social model of illness (multidimensionality of mental illnesses).

All of the nursing foci mentioned below are to be linked to (evidence-based) nursing science study results.

Psychiatric care structures

• Inpatient facilities,
• Extramural care options: psychosocial outpatient clinics, day centers, assisted living,
• Self-help groups,
• Visiting services
• and newer therapy options such as home treatment

Meeting people with mental illnesses with reference back to all ages:

• Continuum of health/illness,
• Concept of normality in relation to mental illness,
• Proximity/distance relationship in the care-therapeutic context,
• power/powerlessness in professional care,
• hierarchical relationships in a care system,
• Tension between nursing responsibility vs. self-responsibility of the cared-for,
• Mental illness in different stages of life (e.g. depression, bipolar illness, schizophrenia, addiction or personality disorder).

Professional interaction and nursing interventions related to specific psychiatric symptoms with reference back to all ages:

• Suicidality,
• anxiety,
• acute psychosocial crisis,
• Thinking and perceptual disorders
• Cognitive impairment
• Self-aggression and aggression towards others

Accompaniment of people in psychosocial problem situations and support potentials in different life situations:

• Social isolation and loneliness,
• Communication difficulties,
• Work and employment,
• Poverty
• Creativity

Cooperation with the reference system: information, support, education, relatives as a secondary patient group, children of people with mental illnesses.

Nursing process in the psychiatric context with recourse to nursing theoretical positions of the theory of the interpersonal relationship according to Peplau or the Person-Centred Practice Framework according to McCormack and McCance (2021) and with special consideration of reference nursing.

Nursing conceptual approaches such as adherence, concept of shared responsibility - the tidal model, recovery approach as a nursing strategy, sociotherapy

• The students name the most important psychopathological manifestations of mental illnesses of all ages and explained in a differentiated way their impact on the nursing-therapeutic interaction.

• Students combine nursing theoretical positions in mental health nursing with the nursing process, drawing on current research and the important aspects of reference nursing; prioritize the care and support of people with mental illness and their family members; and cross-reference experiences in the field of practice.

• The students recognize individual care needs and priorities of people with mental illnesses of all ages and their relatives and align their nursing actions accordingly. In addition, they recognize (life) crises of the persons cared for of all ages and implement logical crisis management in the event of an incident.

• The students reflect on themselves with regard to their own boundaries as well as to the professional relationship of closeness and distance to the persons in their care and their relatives and, based on this, form sustainable, trusting and care-therapeutic relationships.

• Students develop a participatory understanding of nursing and care taking into account diverse medical conditions and thus become empowered to engage in the process of shared decision making.

• Students will differentiate between the various care options in the psychiatric setting (sociotherapy, occupational therapy, day structure, medication training, or day activity training) and discuss and argue their advantages and disadvantages for different clinical pictures.

• Students argue their set nursing interventions in an evidence-based manner and implement them successfully as part of a multiprofessional team.

• Students reflect on their own attitudes related to psychiatric illness and derive a holistic, professional, and person-centered professional ethos.

• Students reflect on their own perceptions regarding the vulnerability potentials of the individuals they serve, understand the complex impact and life circumstances of people with mental illness and their loved ones, and participate in therapeutic decision-making within the multiprofessional team while contributing to the destigmatization of people with mental illness of all ages.

Mainly activating methods

Final exam: LV-final oral or written final examination

• The family as a system - expectations, existing resources, life or relationship worlds and motivations from the network of relatives and friends.
• Role of the caregiver in community health and nursing care in the field of tension between expectations and requirements
• Quality assurance systems in family and community-based care
• Family and environment centered care - theory of systemic balance and its implementation.
• Theory of family-centered nursing - family assessment and interventions.
• Nursing approaches and concepts of family and community centered nursing (WHO concept/Family Health Nurse, Family Nursing).
• Legal framework, organization, cooperation and financing options (nursing allowance and nursing reports)
• Care assessments (dealing with personal data of the clients and their system of attachment and affiliation, external anamnesis; consultation of care documentation; interpretation of findings and the social environment; overall assessment including care status and care diagnoses, role of the nursing consultation; opinions on care allowance classifications; problem area and challenges in the preparation of care assessments)
• Family caregivers with special support needs in family and community care (e.g., family hospice leave)
• Stress and relief factors for the caregiving reference system (e.g., young carer phenomenon or loneliness due to the role as a family caregiver)
• Current research results, model projects and the state of implementation in Austria and Germany

• The students reflect on their role in mobile health care and nursing with reference to existing national and international concepts and organizational structures and distinguish their activity-related competence from that of other professionals, such as the network of residents and affiliates at the community care level.

• Students understand families as complex social systems, evaluate their functioning and adaptation processes, analyze these systems with recourse to theoretical positions, derive counter-regulatory strategies, and evaluate these measures for their effectiveness.

• The students identify stress factors for families and their networks of relatives and dependents with recourse to family theory principles, understand interdependencies that are mutually dependent, and derive profitable strategies for self-optimization at the individual, family, and community level with reference to existing resources.

• Students explain quality assurance systems in mobile health and nursing care and derive consequences for nursing practice.

• Students will outline the necessary criteria for preparing a nursing assessment for all different age groups and name the legal framework, organizational, cooperation and financing options required for this purpose.

Mainly activating methods

Continuous assessment: Performance is assessed by at least two partial performances, e.g. presentation, active participation, homework, intermediate examinations, which have to be completed in the course of the course.

Diseases and disorders, including their causes, symptomatology, diagnostics, therapy, prognosis with emphasis on surgery, pediatrics and gynecology

Surgical interventions in diseases

• of the cardiovascular system:

- Congenital heart defects/acquired valvular heart defects
- Pericardial diseases
- Diseases of the arteries and veins
- Surgical procedures

• of the respiratory system

- Malformations
- Non-tumorous diseases (aspiration, atelectasis)
- Tumors
- Thoracic injuries
- Surgical procedures of the digestive tract

• of the digestive tract

- Congenital malformations
- Oesophageal and gastric diseases
- Intestinal diseases, peritoneal diseases
- Liver, bile duct and pancreatic diseases
- Surgical procedures
- Bariatric surgery

• of the metabolism and endocrine system

- Pituitary gland, thyroid gland, parathyroid gland, adrenal cortex
- Surgical procedures on the thyroid gland

• of the musculoskeletal system:

- Traumatic impairments
- Congenital malformations
- Surgical procedures

Surgical interventions for diseases

• of the female reproductive organs:

- Tubes and ovaries, Uterus, Vulva and vagina, Mammae,
- Surgical procedures

Pediatric Interventions in Diseases:
Pediatrics and Child Health - Introduction:

• Therapeutic team, talking to parents, common problems in pediatrics - The.

writing baby, sleep problems, feeding problems, unwanted behaviors.

• Pediatric consultation (history, internal exams, developmental status,

milestones, etc.)

• The path in prepartum diagnostics - exemplary presentation of the treatment pathway
• The child with congenital malformations - overview of the most important congenital malformations; treatment path exemplified by a congenital heart defect
• The premature child with hyperbilirubinemia
• The suddenly critically ill newborn in hospital and at home e.g. sepsis
• The child with
  - respiratory disease - acute laryngitis, cystic fibrosis incl. tranistion;
  - acute abdominal pain
  - with acute intestinal infection - risk of dehydration - nutritional management
  (nutritional and fluid requirements NG to schoolchild)
  - Down's syndrome - overview of the most common genetic disorders;
  treatment path exemplary
  - seizures - using the example of epilepsy and febrile seizure
• The oncologically ill child - overview of the most important childhood tumours;
  treatment path exemplary using the example of leukaemia
• Child welfare endangerment - causes, effects using the example of neglect,
  maltreatment, abuse; overweight; teenage pregnancy

• Students will be able to apply basic knowledge of surgical procedures for selected diseases of the cardiovascular system.

• Students will be able to apply basic knowledge of surgical procedures for selected diseases of the respiratory system.

• Students will be able to apply basic knowledge of surgical procedures for selected diseases of the oesophagus and gastrointestinal tract;

• Students will be able to apply basic knowledge of surgical procedures for selected diseases of the endocrine system;

• Students will be able to apply basic knowledge of surgical procedures for selected diseases of the musculoskeletal system;

• Students will be able to apply basic knowledge of surgical procedures for selected diseases of the female reproductive organs;

• Students will be able to describe the course of disease in selected illnesses/disorders and anticipate implications for the everyday lives of individuals and different target groups;

• Students will be able to explain diagnostic and therapeutic interventions for selected diseases;

• Students will be able to present and justify criteria and parameters for monitoring people with selected diseases/disorders;

Predominantly performing methods

Final exam: LV-final oral or written final examination

• Pharmacology
• Pharmacokinetics
• Dosage forms and administration options
• Dose, effects, side effects
• Labelling, storage and preservation of medicinal products
• Active substance groups: Selected drugs for pain conditions, sleep disorders, cardiovascular diseases, blood diseases, infectious diseases, diseases of the digestive organs, disorders of hormonal balance, diseases of the musculoskeletal system, metabolic diseases, tumor diseases, disorders of water and electrolyte balance.
• Introduction to toxicology

• Students will be able to explain the basics of pharmacology.

• Students will be able to explain the different ways of administering medications as well as dosage forms.

• Students will be able to justify the labelling, preservation and storage of a medicinal product.

Predominantly performing methods

Final exam: LV-final oral or written final examination

• Determination of the object of investigation on the basis of a topic identification and topic delimitation relevant to nursing science
• Selection and differentiation of search aids
• Steps in the overall research process (e.g., determining the topic of inquiry, searching for literature, documenting, securing, and exporting literature, selecting and obtaining literature, evaluating literature, summarizing/synthesizing and presenting literature)
• Introducing the topic and describing the problem
• Content of an exposé
• Application of literature management programs (e.g. Citavi, Zotero, EndNote)
• Application of the guide for writing seminar papers and bachelor theses
• Writing exercises

• Students apply the basic criteria of scientific work by transferring them into their own written work.

• The students carry out the research process in specialized databases on the basis of successive steps with regard to a focused research question. They distinguish between researched publication types, evaluate them according to the characteristics of a data-related research paper.

• Students will identify research papers on issues relevant to practice and read them critically from the national and international fields.

• Students construct operationalized questions.

• Students will develop search protocols on a topic relevant to nursing science and cite correctly according to the guidelines of the Department of Applied Nursing Science.

• The students develop scientific writing skills, write an exposé on a topic relevant to nursing science with reference to the guidelines of the Department of Applied Nursing Sciences and use a literature management program (e.g. Citavi, Zotero, EndNote).

predominantly activating methods

Continuous assessment: Immanent examination character

• Clarification of terms: nursing theory, nursing model, nursing concept
• Central contents of selected nursing theories and nursing models
• Current significance of classical and modern nursing theories and nursing models
• Level of abstraction and typologies of nursing theories and nursing models
• Fields of action of nursing theories and nursing models in nursing practice
• Use of nursing theories and nursing models
• Criticism of nursing theories and nursing models

• Students describe selected nursing theories and models based on specified criteria and prepare this content for third parties.

• Students distinguish selected nursing theories and nursing models based on their typologies (levels of abstraction and schools of thought).

• The students assign selected nursing theories and nursing models to the different fields of action in health care and nursing.

• Students will evaluate the appropriateness of selected nursing theories and nursing models.

Mainly activating methods

Final exam: LV-final oral or written final examination

Students will reinforce hands-on handling through practical exercises on the following
key topics:

• General dressing techniques: Bandage dressings, tubular gauze dressings, mesh dressings.
• Basics of wound management: wound types, wound healing phases, wound assessment,
  Principles of wound treatment, wound documentation
• Factors influencing wound healing
• Dressing materials
• Chronic wounds
• Stoma care

• Students will be able to differentiate between general dressing techniques (bandage dressings, tubular muslin dressings, net dressings). differentiate;

Mainly activating methods

Continuous assessment

The students are guided to:

• Implementation of the theoretical course contents (theory-practice transfer) in all internship areas defined for the achievement of competence according to FH GUK AV:

(1) acute care such as inpatient care in the (a) operative department
(general surgery and special surgical departments such as
gynaecology, urology, ear, nose and throat department) and inpatient care in the (b)
conservative department (general/internal medicine and special internal medicine
departments such as cardiology, oncology, hepatology),
(2) nursing care in the long-term care sector (e. g. e.g. geriatric centres, inpatient and day-care
),
(3) outpatient/mobile care (e.g. home care, outpatient clinics), as well as areas of
(4) prevention and rehabilitation.
Optionally and complementarily also in areas such as freelance nursing,
in the public health service, in ordinations and communities of practice and other
care facilities related to health care and nursing.

• Implementing and identifying health risks and resources and taking accident/illness prevention measures.
• Maintaining a training log in the form of a placement handbook which provides a guide to all placement training.
• Encouraging personal commitment to learning and ensuring learning progress in the above areas as well as reflecting on experiences from the relevant professional field.
• Reflection on a case history in the course of the 5th semester together with a teacher.
• Implementation of study tasks (see practice reflection) in the context of the respective clinical field.

• Students plan, implement and evaluate nursing interventions based on the individual steps of the nursing process: (1) ascertainment of current health problems and risk factors of individuals, which are recorded using suitable assessment instruments, and the related derivation of nursing diagnoses, (2) formulation of nursing goals, (3) identification of suitable nursing interventions in consultation with individuals and/or based on research evidence, (4) evaluation of nursing results and justification of these with reference to the current state of research, (5) documentation of nursing-relevant data using suitable documentation systems and evaluation of the expected nursing results;

• Students implement nursing interventions in a professional manner according to systemic, age and developmental criteria, taking into account guidelines of effectiveness, well-being and psychosocial needs, safety, economy, ecology and with reference to the network of relatives and friends of the persons served;

• The students recognize and evaluate complex situations and contexts in health care and nursing independently or in consultation with trained nurses, compare these with nursing theoretical positions and nursing scientific findings and take appropriate measures;

• Students respond flexibly and appropriately to challenges in nursing practice; and make professionally based decisions independently or with others;

• Students understand the impact of professional coping strategies and apply them with reference to their own capabilities and limitations;

• The students recognize and name hazards and health risks in the workplace, evaluate them, derive accident- or illness-preventing measures from them and implement them in cooperation with experts.

Practical learning phase

Continuous assessment: Immanent examination character and assessment of the practical learning phase

• In the introduction, the upcoming internship process is discussed: Design and process of the internship, data protection regulations and confidentiality obligation, internship goals, internship documentation, status discussions with self-assessment and assessment by others, internship assessment, learning support.
• In the practice reflection and supervision, practice-related stressful situations are dealt with as well as group discussions for the development of personal resources and coping strategies.

Study Assignments:
Study Assignment 1: Clinical Practicum 1
- Taking a Medical History
- Presenting an ATL
- Reflecting on the topic of disgust and the influence of the medical history form on the
nursing process
Study Assignment 2 : Clinical Practicum 2
- Preparation of a medical history and individually relevant nursing diagnoses according to NANDA
- Presentation of an elaborated nursing diagnosis
- Reflection and processing of the topic incontinence in professional
health care and nursing
Study Task 3: Clinical Practicum 3
- Preparation of a medical history, individually relevant nursing diagnoses and
nursing interventions according to NANDA
- Presentation of the evaluation process and research of a suitable study that meets the
scientific criteria
- Processing of questions on the topic of wound management based on a
wound situation from practice
Study Task 4: Clinical Practicum 5 + 6
- Preparation of a case history and description of evidence-based nursing interventions that are individually
suitable on this basis
- Research of two to three topic-related evidence-based studies
- Presentation of the elaborated nursing interventions

• Students explain and describe conditions that promote and inhibit learning within individual practice learning phases;

• The students reflect on the practice and instruction situation with reference to nursing theoretical positions, such as person-centeredness or family-centeredness, as well as nursing scientific findings;

• Students describe and reflect on stressors and apply counter-regulatory coping strategies;

• Students document their learning progress using the Praxis APP;

• The students record current health problems and risk factors as well as development potentials of different target groups on the basis of a nursing assessment and implement the nursing diagnostic process professionally with reference to nursing classification systems;

• Based on nursing assessments already carried out, students carry out nursing interventions according to the totality of nursing expertise as well as the preferences and resources of the different target groups in a systemic way, taking into account physical, psychological, spiritual, socio- and transcultural, age- and development-related, gender-related and ethical aspects and evaluating the related outcomes;

• Students present the study tasks assigned in the individual practice learning phases, thus linking theoretical content with the practice field in health care and nursing.

• Students reflect on their own values and norms as well as their behavior and actions with recourse to the professional code, derive a stable attitude and professional identity from this, and contribute to the further development of the profession;

• Through their own reflective processes, students understand the need for lifelong professional development to further develop their own professional competence in order to meet the ever-increasing professional demands and challenges of nursing practice;.

Predominantly activating methods

Continuous assessment

• Standard operating procedures (SOP): principles, exemplary implementation in diabetes mellitus.
• Central Vascular Catheter: Principles of operation, preparation, assistance, follow-up, placement and handling.
• Partially and fully implantable catheter systems: Principles of operation, preparation, assistance, follow-up, placement, and handling.
• Probes: Nursing interventions with lying PEG probe, (position control and nursing interventions with lying probes).
• Transfusions and bedside testing, performing patient-specific blood group testing.

• Students explain the principles of Standard Operating Procedures (SOP) and implement them using examples;

• Students know the preparation, assistance, follow-up and handling of central vascular catheters and perform the same;

• Students will experience the preparation, assistance, follow-up, and handling of partially and fully implantable catheter systems and perform these activities;

• Students will learn about the preparation, administration, and follow-up of transfusions;

• Students will be able to explain and implement patient-specific blood group testing (bedside test);

• Students explain the preparation, implementation and follow-up for changing, position control and nursing interventions in handling with the PEG tube and perform these activities.

Predominantly activating methods

Final exam: LV-final oral or written final exam.

All teaching contents are special nursing measures for specific clinical pictures, which are listed as examples. Current medical findings and further developments are to be taken into account accordingly. Special health care and nursing presupposes a basic understanding of nursing and knowledge of the clinical picture and focuses on supplementary, special observation, preventive measures, drawing up nursing care plans, advisory function and competences of cooperation in medical diagnostic and therapeutic measures.

All of the nursing focal points mentioned below are to be linked to (evidence-based) nursing science study results.

Nursing focal points in connection with diagnostics and therapy of patients with diseases of the musculoskeletal system using the example of:

• rheumatic forms (e.g. chronic polyartritis), total endoprosthesis, trauma surgery - SHT incl. intracranial pressure measurement, bone fractures, osteosynthesis.

Nursing focal points in connection with diagnostics and therapy of patients with oncological diseases (part 2, part 1 see health care and nursing in special settings 2):

• Psycho-oncological diagnosis, symptom management (complications and side effects), bone marrow puncture, bone marrow transplantation, stem cell transplantation, specific models and theories in the oncological setting (e.g.: Uncertainty in Illness, Caring)

Nursing focus in connection with diagnostics and therapy of patients with ear, nose and throat diseases, diseases of the eye as well as diseases of the skin

• Visual impairment
• Hearing impairment
• Laryngeal carcinoma
• Allergies and psychosomatic skin disorders

Nursing focal points in connection with diagnostics, conservative and operative therapy of patients* with diseases of the urogenital system using the example of:

• Diseases of the prostate, bladder and kidney, urothelial carcinoma, acute and chronic renal failure (renal replacement therapy).

• Students record limitations in mobility due to musculoskeletal conditions and consider support options from their own profession and as part of a multiprofessional team;

• Students will recognize those affected by oncologic disease as a vulnerable group with specific needs and justify those needs with appropriate prophylactic and/or nursing interventions;

• Students present focal points such as providing tracheal cannulae in the care of individuals following removal of the larynx;

• The students record current health problems and risk factors as well as development potentials of people with oncological diseases as well as diseases of the musculoskeletal system, the ENT organs, the urogenital tract and the sensory organs using assessment instruments and implement the nursing diagnostic process in accordance with these;

• Students select nursing interventions for people with oncological diseases as well as diseases of the musculoskeletal system, ENT organs, genitourinary tract and sensory organs according to the totality of nursing knowledge as well as the preference and resources of the different target groups, taking into account physical, psychological, spiritual, diversity-sensitive, as well as ethical aspects, and apply them professionally according to guidelines of effectiveness, well-being, safety, economy and ecology;

• Students perform documentation of nursing-related data in the oncology, conservative, and surgical settings;

• Students apply the required knowledge of the reference sciences in the implementation of nursing skills and abilities and give examples of the steps in assisting with organ or bone marrow punctures in a professional manner and justify them;

• Students recognize, observe, and continuously document the health status of people with oncological diseases as well as diseases of the musculoskeletal system, ENT organs, genitourinary system, and sensory organs;

• Students recognize changes as well as life-threatening situations and organize appropriate representatives from other professional groups in a timely manner;

• Students reflect on and argue for professional action in oncological, conservative and operative settings according to the provisions of the GuKG and apply information, training and counseling tasks in a target group-oriented manner (e.g. protective isolation, etc.);

• Students guide and counsel people with oncological diseases as well as diseases of the musculoskeletal system, ENT organs, genitourinary tract, and sensory organs to partially and/or completely adopt self-care (e.g., symptom management during drug therapy, etc.);

• Students transfer knowledge of professional health and nursing care from the oncology, conservative, and surgical settings to the rehabilitation setting (e.g., status post total joint arthroplasty) as needed.

Predominantly activating methods

Final exam

• Historical review of the developments of classifications
• Clarification of terms and construction principles of classification systems and nursing classifications as well as their requirements and objectives
• Conceptual systems in nursing and tangential classification systems (e.g. NANDA, NIC, NOC, ICNP®, ENP, LEP, ICD, ICF, SNOMED)
• National and international developments
• Definition of nursing informatics
• Data protection and data security in health care
• Forms and applications of e-health: information, communication, interaction, transaction, integration Possibilities of evaluating nursing data (MNDS) by means of EDP

• Students will be able to explain the concept of classification systems and nursing classifications as well as their construction principles using examples;

• Students will be able to explain the requirements for nursing classifications and their goals based on current research;

• Students will be able to explain a selected nursing classification or tangential classification;

• Students will be able to apply a selected nursing classification based on a case study;

• Students will be able to describe the term nursing informatics in their own words;

• Students will be able to explain the necessity of data protection and data security in the health care sector using examples to explain the need for data protection and data security in healthcare;

• Students will be able to illustrate applications of e-health using selected examples;

• The students are able to demonstrate the possibility of evaluating nursing data by means of EDP using a concrete example. by means of EDP;

• Students will be able to discuss the usefulness of nursing classifications in the context of nursing informatics.

Predominantly performing methods

Continuous assessment: LV-final oral or written final examination

• Definitions and characteristics of chronic diseases in all age groups
• Theories and models of chronic diseases
• Significance of chronic diseases for individuals and different target groups and family/care system from a psychosocial and economic perspective using a theoretical model
• Tasks of the health care professions
• Demands on the health care system
• Selected phenomena in the course of a chronic disease using the example of stigmatisation, changes in body image, adherence and transition
• Coping mechanisms of chronic diseases for the individual and his or her reference system in different stages of life or development using selected examples: AIDS, asthma, dementia, chronic pain, cystic fibrosis, congenital malformations, etc..., possibilities of nursing support.

• Students will be able to describe selected models and theories of chronic diseases, the course of diseases and their influence on those affected;

• Students will be able to describe the characteristics of chronic illnesses and deduce the problems of coping with everyday life for those affected;

• The students can summarize selected phenomena in the course of the disease and present and discuss them in plenary;

• Students will be able to relate theoretical findings to practice and apply them in specific care situations;

• The students can have a sound knowledge of theories on the experience of chronic illness and use this to support the respective target group in coping with it. and use this knowledge to support the respective target group in coping with the related problems and requirements;

• Students will be able to understand the subjective situation of the respective target groups with different chronic illnesses and plan nursing interventions to support the individual and/or the individual and/or the family system;

• Students will be able to apply appropriate concepts to concrete life situations of chronically ill people in different settings. different settings;

• Students will be able to recognise stress/relief factors for caring relatives and, together with them, design strategies for relieving the burden. and design strategies for relieving the burden together with relatives;

• Students will be able to explain the basic principles of systems theory and apply them to social systems.

Mainly activating methods

Final exam: LV-final oral or written examination

• Clarification of terms: communication, interaction, conversation, language
• Basic process of verbal and non-verbal communication: communication model according to F.
  Schulz von Thun (2004) and P. Watzlawick (2003), message square
• Basic examples of non-verbal communication, facial expressions, gestures, posture, focused
  attention and touch
• Axioms of communication according to P. Watzlawick (2003): content and relationship aspect,
  impossibility not to communicate, punctuation of event sequences, digital and analogue communication, symmetrical and complementary interactions
• Basic attitudes of conversation according to Rogers: empathy, authenticity, appreciation,
  acceptance
• Basics of reframing and mediation
• Communication disorders using examples
• Basics of conversation management - conversation techniques: Active listening, verbalizing,
  paraphrasing, asking questions, concretizing, giving feedback, evaluating, etc.
• Conversation situation: planning, preparation, structure and control; closeness-distance
• Conversation types: Informational talk, problem talk, argument talk, advisory
  talk, relieving talk, motivating talk, etc.
• Elements of non-violent communication according to M. Rosenberg
• Conflict stages (e.g. according to F. Glasl), strategies for conflict resolution
• Basics of mentalisation, importance of emotions in interaction and
  communication
• Basics of motivational interviewing for behavioural change, possibilities of
  implementation in nursing actions

• Students will be able to name the basics of verbal and non-verbal communication and provide examples;

• Students will be able to grasp the importance of communication for a healthy person;

• The students can present the importance of communication for a sick person and his or her frame of reference and prove this with examples;

• Students will be able to describe the possible communicative interventions in the care of people who are dependent on assistance due to their impairment and place them in the context of nursing activities;

• Students will be able to recognise and describe conflictual situations in the everyday professional life of nursing and care and discuss possible solutions;

Mainly activating methods

Continuous assessment: Performance is assessed by at least two partial performances, e.g. presentation, active participation, homework, intermediate examinations, which have to be completed in the course of the course.

Diseases and disorders (causes, symptoms, diagnosis, therapy, prognosis) with
emphasis on urology, psychiatry, psychosomatics and sensory organs (ENT,
ophthalmology, dermatology)
Urology: Diseases

• of the urinary system:

- Kidney, ureter, urinary bladder and urethra
- Surgical procedures
- Water and electrolyte balance, acid and alkaline balance

• Male reproductive organs:

- Prostate, testis and epididymis, penis
- Sexual dysfunction, intersexuality

Psychiatry:

• Psychopathology: disorders

- of consciousness and orientation
- of memory and thinking
- of affectivity and drive
- of needs and perception
- of ego experience and delusion

• Psychosomatic aspects:

- on the example of pain, depression, eating disorder etc.

Sensory organs: diseases

• of the skin:

- Efflorescences, bacterial, viral, parasitic and fungal infections, allergies, eczema,
psoriasis vulgaris, ulcus cruris, skin tumors, physical damage

• of the eyes:

- Eyelids, lacrimal ducts, conjunctiva, sclera, cornea, iris, lens, optic nerve, pupil,
glaucomas, traumat. Ocular lesions

• ENT:

- Disease patterns of the oral cavity, salivary glands, larynx, trachea, nose,
sinuses and ear.

• Students will be able to apply basic knowledge of conservative and surgical procedures for selected diseases of the uro-genital tract;

• Students will be able to apply basic knowledge of conservative and surgical procedures for selected diseases of the ear, nose and throat tract;

• Students will be able to apply basic knowledge of conservative and surgical procedures for selected diseases of the eye;

• Students will be able to apply basic knowledge of conservative and surgical procedures for selected diseases of the skin;

Predominantly performing methods

Final exam: LV-final oral or written final examination

• Basic orientation and reference to scientific theory
• Research approaches and their features/characteristics
• Phases of the research process
• Directions of qualitative research e.g. phenomenology, grounded theory
• Research designs of quantitative research e.g. experimental, quasi-experimental designs
• Methods and techniques of data collection and analysis in qualitative and quantitative research
• Quality criteria of qualitative and quantitative research
• Descriptive statistics e.g. basic concepts, population/samples/representativeness, data types/scale levels, statistical ratios incl. epidemiological measures, causes of measurement error
• Introduction to inferential (inductive) statistics e.g. hypothesis formation/testing, probability distribution, statistical ratios
• Statistical programs e.g. SPSS®, presentation and interpretation of statistical key figures

• Students will understand the philosophy of science of quantitative and qualitative research.

• Students will describe qualitative and quantitative research using the stages of the research process and evaluate studies using design-specific assessment tools.

• Students explain the quality criteria of research approaches and make a connection to research papers.

• Students interpret statistical measures in the context of research.

predominantly activating methods

Final exam: Written or oral individual examination

• Deepening of the steps of the EBN process with linking of external and internal evidence (clarification of mission; posing of questions based on schemes for operationalization; literature search incl. critical appraisal/6S method/EBHC pyramid/level of evidence; implementation and adaptation; evaluation)
• Guideline databases
• Methodical procedure for the development of EBN guidelines e.g. GRADE

Seminar paper/literature work following EMED format with a selected phase/step model in the method.

• Students connect the steps of the EBN process and are empowered to participate in the development of evidence-based nursing guidelines with support.

• The students write a systematized seminar paper as a literature work on a self-chosen field of knowledge with a clear reference to the professional field according to the content and formal requirements of the Department of Applied Nursing Science.

Mainly activating methods

Final exam: Seminar paper

Students will acquire the knowledge of the following topics:

• Personal safety management
• Assessment and recording instruments in the case of aggressive events.
• Aftercare following aggressive acts and violent events.

The students deepen the practical handling of the following main topics through practical exercises:

• De-escalation in special situations
• Dealing with patients who are in a crisis situation that can lead to
  internalised or externalised aggression
• Recognizing one's own parts in the interaction
• Recognizing one's own emotionality in the interaction

• Students will be able to recognize mental health and psychiatric emergencies;

• Students can react quickly and in a targeted manner;

• Students are able to recognise their own escalating and de-escalating parts in interaction and communication. and apply/act appropriately;

• Students can reflect on their own actions;

• Students will be able to implement appropriate safety measures: communicative, spatial, organisational;

• Students will be able to apply the body interventions they have learned and support them with communication.

• Students express physical and psychological stress, choose offers for relief and take them up.

Mainly activating methods

Continuous assessment: immanent performance assessment/reflective report/active participation in the practical exercises

Students are guided to:

• Implementation of the theoretical course content (theory-practice transfer) in all areas of clinical practice defined for the achievement of competence according to FH GUK AV:
• The specific practice learning phases are selected each semester on one of the following practice areas:

(1) Acute care such as inpatient nursing in the (a) surgical specialty (general surgery and special surgical specialties such as gynecology and obstetrics, urology, ear, nose and throat department) and inpatient nursing in the (b) conservative specialty (general/internal medicine and special internal medicine specialties such as cardiology, oncology, hepatology, psychiatry, pediatrics),

(2) Long-term care nursing (e.g., geriatric centers, inpatient and partial hospitalization),

(3) Outpatient/mobile care (e.g., home health care, outpatient clinics), and areas of

(4) Prevention and rehabilitation.

Optionally and complementarily also in areas such as freelance nursing, public health service, ordinaries and communities of practice and other care facilities related to health care and nursing.

• Implementing and recognizing health risks and resources and setting accident/illness prevention measures.
• Maintaining a training log within the practice APP.
• Promoting personal learning engagement and ensuring learning progress in the above areas, as well as reflecting on experiences from each professional field.
• Reflection on a case history during the 5th semester together with a teacher.
• Implementation of study tasks (see practice reflection) in the context of the respective clinical specialty.

• Students plan, implement and evaluate nursing interventions based on the individual steps of the nursing process: (1) elicitation of current health problems and risk factors of individuals, which are recorded using appropriate assessment instruments, and the related derivation of nursing diagnoses, (2) formulation of nursing goals, (3) identification of appropriate nursing interventions in consultation with individuals and/or based on research evidence, (4) evaluation of nursing results and justification of these with reference to the current state of research, (5) documentation of nursing-relevant data using suitable documentation systems and evaluation of the expected nursing results;

• Students implement nursing interventions in a professional manner according to systemic, age and developmental criteria and consider guidelines of effectiveness, well-being and psychosocial needs, safety, economy, ecology and with reference back to the network of family and friends of the persons served;

• The students recognize and evaluate complex situations and contexts in health care and nursing independently or in coordination with trained nurses, compare these with nursing theoretical positions and nursing scientific findings and take appropriate measures;

• Students respond flexibly and appropriately to challenges in nursing practice and make professionally sound decisions independently or with others;

• Students understand the impact of professional coping strategies and apply them with reference to their own capabilities and limitations;

• The students recognize and name hazards and health risks in the workplace, evaluate them, derive accident- or illness-preventing measures from them and implement them in cooperation with experts.

Practical learning phase

Continuous assessment: Immanent examination character and assessment of the practical learning phase

• In the introduction, the upcoming internship process is discussed: Design and process of the internship, data protection regulations and confidentiality obligation, internship goals, internship documentation, status discussions with self-assessment and assessment by others, internship assessment, learning support.
• In the practice reflection and supervision, practice-related stressful situations are dealt with as well as group discussions for the development of personal resources and coping strategies.

Study Assignments:
Study Assignment 1: Clinical Practicum 1
- Taking a Medical History
- Presenting an ATL
- Reflecting on the topic of disgust and the influence of the medical history form on the
nursing process
Study Assignment 2 : Clinical Practicum 2
- Preparation of a medical history and individually relevant nursing diagnoses according to NANDA
- Presentation of an elaborated nursing diagnosis
- Reflection and processing of the topic incontinence in professional
health care and nursing
Study Task 3: Clinical Practicum 3
- Preparation of a medical history, individually relevant nursing diagnoses and
nursing interventions according to NANDA
- Presentation of the evaluation process and research of a suitable study that meets the
scientific criteria
- Processing of questions on the topic of wound management based on a
wound situation from practice
Study Task 4: Clinical Practicum 5 + 6
- Preparation of a case history and description of evidence-based nursing interventions that are individually
suitable on this basis
- Research of two to three topic-related evidence-based studies
- Presentation of the elaborated nursing interventions

• Students explain and describe conditions that promote and inhibit learning within individual practice learning phases;

• The students reflect on the practice and instruction situation with reference to nursing theoretical positions, such as person-centeredness or family-centeredness, as well as nursing scientific findings;

• Students describe and reflect on stressors and apply counter-regulatory coping strategies;

• Students document their learning progress using the Praxis APP;

• Students present the study tasks assigned in the individual practice learning phases, thus linking theoretical content with the practice field in health care and nursing.

• Based on nursing assessments already carried out, students carry out nursing interventions according to the totality of nursing expertise as well as the preferences and resources of the different target groups in a systemic way, taking into account physical, psychological, spiritual, socio- and transcultural, age- and development-related, gender-related and ethical aspects and evaluating the related outcomes;

• Students present the study tasks assigned in the individual practice learning phases, thus linking theoretical content with the practice field in health care and nursing.

• Students reflect on their own values and norms as well as their behavior and actions with recourse to the professional code, derive a stable attitude and professional identity from this, and contribute to the further development of the profession;

• Through their own reflective processes, students understand the need for lifelong professional development to further develop their own professional competence in order to meet the ever-increasing professional demands and challenges of nursing practice;.

Predominantly activating methods

Continuous assessment

• Health concepts and different perspectives in the understanding of health
• Dimensions of health
• Factors influencing health: health resources and risks, personal health factors
• Health theories and concepts
• Prevention: classification of preventive measures according to time (primary, secondary and tertiary prevention), goal (behavioural and situational prevention) and methods
• Implementation of prevention measures in the target groups of care (all age groups)
• Health promotion: core elements and approaches of health promotion according to WHO
  (World Health Organization), concrete projects of health promotion (national and
  international);
• Implementation of health promotion in the target groups of nursing care.
• The health of the population (surveys) - Framework health objectives
• Health literacy
• Setting-specific tasks of nursing in health promotion, prevention and
  Public Health
• Occupational medicine: tasks, goals, employee protection law, occupational safety

• Students will be able to identify health resources, health risks and factors influencing health and to take these into account when planning care. and take these into account when planning care;

• The students are able to develop innovative concepts of health promotion and prevention using kindergartens, schools and communities as examples. and schools as well as communities;

• Students will be able to apply knowledge, principles and methods of health promotion and prevention in the context of nursing. in the context of nursing;

• Students will be able to identify current societal issues and resources related to population health and integrate them into health care. population and integrate them into health care;

• Students will be able to derive key implications for nursing from the concept of salutogenesis;

• Students will be able to recognise hazards and health risks in the workplace and to take accident and illness prevention measures themselves and in cooperation with experts. and implement accident and illness prevention measures themselves and in cooperation with experts. implement accident and illness prevention measures.

• Students understand epidemiology as a significant tool within public health for nursing.

Mainly activating methods

Final exam: LV-final oral or written final examination

• Definitions of terms: Information, training, guidance and counseling.
• Central terms of counseling and their distinction: psychological, social, psychosocial, pedagogical and care-related counseling
• Counseling theories of social and human science disciplines: Counseling based on person-centered interviewing; solution-focused counseling; counseling vs. therapy.
• The concept of counseling in nursing, consulting vs. counseling, areas of counseling in nursing
• Consulting concepts relevant to nursing: resource-oriented, solution-oriented, prevention-oriented and health-promoting concepts
• Counseling framework in nursing: according to GuKG, significance of counseling in the context of national and international health goals
• Initial conditions of a counseling situation in nursing, social constellations: Individual and group counseling
• Application of selected counseling methods and types in nursing (e.g. informative, recommending, competence-oriented, solution-finding and complex counseling), cooperative counseling
• Conversational techniques in counseling: paraphrasing, verbalizing, concretizing, asking questions etc.
• Selected examples of counseling in nursing (breast cancer, stroke, Parkinson's disease, dementia, etc.)
• Aspects of collegial counseling

• The students explain the framework conditions of counseling in nursing, explain counseling terms, counseling theories and concepts and relate these to counseling in nursing;

• Students distinguish nursing-relevant types and methods of counseling, explain their indications using examples, and apply them;

• illustrate counseling-relevant (non)directive interview techniques and conducive basic attitudes in the interview situation and implement them in the context of the counseling interview.

Predominantly activating methods

Final exam: Final written or oral exam

The students deepen their practical handling of the following
topics through practical exercises:

• Handling of monitors
• Monitoring of cardiovascular function: ECG monitoring, CVD measurement, indirect
  (apparative) and direct (intrartial) blood pressure measurement, arterial puncture of the radial artery,
  extended haemodynamic monitoring (e.g. CVP, SV, EF, SvO2, etc.), administration of
  whole blood/blood components and near-patient blood group testing by means of the bedsite test.
• Monitoring of respiratory function: instrumental monitoring (e.g. pulse oximetry, respiration,
  CO2 monitoring), blood gas analysis, suctioning (endotracheal - tube, tracheal cannula, oro-,
  nasotracheal; open/closed suction system), basics of mechanical ventilation

• The students will be able to explain and apply patient-oriented indirect and direct monitoring on the model using example of ECG, pulse oximetry, respiration, indirect and direct blood pressure measurement, CVD;

• The students can justify set alarm limits on the basis of a case study;

• The students can correctly apply the ECG and explain and justify the individual steps. justify the individual steps;

• Students will be able to describe normal values of advanced hemodynamic monitoring;

• Students will be able to explain the puncture of the radial artery for blood collection and perform it correctly on a model. correctly on a model;

Mainly activating methods

Continuous assessment: Performance is assessed by at least two partial performances, e.g. presentation, active participation, homework, intermediate examinations, which have to be completed in the course of the course.

The students are guided to:

• Implementation of the theoretical course contents (theory-practice transfer) in all internship areas defined for the achievement of competence according to FH GUK AV:

(1) acute care such as inpatient care in the (a) operative department
(general surgery and special surgical departments such as
gynaecology, urology, ear, nose and throat department) and inpatient care in the (b)
conservative department (general/internal medicine and special internal medicine
departments such as cardiology, oncology, hepatology),
(2) nursing care in the long-term care sector (e. g. e.g. geriatric centres, inpatient and day-care
),
(3) outpatient/mobile care (e.g. home care, outpatient clinics), as well as areas of
(4) prevention and rehabilitation.
Optionally and complementarily also in areas such as freelance nursing,
in the public health service, in ordinations and communities of practice and other
care facilities related to health care and nursing.

• Implementing and identifying health risks and resources and taking accident/illness prevention measures.
• Maintaining a training log in the form of a placement handbook which provides a guide to all placement training.
• Promoting personal commitment to learning and ensuring learning progress in the above areas as well as reflecting on experiences from the relevant professional field.
• Reflection on a case history in the course of the 5th semester together with a teacher.
• Implementation of study tasks (see practice reflection) in the context of the respective clinical field.

• Students plan, implement and evaluate nursing interventions based on the individual steps of the nursing process: (1) ascertainment of current health problems and risk factors of individuals, which are recorded using suitable assessment instruments, and the related derivation of nursing diagnoses, (2) formulation of nursing goals, (3) identification of suitable nursing interventions in consultation with individuals and/or based on research evidence, (4) evaluation of nursing results and justification of these with reference to the current state of research, (5) documentation of nursing-relevant data using suitable documentation systems and evaluation of the expected nursing results;

• Students implement nursing interventions in a professional manner according to systemic, age and developmental criteria and consider guidelines of effectiveness, well-being and psychosocial needs, safety, economy, ecology and with reference back to the network of family and friends of the persons served;

• The students recognize and evaluate complex situations and contexts in health care and nursing independently or in consultation with trained nurses, compare these with nursing theoretical positions and nursing scientific findings and take appropriate measures;

• Students respond flexibly and appropriately to challenges in nursing practice and make professionally sound decisions independently or with others;

• Students understand the impact of professional coping strategies and apply them with reference to their own capabilities and limitations;

• The students recognize and name hazards and health risks in the workplace, evaluate them, derive accident- or illness-preventing measures from them and implement them in cooperation with experts.

Practical learning phase

Continuous assessment: Immanent examination character and assessment of the practical learning phase

• In the introduction, the upcoming internship process is discussed: Design and process of the internship, data protection regulations and confidentiality obligation, internship goals, internship documentation, status discussions with self-assessment and assessment by others, internship assessment, learning support.
• In the practice reflection and supervision, practice-related stressful situations are dealt with as well as group discussions for the development of personal resources and coping strategies.

Study Assignments:
Study Assignment 1: Clinical Practicum 1
- Taking a Medical History
- Presenting an ATL
- Reflecting on the topic of disgust and the influence of the medical history form on the
nursing process
Study Assignment 2 : Clinical Practicum 2
- Preparation of a medical history and individually relevant nursing diagnoses according to NANDA
- Presentation of an elaborated nursing diagnosis
- Reflection and processing of the topic incontinence in professional
health care and nursing
Study Task 3: Clinical Practicum 3
- Preparation of a medical history, individually relevant nursing diagnoses and
nursing interventions according to NANDA
- Presentation of the evaluation process and research of a suitable study that meets the
scientific criteria
- Processing of questions on the topic of wound management based on a
wound situation from practice
Study Task 4: Clinical Practicum 5 + 6
- Preparation of a case history and description of evidence-based nursing interventions that are individually
suitable on this basis
- Research of two to three topic-related evidence-based studies
- Presentation of the elaborated nursing interventions

• Students explain and describe conditions that promote and inhibit learning within individual practice learning phases;

• The students reflect on the practice and instruction situation with reference to nursing theoretical positions, such as person-centeredness or family-centeredness, as well as nursing scientific findings;

• Students describe and reflect on stressors and apply counter-regulatory coping strategies;

• Students document their learning progress using the Praxis APP;

• The students record current health problems and risk factors as well as development potentials of different target groups on the basis of a nursing assessment and implement the nursing diagnostic process professionally with reference to nursing classification systems;

• Based on nursing assessments already carried out, students carry out nursing interventions according to the totality of nursing expertise as well as the preferences and resources of the different target groups in a systemic way, taking into account physical, psychological, spiritual, socio- and transcultural, age- and development-related, gender-related and ethical aspects and evaluating the related outcomes;

• Students present the study tasks assigned in the individual practice learning phases, thus linking theoretical content with the practice field in health care and nursing.

• Students reflect on their own values and norms as well as their behavior and actions with recourse to the professional code, derive a stable attitude and professional identity from this, and contribute to the further development of the profession;

• Through their own reflective processes, students understand the need for lifelong professional development to further develop their own professional competence in order to meet the ever-increasing professional demands and challenges of nursing practice;.

Predominantly activating methods

Continuous assessment

Writing a bachelor thesis as a systematic literature work

• With the help of practical examples, students can derive relevant competences and qualifications in relation to the professional field;

• Students will be able to describe and analyse complex care situations using the example of different target groups using the Problem-Based Process (PBL);

Mainly activating methods

Final exam: Writing the bachelor thesis

• Recognize complex situations as such using exemplary examples, analyze and describe them based on constitutive characteristics, and outline the planning as well as implementation of the nursing diagnostic process (including selection of appropriate evidence-based nursing and health promotion interventions).
• Describe complex situations:
  • The phenomena and occasions that give rise to the need for nursing care;
  • The subjective experience of illness of patients, residents and relatives*, the experienced need for care, which at the same time justifies the need for care and its effects.
  • Link the disciplines of medicine, psychology and sociology as reference sciences with professional health and nursing care;
  • To bring the nursing diagnostic process to exemplary application by means of case studies;
  • Identify the environmental factors that have a direct and indirect impact on patients, residents and relatives (caregivers, living conditions, etc.);
  • Reflect on multi-professional collaboration in professional situations;
  • Analyze and reflect on health literacy, health promotion and prevention.
  • Linking (evidence-based) nursing literature with professional literature in health care and nursing;
• Selecting patient*s and resident*s groups from general health and nursing, pediatric and adolescent health and nursing and psychiatric health and nursing according to current n and relevant positions (life situations, phenomena & disease patterns)e.g.. B.:
  • Metabolic syndrome
  • Multimorbidity
  • Chronic pain
  • Oncological clinical pictures
  • Neurological disease patterns (apoplexy, paraplegia, Parkinson's disease, etc.)
  • Cardiological clinical pictures (myocardial infarction, coronary heart disease, heart failure, etc.)
  • Metabolic diseases (diabetes mellitus, thyroid dysfunction, etc.)
  • Gastroenterological clinical pictures (intestinal diseases - stomas, reflux, cholecystolithiasis, etc.)
  • Psychiatric clinical pictures (depression, etc.)

• Students derive relevant competencies and qualifications related to the professional field with the help of practical examples;

• Students analyze and describe complex nursing situations using the example of different target groups and settings based on the nursing diagnostic process;

• Students will present and reflect on findings as part of the nursing diagnostic process;

• Students describe phenomena and nursing occasions that justify the need for health and nursing care, support, and companionship;

• Students combine reference science knowledge of medicine and other disciplines with professional health and nursing expertise;

• Students will apply the nursing diagnostic process using case examples;

• Students reflect on multiprofessional collaboration in professional situations;

• Students analyze and reflect on occasions to promote health literacy;

• Students plan and implement health promotion and disease prevention interventions.

Predominantly activating methods

Continuous assessment

• The final bachelor's examination is an oral examination before a board of examiners and is designed to test scientific competence and professional qualifications:
• Presentation of the BA thesis and examination interview to demonstrate in-depth knowledge.
• Proof of in-depth knowledge in a core subject of "health care and nursing".

• Students present their own scientific work and present it;

• Students engage in professional and scholarly discussion;

• Students recognize interrelationships of disciplines and specialties and derive their own conclusions for professional health and nursing care.

Final exam

• Objectives, structures and facilities of the Austrian health care system (legal basis, health care system on federal, provincial and district level, inpatient, day-care and outpatient facilities)
• Financing of health care services in Austria (3-pillar model; social insurance, hospital financing)
• Organizational forms in nursing (requirements in different nursing settings, nursing systems, supply structures in nursing (intramural, extramural), personnel controlling - skill and grade mix, personnel planning (nurse to patient ratio)
• Leadership in nursing (leadership structures, leadership styles, motivation and staff retention, error culture)

• Students will describe current societal challenges and resources related to health care and identify related current and future needs;

• Students present an overview of the structure and financing of the Austrian health and social system and describe the interacting health and social professions in terms of their roles and tasks in a differentiated manner;

• Students describe nursing-specific organizational and work forms and derive their use for the respective nursing setting;

• Students discuss different leadership styles and concepts and derive possible effects on motivation and employee retention.

Mainly activating methods

Final exam: LV-final oral or written final examination

• Development of nursing, medicine and hospitals from antiquity to modern times
• Nursing at the time of National Socialism
• The professional image of professional nursing in the 20th/21st century;
• The development of education and training in the 21st century;
• The position of nursing within the Austrian health care system and current developments in professional policy

• Students explain professionally relevant and historical knowledge from ancient to early modern times;

• Students analyze the professionalization of nursing against the backdrop of historical development;

• Students will assess the current position of professional health and nursing in the context of the realignment of the health professions within the health care system.

• Based on selected case studies, students define interfaces with other healthcare professions (dietology, midwifery, etc.) and actively shape multi-professional collaboration.

Mainly activating methods

Continuous assessment: Performance is assessed by at least two partial performances, e.g. presentation, active participation, homework, intermediate examinations, which have to be completed in the course of the course.

• Dimensions of information processing in nursing
• Facility-internal information systems in nursing care
  • Information systems and information logistics
  • Use of digital tools in nursing
  • Information processing and interface management in nursing
• Inter-facility information systems in nursing care
  • Importance of networking of health care facilities
  • Use of eHealth application areas as well as telemedicine based on examples
  • Interoperability in cross-facility networking
  • Electronic health record, examples and possibilities
  • mHealth application areas
• Assistive technologies to support nursing work processes
  • Assistive technologies to support those in need of care and nursing work processes
  • Support possibilities for knowledge transfer through digital systems
• IT project and process management in nursing
  • Management of IT projects
  • Process analysis in health care facilities
• Perspectives of information processing in nursing care
• • Secondary data use
  • Artificial intelligence
  • Data protection and information security
• Basics of quality management
  • Introduction to the concept of quality
  • Overview of quality management systems
  • Explanation of quality management on the basis of a selected QMS (e.g.: KTQ, e-Qualine, ISO) esp. structural, process and result quality in the care setting; CIP; process management incl. interface management
• Methods for quality assurance in nursing care
  • e.g. nursing rounds, error management, hygiene management etc.

• The students explain the basics and legal conditions of quality management in hospitals and nursing homes and describe methods for quality assurance in nursing care;

• Students will outline QM systems, their differences and similarities, and describe Donabedian structure, process, and outcome quality in nursing, including SOPs;

• Students describe the dimensions and significance of information processing in nursing care and distinguish between internal and inter-institutional information systems in nursing care;

• Students are familiar with assistive technologies in nursing practice, reflect on them critically, and present perspectives on information processing in nursing care;

• Students explain aspects of IT project and process management in nursing.

Mainly activating methods

Final exam

• Basics of case and care management (basics of the concept and its development; clarification of terms; structure and target groups of CM; dimensions of CM, professional profile of CM; areas of application of CM; definition of disease management)
• Roles and tasks of the community health nurse in the context of case and care management in national and international comparison
• Theory and practice of nursing discharge management (federal quality guideline for admission and discharge management, legal basis, transition concepts, job description of the discharge manager, role of the patients and their reference systems as well as joint decision-making, interface management with external structures)
• Individual discharge planning
• Delegation (delegation, subdelegation, task assignment, responsibility for implementation, criteria)

• Students will define and describe individual case and care management terms (including disease management programs);

• Students analyze the basic concepts of case and care management in the context of a case study;

• Students evaluate various organizations and programs using conceptual considerations of case and care management and differentiate them into disease management programs (clarifying basic principles as well as their own role in multiprofessional teams);

• Students explain and analyze tasks of the community health nurse in the context of case and care management, reflect on the benefits of a community health nurse in the context of the Austrian health care system, and differentiate the role of the community health nurse from established role models in the extramural setting;

• Students demonstrate the need for a structured discharge process, create a discharge plan, and conduct a discharge process;

• Students describe the delegation process and apply it in practice.

Mainly activating methods

Final exam

• Basics of complementary nursing methods at a glance
• Definitions of aroma care and aromatherapy terms
• Safety in the use of aroma care products
• Aroma care and quality standards in health and nursing care
• Basics of essential oils, fatty plant oils and hydrolates
• Aroma nursing in the context of Evidence Based Practice

• Clarification of the term Therapeutic Touch
• Nursing theory according to Martha Rogers
• Therapeutic Touch in the context of Evidence Based Practice

The students deepen their practical handling of the following topics through practical exercises:

• Nursing intervention Therapeutic Touch - Systematic structure and sequence of Therapeutic Touch
• Forms of application of aroma nursing in the professional setting
• Independent implementation of aromatherapy care within the framework of core nursing competencies

• Students will be able to differentiate between aroma nursing and aromatherapy;

• The students can explain the modes of action of essential oils and fatty vegetable oils;

• Students will be able to describe forms of application of aroma care and to carry these out independently within the framework of the nursing core competence. independently within the framework of nursing core competence;

• The students can name soothing essential oils for situation-related physical problems and apply them according to their effect. according to their effect;

• Students will be able to explain the legal basis for the use of aromatherapy;

Mainly activating methods

Continuous assessment: Performance is assessed by at least two partial performances, e.g. presentation, active participation, homework, intermediate examinations, which have to be completed in the course of the course.

The students are guided to:

• Implementation of the theoretical course contents (theory-practice transfer) in all internship areas defined for the achievement of competence according to FH GUK AV:

(1) acute care such as inpatient care in the (a) operative department
(general surgery and special surgical departments such as
gynaecology, urology, ear, nose and throat department) and inpatient care in the (b)
conservative department (general/internal medicine and special internal medicine
departments such as cardiology, oncology, hepatology),
(2) care in the long-term care sector (e. g. geriatric centres, inpatient and outpatient care). e.g. geriatric centres, inpatient and day-care
),
(3) outpatient/mobile care (e.g. home care, outpatient clinics), as well as areas of
(4) prevention and rehabilitation.
Optionally and complementarily also in areas such as freelance nursing,
in the public health service, in ordinations and communities of practice and other
care facilities related to health care and nursing.

• Implementing and identifying health risks and resources and taking accident/illness prevention measures.
• Maintaining a training log in the form of a placement handbook which provides a guide to all placement training.
• Encouraging personal commitment to learning and ensuring learning progress in the above areas as well as reflecting on experiences from the relevant professional field.
• Reflection on a case history in the course of the 5th semester together with a teacher.
• Implementation of study tasks (see practice reflection) in the context of the respective clinical field.

• Students plan, implement and evaluate nursing interventions based on the individual steps of the nursing process: (1) ascertainment of current health problems and risk factors of individuals, which are recorded using suitable assessment instruments, and the related derivation of nursing diagnoses, (2) formulation of nursing goals, (3) identification of suitable nursing interventions in consultation with individuals and/or based on research evidence, (4) evaluation of nursing results and justification of these with reference to the current state of research, (5) documentation of nursing-relevant data using suitable documentation systems and evaluation of the expected nursing results;

• Students implement nursing interventions in a professional manner according to systemic, age and developmental criteria, taking into account guidelines of effectiveness, well-being and psychosocial needs, safety, economy, ecology and with reference to the network of relatives and friends of the persons served;

• The students recognize and evaluate complex situations and contexts in health care and nursing independently or in consultation with trained nurses, compare these with nursing theoretical positions and nursing scientific findings and take appropriate measures;

• Students respond flexibly and appropriately to challenges in nursing practice and make professionally sound decisions independently or with others;

• Students understand the impact of professional coping strategies and apply them with reference to their own capabilities and limitations;

• The students recognize and name hazards and health risks in the workplace, evaluate them, derive accident- or illness-preventing measures from them and implement them in cooperation with experts.

Practical learning phase

Continuous assessment: Immanent examination character and assessment of the practical learning phase

• In the introduction, the upcoming practicum process is discussed: Design and process of the practicum, privacy regulations and confidentiality obligations, practicum goals, practicum documentation, site interviews with self- and peer-assessment, practicum assessment, learning support.
• In the practice reflection and supervision, practice-related stressful situations are dealt with as well as group discussions for the development of personal resources and coping strategies.

Study tasks:
Study task 1: Clinical practical course 1
- Preparation of a case history
- Presentation of an ATL
- Reflection on the topic of disgust and the influence of the case history form on the
nursing process
Study task 2 : Clinical Practicum 2
- Preparation of a medical history and individually relevant nursing diagnoses according to NANDA
- Presentation of an elaborated nursing diagnosis
- Reflection and processing of the topic incontinence in professional
health care and nursing
Study Task 3: Clinical Practicum 3
- Preparation of a medical history, individually relevant nursing diagnoses and
nursing interventions according to NANDA
- Presentation of the evaluation process and research of a suitable study that meets the
scientific criteria
- Processing of questions on the topic of wound management based on a
wound situation from practice
Study Task 4: Clinical Practicum 5 + 6
- Preparation of a case history and description of the individual
appropriate evidence-based nursing interventions based on it
- Research of two to three topic-related evidence-based studies
- Presentation of the elaborated nursing interventions

• Students explain and describe conditions that promote and inhibit learning within individual practice learning phases;

• The students reflect on the practice and instruction situation with reference to nursing theoretical positions, such as person-centeredness or family-centeredness, as well as nursing scientific findings;

• Students describe and reflect on stressors and apply counter-regulatory coping strategies;

• Students document their learning progress using the Praxis APP;

• The students record current health problems and risk factors as well as development potentials of different target groups on the basis of a nursing assessment and implement the nursing diagnostic process professionally with reference to nursing classification systems;

• Based on nursing assessments already carried out, students carry out nursing interventions according to the totality of nursing expertise as well as the preferences and resources of the different target groups in a systemic way, taking into account physical, psychological, spiritual, socio- and transcultural, age- and development-related, gender-related and ethical aspects and evaluating the related outcomes;

• Students present the study tasks assigned in the individual practice learning phases, thus linking theoretical content with the practice field in health care and nursing.

• Students reflect on their own values and norms as well as their behavior and actions with recourse to the professional code, derive a stable attitude and professional identity from this, and contribute to the further development of the profession;

• Through their own reflective processes, students understand the need for lifelong professional development to further develop their own professional competence in order to meet the ever-increasing professional demands and challenges of nursing practice;.

Predominantly activating methods

Continuous assessment