Midwifery

The course serves as an introduction and orientation in midwifery studies and the understanding of its specific curricular, organizational and content-related aspects. It should support the students in the self-organization of the individual learning process, in particular clarify the formal framework conditions for examinations and performance certificates and practical minimum requirements. The main focus is on the development of competencies in the field of university and digital learning, in particular the use of the e-learning platforms Moodle, Mahara and the university portal.

• The students are able to orientate themselves within the study program and to decipher university terms (e.g. SWS, ECTS, workload, etc.). You can find relevant regulations of the FH Campus Wien within the digital filing systems and generate information from them as the case may be, as well as find the service points of the FHCW and contact them if necessary.

• The students know course-related specifications and guidelines and can find course- or course-related documents or place them digitally. You can classify specifications and regulations for attendance and absence and use the intended communication channels.

• The students know learning strategies and can use them for their own learning behavior. They are familiar with the e-learning platforms Moodle, Mahara, the university portal and the intranet and are able to identify course-related documents.

Lecture, discussion, group work, self-study

Continuous assessment: Participation not graded

The course serves as an introduction to the subject of research and science and scientific work. The focus is on the distinguishing features and distinguishing features of science, the concept of evidence-based and its differentiation between the various levels of evidence. The following are dealt with in detail: literature research in libraries and databases, information and knowledge management, methods of processing results, structure, structure and basic rules of scientific work, presentation techniques and the art of giving lectures and discussing them based on arguments.

• The students are able to name and classify sources of knowledge, to explain basic scientific terms, to describe the research process and to name the different levels of evidence.

• The students are able to describe the rough structure of the scientific literature search for the professional field of midwives and to apply the principles of scientific writing.

• Students are able to create a bibliography, correctly place references in texts and correctly apply the rules of scientific citation.

Lecture, discussion, group work, practical exercises, self-study

Final exam: Written examination

The course aims to consolidate and deepen English language skills both in terms of understanding English technical texts and communicating with clients and their relatives in English.

• The student is able to understand simple texts in English technical language.

• Students can fall back on an expanded, job-specific English vocabulary.

• The students are able to explain job-specific issues in conversation with clients and relatives in English.

Lecture, discussion, group work, self-study, e-learning

Final exam: Written or oral exam

The basic concepts of human anatomy are taught in the course. This includes an introduction to the use of medical terminology and the structure and structure of the human body from the cell to the differentiation into its organ systems: cell, tissue, body structure and musculoskeletal system (active + passive), cardiovascular system, respiratory tract, blood, Immune system, lymphatic organs, digestive tract, kidneys and lower urinary tract, genital organs, endocrine system, nervous system, sensory organs (eyes, ears, skin).

• The students are able to correctly name the anatomical structures of the human body in German and Latin.

• Students are able to name and describe the structure of the human body and the interaction of its systems and tissues on a cellular and macroscopic level.

• The students can recognize and name deviations from the anatomy of the human body.

Lecture, self-study

Final exam: In writing or orally

The aim of the course is to familiarize students with the essential basics of the physiology of the human organism. The choice of topics is based on the possible issues of the midwifery profession. In particular, these are the metabolism of breathing and acid-base balance, hormones, the vital functions and the functioning of the central organ systems (kidneys, liver, blood, digestion, excretion, heat and cold regulation, pain physiology, etc.).

• The students are able to recognize physiological processes in the human organism, to describe them in correct technical language and to differentiate them from functional disorders.

• The students are able to name and describe central metabolic processes and any pregnancy-related disorders that may occur.

• Students are able to view the human body as a systemically interacting organism

Lecture and self-study

Final exam: Written or oral exam

The course deals with the basics of hygiene, its basic terms and areas of responsibility, such as the measures of infection prophylaxis and infection control. An initial overview of the most important types of pathogens, their typical transmission routes and mechanisms of action is given. The focus here is in particular on the importance of the hygienic behavior of medical specialists in the intra- and extramural area, or compliance with hygiene measures and hygiene concepts (hygiene plan). In exercises, for example, hygienic and surgical hand disinfection, the correct handling of sterile and non-sterile protective gloves, protective clothing and sterile goods are trained. Further course contents are the principles of sterilization, disinfection and pest control, as well as basic terms of epidemiology from a public health perspective.

• The students are able to name infection processes and the different types of pathogens involved and to describe their pathogenic mechanisms of action.

• They are able to name measures to interrupt chains of infection (disinfection, sterilization, etc.) and to describe their relevance for the practice of midwifery in the clinical and non-clinical context.

• The students can properly apply the measures for infection prophylaxis, in particular hygienic hand disinfection and the handling of work and medical protective clothing, sterile goods and (potentially) infectious material (e.g. body fluids).

Lecture, discussion, self-study, exercises

Final exam: Written or oral examination

The course serves to impart knowledge of the anatomical and physiological processes of human development from the germ cell to the birth of a mature unborn child on the due date and their anatomical, hormonal and functional requirements. Another focus is the structure and functioning of the placenta as the central metabolic organ of the child during pregnancy.

• The students are able to describe the embryonic development from fertilization to the stage of a mature unborn child.

• The students know beneficial and disruptive or harmful influences in the various phases of germ and embryonic development and can advise parents on health promotion (promoting a healthy lifestyle before and during).

• The students know the anatomical structures of the placenta and the phases of placenta development on a macroscopic and histological level and can describe their metabolic tasks during pregnancy.

Lecture, self-study

Final exam: Written or oral examination

The course serves to impart basic knowledge about physiological pregnancy. The students acquire the basic knowledge of pregnancy development (duration of pregnancy, signs of pregnancy, calculation of the due date, etc.), the mechanisms of action of pregnancy hormones and their effects on genital and extragenital physical and psychological changes. Another focus is on the diagnostic procedures for determining the child's growth (symphysis-fundus distance measurement) and the introduction to the manual position determination of the unborn child by means of Leopold's handles.

• The students are able to name and describe the duration and phases of pregnancy and the physical and mental adjustment processes during physiological pregnancy.

• They are able to name and describe physical signs and phenomena of pregnancy as well as the underlying hormonal situation and the resulting psychological and physical changes in pregnancy.

• They are able to understand the pregnancy experience from the perspective of the woman, the partner, the relatives and the social environment and to classify pregnancy-specific behavioral phenomena.

Lecture, discussion, group work, self-study

Final exam: Written or oral examination

The course is at the beginning of the midwifery course and prepares the students for their practical learning phases. The students gain role clarity for their first practical application. In the theoretical part, you will gain a thematic overview of, among other things, the nursing aspects, activities in the midwifery care process, measures for self-protection and patient safety. In the practical part (skills training in exercises in small groups), nursing and medical skills are practiced on models, on medical devices and in role play.

• The students are able to classify the terms care, care process and care goals and thereby orientate themselves to ethical guidelines and interculturality. You know the formal and content-related basics of patient documentation and can keep a medical record, know measures to promote patient safety and can demonstrate these in the skills lab.

• The students have basic nursing skills, in particular with regard to the collection and interpretation of vital parameters and mobilization, support in personal hygiene and monitoring of excretions, preparation and administration of medication in the various dosage forms, blood collection and subcutaneous, intramuscular and intravenous injection and can carry out the correct implementation demonstrate on the model.

• Students are able to come into contact, communicate and interact with patients. You can recognize the needs of the patient and react appropriately and show empathic and technically correct handling in role play. The students pay attention to the privacy of the persons to be supervised and take adequate measures to protect it.

• The students are able to act taking into account the requirements for ergonomics and the economic and ecological use of materials. You will practice role-play nursing care situations and will be able to understand nursing activities and reflect on their behavior.

Lecture, self-study, group work, exercises in the skills lab

Final exam: Oral-practical

The course serves as an introduction to important theoretical models of communication and the teaching of methods and tools for professional communication. It is intended to support the students in reflecting on their own communication behavior and in classifying their personal communication patterns in the communication models presented. The main focus is on learning how to conduct positive and constructive discussions and communication, as well as creating a good team atmosphere (team building) within the class.

• The students are able to name important theoretical models of communication and to understand their background, as well as to implement knowledge from communication models and communication theories in their professional situation.

• The students are able to reflect on and try out methods and tools of communication.

• The students are able to reflect on their own communication behavior and to classify their personal communication patterns in the presented communication models and to apply their ability to reflect on their learning behavior.

Lecture, discussion, group work, exercises

Continuous assessment: Active participation

The course spans the time from birth to postnatal adaptation processes in the newborn, the developmental processes in the early and late newborn period, to an outlook on the entire period of infancy. The focus is on the diverse midwifery tasks affecting the newborn immediately after the birth (e.g. the initial examination) and in the first days of life in the clinic and in the postnatal period at home, including the necessary documentation. This includes in particular routine examinations and controls of viability and prosperity, the administration of prophylaxis and the implementation of NG screening. One focus is on supporting the bonding processes and concludes with comprehensive education, guidance and advice for parents. Through skills training, the theoretical content is deepened and consolidated in exercises.

• The students know the parameters of the extrauterine adaptation of the newborn and are able to recognize, diagnose and describe them.

• The students are able to undertake the complete initial examination of the newborn, carry out further routine examinations in the early neonatal period and recognize deviations from the healthy development of the newborn in the first weeks of life.

• They have mastered the necessary nursing skills for the monitoring, care and care of newborns and are able to pass these on to the parents. The students are familiar with the main issues relating to information and advice for parents in the newborn period and can explain this and carry out role play.

Lecture, discussion, group work, exercises

Final exam

In this course, the basic knowledge of the physiology of the puerperium processes is developed and evidence-based measures for looking after a woman who has recently given birth are analyzed and practiced. The roles and tasks of the midwife, their specific competencies and midwifery services in childbed are discussed as well as the care concepts and models in childbed.

• The students are able to describe and explain physiological processes in the puerperium, to analyze frequent complaints and to present preventive and therapeutic measures as well as to describe the development and deepening of the mother-father-child relationship in the puerperium.

• The students are able to adapt the postpartum visit (including uterus, genital and bleeding control) individually to the needs of the client and to collect relevant findings, to describe and to plan the parent-child care based on evidence - To observe the relationship in a targeted manner and to carry out supportive measures, to provide instructions on hygiene, personal hygiene and preventive measures as well as to apply pain-relieving and stress-reducing measures.

• The students are able to ensure the informed choice of the woman who has recently given birth and to respect the needs and privacy of clients.

Lecture, discussion, self-study, exercises in the skills lab

Final exam

The teaching content includes physical aspects such as the anatomy of the female breast, the physiology of lactation, hormonal influences and the child's and mother's breastfeeding reflexes on the one hand and dealing with the ingredients of breast milk and formula food on the other.

Further focal points are breastfeeding management, the child's waking and sleeping behavior, breastfeeding and satiety signs, the child's sucking mechanism, breastfeeding positions and attachment techniques with the aim of supporting the establishment of exclusive breastfeeding.

The knowledge acquired is deepened in exercises in the skills lab.

• The students are able to reproduce the anatomy of the female breast, to describe the physiology of human lactation and to explain the composition of breast milk and formula food in comparison.

• You can describe breastfeeding positions, recognize signs of effective breastfeeding and describe the infant's sucking mechanism.

• The students are able to name the framework conditions and their content of breastfeeding advice in the physiological area.

Written or oral-practical as part of a cumulative module examination

Final exam

The course covers the historical arc of midwifery from antiquity to the present. The central content is the development of midwifery in Central Europe, the development of traditional, indigenous midwifery and the history of midwifery in the Anglican area. The main focus of the course is on the historical positions of midwives in a women's political and social context. The course serves to understand the midwifery profession from its history and to gain perspectives for one's own midwifery identity.

• The students are able to understand the medical-historical and socio-historical development of the midwifery profession and to classify changes and trends in obstetrics.

• They know examples from the history of traditional obstetrics in non-European societies and can name the influences that development aid has on them.

• The students are able to question societal attitudes towards obstetrics and to formulate their own considerations, they can classify midwifery work in the context of women's politics and grasp its relevance and take current issues in professional, women's and gender politics into account in their professional attitude.

Lecture, discussion, group work, self-study

Continuous assessment: presentation

This course is an introduction to Austrian legislation and health law at national and EU level. Further focal points are relevant gestures that can be effective in the support and advice of clients. Legal facts in the context of midwifery activities are presented and their formal and substantive location in the Austrian legislative process and legal system is explained. 

• The students know the most important professional groups in the Austrian health care system, their areas of responsibility and legal classification.

Lecture, discussion, self-study

Final exam: Written or oral examination

The course aims to deal with the roles, tasks, concerns and values ​​of the midwifery profession on a national and international level. The students deal with the professional organizations and their anchoring in the respective health system.

• The students are able to describe the tasks, fields of activity and concerns of midwives in Austria and to classify them in the Austrian health system. They know the professional midwifery organization in Austria (Austrian Midwives Committee, ÖHG) and can describe its tasks and responsibilities.

• They have dealt with the concept of professional development and professionalization and can relate the midwifery profession to it.

• The students know other international midwifery associations, midwifery associations and midwives' interest groups and their central positions and concerns.

Lecture, discussion, group work, self-study

Continuous assessment: Presentation or thesis paper

This course supports students at the beginning of their midwifery program in developing the personal and professional resources they need to meet the day-to-day demands of their studies and future professional life.

In the course, students reflect on personal and professional values, develop a sense of professional ethics and a professional identity, and learn how these are important for coping with stress and challenges. Through reflection on perceived challenges in midwifery practice, key concepts such as self-care, resilience, stress, and burnout are explored. Students examine stress responses, early warning signs, and protective and risk factors.

Through practical exercises and case studies, students learn about various evidence-based methods for acute stress management and self-regulation, as well as long-term approaches to health promotion and professional support.

The goal of the course is to provide students with a repertoire of strategies that support them in their professional practice as individuals, while also raising their awareness of societal values. The course offers students the opportunity to experience firsthand which activities promote individual self-care and how they can use these to maintain their health.

• Students can explain and distinguish between key concepts and terms in the context of resilience, self-care, and resource development.

• Students are familiar with selected strategies and methods for acute stress management and self-regulation, as well as long-term approaches to health promotion, and are able to reflect on their personal effectiveness.

• Students develop an individualized, academic and practice-oriented plan to promote their mental health and professional competence, and identify both on-campus and off-campus support services.

• Students know that they can shape their own processes of change; they are able to analyze stress responses using case studies and, based on these, formulate actionable measures.

Lecture, discussion, group work, self-study

Continuous assessment: Active participation

The practical learning phase 1 enables the students to combine theoretical knowledge with practice and to practice the skills and competences required for the practice of the profession under supervision. It serves to get to know clinical organizational structures, to reflect on processes, procedures and content of clinical midwifery work as well as the guided development of job-specific skills and roles of a midwife.

• The students are able to meet the organizational and content-related requirements of the internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to their level of training under supervision.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and assumption of midwifery activities in the professional field, adapted to the level of training.

Continuous assessment: Ongoing reflection with professionals from the professional field and final assessment

The practice accompanying seminar 1 serves to ensure the theory-practice transfer through pedagogical support of the students during the practical learning phases. In the plenary session, in small groups and in distance learning systematically supervised by teachers, the practical learning phases are prepared and followed up, learning goals are defined, skills are practiced, practical experiences are reflected and concrete case studies and support processes are analyzed systematically and theory-based.

Lecture, reflection and discussion (plenum, small groups, guided self-study), distance learning

Continuous assessment: Practice report: Documentation of the minimum requirements, support processes, case analyses, writing of practical experiences

The course deals with the concept and concept of health on different levels and from different perspectives. The students deal in particular with the dimensions and concepts of health promotion and prevention and their connectivity and transferability in midwifery work.

• The students know different parameters, models and concepts for describing health and can explain them.

• From this, the students can derive recommendations for the prevention and promotion of the health situation of women * in their reproductive phase of life.

• The students are able to interpret health behavior both on the individual level as well as in connection with the real life of the women * and families they care for.

Lecture, discussion, group work, self-study

Continuous assessment: In writing or orally (e.g. presentation)

This course focuses on a multidisciplinary and critical analysis of obstetric and gynecological health care. Key topics include the theoretical foundations of transdisciplinary perspectives on women's* health, such as the examination of historically established body norms, gender medicine, and the gender health gap. The focus is on critically reflecting on how intersectional discrimination (racism, classism, ableism, and queerphobia) influences maternal morbidity and the quality of obstetric care. Psychological and sociocultural processes of transformation associated with becoming a parent (matrescence/patrescence), as well as idealized images of motherhood and the phenomenon of “regretting motherhood,” are examined from a scientific perspective and systematically addressed in relation to supporting couple relationships.

Another central focus is on prevention, early detection, and interdisciplinary collaboration in cases of perinatal mental health crises and pathologies. In addition, trauma- and culture-sensitive care approaches are addressed, specifically targeting the care of women with migration experiences as well as the medical and legal handling of female genital mutilation/cutting (FGM/C).

The course expands professional practice to include diversity-sensitive perspectives by integrating the diversity of modern family structures as well as non-binary and trans* parenthood through the conscious use of queer-feminist language. Finally, the course engages in a critical examination of the phenomenon of disrespect and structural violence in obstetrics (obstetric violence), as well as the resulting internal conflicts experienced by healthcare professionals (moral injury).

• Students are able to identify historical, social, and medical constructs of the female* and childbearing body and relate them to the current gender health gap.

• They have engaged in a discursive examination of the psychosocial, neurobiological, and cultural dimensions of the transformative phase of motherhood and parenthood (matrescence/patrescence), taking into account non-conformist experiences (such as “Regretting Motherhood”).

• Students are able to identify clinical warning signs of perinatal mental health crises (e.g., postpartum depression, perinatal psychoses) and address the relevant interdisciplinary and psychiatric interfaces within the healthcare system.

• Students are able to identify potential connections between intersectional discrimination (e.g., racism, classism, ableism, queerphobia), maternal morbidity, and the quality of care in everyday obstetric practice. In particular, they have addressed trauma- and culturally sensitive care for vulnerable groups, especially with regard to women with migration backgrounds or survivors of female genital mutilation/cutting (FGM/C).

• The students explored perspectives that challenge existing obstetric structures in light of the phenomenon of structural and institutionalized violence (obstetric violence). They reflected on their own professional role within the obstetric system in order to actively prevent internal value conflicts (moral injury) and ensure ethical, self-determined birth support.

Lecture, discussion, group work, self-study

Continuous assessment: In writing or orally

Part 1 of the course series serves to deal with complex topics of family constellation or interaction that go beyond the direct counseling competence and responsibility of midwives. Specialized initiatives, advice and assistance are presented, which can be consulted or referred to by a midwife providing support or advice if necessary and in the sense of case management. In lectures, experts will pass on technical information, in group work and through reflection, personal access and dealing with the above-mentioned situations will be developed and thus your own understanding of your role will be strengthened.

The course is continued in the 5th semester.

• The students have acquired knowledge of relevant topics, particularly those related to midwifery work, and have become acquainted with specific initiatives, help and advice services.

Lecture, discussion, small groups

Continuous assessment: Aktive Teilnahme

The content of the course is the introduction and imparting of basic skills in the areas of health science, most frequently used quantitative and qualitative research approaches (RCT, cohort studies, case studies, action research, phenomenology, ethnography, grounded theory, etc.) as well as the associated options for sampling, methods of data collection and - analysis (including an introduction to statistics), each with sample studies from the department.

• The students can name and describe common research approaches in health sciences. They know quantitative and qualitative research methods and their terminology and are able to identify and classify them in scientific texts.

• The students can fundamentally describe various methods of data collection and data analysis.

• They know topics and issues in midwifery science and obstetrics and can analyze and justify the methodological and methodological approaches.

Lecture, discussion, group work, practical exercises, self-study

Final exam: Final examination in writing

The course serves to impart basic knowledge about pathological (diseased) processes in the human organism and their central terms such as health, illness, mortality, morbidity, lethality, pathogenesis. The epidemiological aspects of occupational-specific diseases, their symptoms, genesis and disease progression are dealt with. In particular, these are: pathological changes in cells and tissue, inflammation, disorders of vital functions, tumor theory; pathological changes in the cardiovascular system, the fluid balance and the blood formation system; pathological changes in the digestive organs and digestion, respiratory organs of breath, urinary and urinary organs and endocrine glands. Knowledge of selected diagnostic procedures and the interpretation of the findings obtained with these procedures round off the course.

• The students are able to describe the genesis, etiology, symptoms and course of fundamental pathological processes in the human organism using the correct technical terminology.

• They know the causes and mechanisms of action of pathological processes on the cell and organ level, suitable (selected) diagnostic methods and can classify the findings.

• The students are able to transfer their basic knowledge of pathological processes to important job-relevant clinical pictures and to establish contextual explanations.

Vortrag, Selbststudium

Final exam: Written or oral examination

The course deals with general and specific microbiology, infection theory and epidemiology. The basic terms and areas of responsibility of infection hygiene, measures to prevent infection and fight against infection are dealt with. The students develop an overview of the most important infectious diseases during pregnancy, childbirth, the puerperium and the newborn period (pathogens, path of infection, favorable and inhibitory transmission factors, clinical picture, symptoms, prophylaxis, therapies) and their respective pathogenic relevance. In addition, the processes that lead to immunization through disease or vaccination are explained, the various vaccination methods are discussed and the Austrian vaccination plan is presented.

• The students are able to understand the basics of microbiology and its specific terminology and to apply them in a professional dialogue.

• They will be able to differentiate between the different groups of pathogens (bacteria, viruses, fungi, parasites, etc.), know their transmission routes and be able to describe and apply the measures for the respective infection prophylaxis.

• The students know the most important pathogens and infections during pregnancy, childbirth, the puerperium and the newborn period, their transmission routes, clinical pictures, therapeutic options and prophylactic measures and are able to use this knowledge in the care and counseling of clients.

• They are able to explain how vaccinations and immunization work and know the Austrian vaccination recommendations.

Lecture, self-study

Final exam: Written or oral examination

This course is about psychosexual development, and educational work (midwives in kindergarten and school), sex education and counseling for young people and adults are developed for each stage of development. Contraception / family planning and changes in sexuality during pregnancy and after childbirth are discussed. Furthermore, initiatives that make pregnancies worldwide safer and advocate for sexual rights are just as much an issue as sexual disorders, sexual abuse and violence in obstetrics. Further contents are the subjects of abortion, anonymous birth, adoption and baby hatch.

• Students are able to advise children, adolescents and adults on the subject of sexuality, fertility control, depending on their psychosexual development phase

• They know initiatives that make pregnancies safer and stand up for sexual rights, can find them and use this knowledge in counseling situations.

• They have dealt with the topics of sexual dysfunction, sexual abuse and violence in obstetrics and are able to reflect on abortion, anonymous childbirth, adoption and the baby hatch.

Lecture, discussion, group work, self-study

Final exam: Written (seminar paper)

The content of the course is to impart knowledge about procedures of assisted reproduction in the case of an unfulfilled desire to have children and prenatal diagnostics. In addition to the subject-specific knowledge of indications, procedures, implementation and interpretation of findings, the students deal with the legal regulations in Austria and selected other countries, the psychological aspects of involuntary childlessness and the experience of pregnancy when using prenatal diagnostic examinations.

• The students are able to identify the causes of unwanted childlessness and know when they must or can refer affected women * and couples to specialist care in the context of counseling.

• They know the different methods and procedures of assisted reproduction in a national and international comparison, their possibilities, risks and effects and can name and describe them.

• The students know the current methods and procedures of genetic counseling and prenatal diagnosis, their indications, possibilities, findings and risks and can draw on this knowledge in the context of counseling interviews.

• You have dealt with the ethical and moral implications of assisted reproduction and prenatal diagnostics, know the current state of discussion on these topics and can reflect on your own position.

Lecture, discussion, self-study

Final exam: Written or oral examination

The course serves to deal with ethics and morals in connection with medical, especially obstetric issues. The basics and basic terms of ethics and moral philosophy are presented and discussed using examples from everyday midwives' work. The aim is to develop a professional position on ethical or moral dilemmas with the help of theoretical concepts on ethics and morals.

• The students know theoretical approaches and central concepts of ethics and moral philosophy and can apply them in reflections on ethical and moral issues.

• They know central issues of medical ethics, the concept and the tasks of ethics committees in the health sector.

• They are able to name ethical and moral questions and dilemmas from the field of activity of the midwife or obstetrics and to take the knowledge gained into account in decision-making processes or in counseling situations.

Lecture, discussion, group work, self-study

Continuous assessment: Active participation

The integrated course serves to impart skills in carrying out preventive examinations in physiological pregnancy. On the basis of the Austrian mother-child pass, the following priorities are set: The creation of the initial anamnesis (obstetric-gynecological, medical personal anamnesis, family anamnesis and psychosocial anamnesis. The collection of risk factors according to the mother-child passport using the screening methods, especially the interpretation of laboratory diagnostics. Exercises on external examination methods, especially the determination of the intrauterine position of the child and the collection of vital signs and the external examination of the pregnant woman, including pelvic diagnostics and taking vaginal smears. With the help of scientific sources, evidence-based recommendations on pregnancy symptoms are searched for, read and knowledge about them is shared through presentations using the media. The necessary skills are trained in exercises in the skills lab and the implementation of a full preventive medical examination is practiced.

• The students know the system of antenatal examinations (mother-child-passport examination in Austria), their procedure, routine parameters and examination methods and are able to master the necessary skills.

• The students are able to interpret all the findings and to document them in correct technical language.

• As part of prenatal care, you are able to conduct a professional consultation with the aim of enabling the pregnant woman to make "informed choices".

• The students are able to develop and reproduce evidence-based recommendations on the basis of the sources provided.

• They will be able to carry out and apply a full prenatal check-up on the model in the skills lab.

Lecture, discussion, group work, self-study, exercises

Final exam: Final exam in writing or orally

The course provides up-to-date basic nutritional knowledge. The basis for this is the Austrian food pyramid for pregnant and breastfeeding women, including the respective information about the composition and nutritional-physiological effects of the food groups. The students deal with evidence-based measures to alleviate pregnancy symptoms that can be alleviated by a healthy diet (e.g. cravings, nausea, vomiting, heartburn, gestational diabetes). Furthermore, the students get an overview of formula food for the not breastfed or double-fed child and the nutritional-physiologically optimal approach when introducing complementary foods.

• The students can use the seven food groups of the (Austrian) food pyramid to determine the additional requirements during pregnancy and to name them on the basis of specific foods. You can recognize food combinations of good protein quality with high biological value (e.g. for a vegetarian diet) and explain their advantages.

• The students know about mineral requirements and energy supply of breastfeeding women and can use this knowledge for nutritional advice during breastfeeding.

• The students can assign infant formula to the categories of starter and follow-on formulas and name special foods for babies at risk of allergies. They are also able to professionally prepare porridges as part of complementary foods as well as baby menus and various formula foods.

Lecture, discussion, group work, self-study

Final exam: Written

In this course, central competencies for evidence-based management, accompaniment, care and monitoring of all phases of a physiological birth are conveyed. The students develop the theoretical fundamentals of the processes and the mechanical interplay of the factors promoting birth and learn the practical skills required for supervision on the model in the skills lab. The theoretical content and practical exercises are intended to enable students to accompany physiological births individually, to promote the physiological process and to justify possible interventions based on evidence, with the aim of enabling the mother-to-be and her companions to have a self-determined birth experience.

• The students are able to describe and diagnose the physiology of a normal birth. You can name factors that have a positive or negative influence on the birth process and know how favorable framework conditions can be created. They know evidence-based measures to protect or promote physiology and can justify them.

• The students are able to develop a respectful and professional relationship with the expectant parents, with the aim of enabling the woman to make informed choices, to support her self-efficacy and to strengthen her sense of coherence.

• They are able to properly apply the skills required for the care and monitoring of the physiologically progressing birth and have practiced them in the skills lab and on the model (e.g. admission to the delivery room, vital signs control, vaginal examinations to determine the progress of the birth, Determination of the fetal heart rate, guidance in the active birth phase, implementation of perineal protection, extraction and inspection of the placenta, control of the birth canals, first aid and initial examination of the newborn, support of the first breastfeeding contact, etc.

• The students are able to observe the initiation of the postnatal parent-child relationship (bonding), to encourage it if necessary and to support the first breastfeeding contact.

Lecture, discussion, group work, self-study, exercises

Final exam

The course serves as an introduction to fetal heart rate monitoring before and during delivery. The subject is intermittent auscultation as well as the cardiotocogram (CTG), its indications and limitations. The students develop a basic knowledge of the norms of the fetal heart rate pattern and initial knowledge about their deviations. The main focus is on the interpretation of the CTG according to the currently valid standards, the measures to positively influence a CTG or the vitality of the unborn child and the development of skills for the proper, complete, written documentation of the birth process.

• The students can name the basic terms of fetal heart sound monitoring and distinguish them from one another. They can explain the differences between intermittent auscultation and CTG recording and compare and discuss their applications, indications and limitations.

• The students are able to interpret fetal heart rate patterns according to the FIGO Score, to describe them in correct technical language and to document fetal heart rate patterns according to the currently valid standards.

• The students can recognize deviating patterns and, if necessary, understand the following interventions.

• The students are able to verbally communicate findings during the birth process in the obstetric team and document them in writing in correct technical language.

Lecture, discussion, group work, self-study, exercises

Final exam

This course provides a practice-oriented introduction to abnormal, irregular, or pathological labor and delivery. Using case studies, it teaches terminology and basic knowledge for recognizing selected abnormalities and emergency situations.

Particular emphasis is placed on understanding the organizational roles of key actors in an emergency, as well as on decision-making concepts and the communication challenges they present during pathological labor. The course aims to strengthen students' ability to act effectively in challenging real-world situations and to further develop personal competencies such as resilience, role clarity, self-care, and the ability to set boundaries.

• Students are familiar with selected deviations from the normal course of labor and are able to classify them.

• Students are prepared to participate in the management of abnormalities, pathological conditions, and emergencies in accordance with their level of training, and to recognize the limits of their authority as learners.

• Students are familiar with strategies for interacting, communicating, and cooperating with the obstetric team and with parents in challenging situations in a manner appropriate to the situation.

• Students are familiar with concepts of participatory, client-centered decision-making in physiological and complex situations and can describe them.

• Students are able to reflect on non-standard situations based on selected case studies and identify the technical and communication-related challenges they present.

Lecture, discussion, group work, self-study, exercises (role play)

Final exam: Oral and Practical

Building on the practical learning phases that have already been completed, learning phase 2 enables the students to further combine theoretical knowledge with practice and to practice the skills and competencies required for the practice of the profession under supervision. It serves to get to know clinical organizational structures, to reflect on processes, procedures and content of clinical midwifery work as well as the guided development of job-specific skills and roles of a midwife.

• The students are able to meet the organizational and content-related requirements of the internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to their level of training under supervision.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and assumption of midwifery activities in the professional field, adapted to the level of training

Continuous assessment: Ongoing reflection with professionals from the professional field and final assessment

The practice accompanying seminar 2 serves to ensure the theory-practice transfer through pedagogical support of the students during the practical learning phases. In the plenary session, in small groups and in distance learning systematically supervised by teachers, the practical learning phases are prepared and followed up, learning goals are defined, practical experiences are reflected and concrete case studies and support processes are analyzed systematically and theory-based.

• The students are able to name the practical learning goals for the 2nd semester and to plan, assess and reflect on their own learning process.

• The students are able to classify experiences in the field of practice, to evaluate their own competence development and to use learning situations in a targeted manner.

Reflection and discussion in small groups and in guided self-study, distance learning

Continuous assessment: Practice report: documentation of the requirements, support processes, Case studies, writing of practical experiences

Practical training 2 aims to gradually acquire, deepen and expand professional skills. In particular, the practice of skills and practical competencies in the protected framework of the third learning location (skills lab, sim lab, learning workshop) prepares the students for the respective practical learning phases of the current training semester and ensures that relevant skills and practical competencies are learned professionally and based on guidelines will.

This is further deepened within the framework of individual practical support by university lecturers and evaluated, reflected on and continuously improved in terms of quality assurance in concrete professional situations.

Practical training in the skills lab, practical support in the practical field

(demonstration, exercises, observation, reflection)

Continuous assessment: Active participation and/or practical report (if practical training is not possible in the practical field)

The course serves to deepen the knowledge of methods, topics and questions of midwifery science. The focus is on deepening scientific methodological knowledge, learning and practicing a detailed scientific, database-based literature search and applying the knowledge to design a scientific work in compliance with the rules of scientific work.

• Students have deepened and expanded their knowledge of qualitative and quantitative research methods.

• The students are able to research, evaluate and discuss research results on relevant issues in midwifery science.

• They are familiar with relevant databases and publication media for midwifery research and can independently carry out a complete scientific literature search.

• The students are able to create a rough concept for a scientific work and to write a seminar paper according to the rules of scientific work.

Lecture, discussion, group work, self-study, e-learning

Final exam: Written final examination

This course serves to deepen the English technical vocabulary and the application of the English technical language in text and language. English-language research literature and scientific articles are systematically searched, analyzed, evaluated and discussed in English.

• The students know relevant technical terms, grammatical links and idiomatic expressions in English in order to be able to carry out a systematic literature search in English.

• They will be able to read, understand and evaluate scientific texts in English.

• They can present the results in English and present them in writing and orally.

Lecture, discussion, group work, self-study

Final exam: Written or oral examination

In this course, students acquire fundamental skills for professional, technically sound, legally compliant, and quality-driven documentation in obstetrics. Both analog and digital documentation systems are covered. Students learn to document medical history information, diagnostic procedures, their findings, interventions, and their evaluations in a structured manner, as well as to correctly use technical and standardized terminology.

• You are familiar with the legal and technical requirements for analog and digital documentation in obstetrics.

• Students are able to identify various situations requiring oral communication (e.g., giving consent, refusing consent, counseling sessions, interventions, medical orders) and have practiced using appropriate, professional language when documenting these situations in writing.

• Students are able to analyze documentation entries based on specified quality criteria, identify incorrect or incomplete entries, and determine appropriate corrective actions.

• Students are able to identify the requirements for factual, technical, and precise documentation entries using standardized terminology and scales (e.g., FIGO, NRS) and apply them correctly.

Lecture, group work, discussion, skills and SIM training, flipped classroom

Final exam: Final Written Exam

The course serves to impart medical knowledge on gynecological phenomena, diseases and therapeutic measures in all ages. In particular, knowledge is imparted about hormonal and menstrual processes, malformations and diseases of the primary and secondary genital organs, venereal diseases, tumor diseases and secondary diseases in connection with pregnancies and births. Further focal points are indications and contents of gynecological preventive examinations and screenings, procedures for obtaining gynecological examination material and basic knowledge of the interpretation of findings.

• The students know the peculiarities of female hormonal processes and their systemic effects in the female organism of healthy women in their various phases of life and can explain their effects

• They know the most important gynecological diseases and can describe or explain their genesis, symptoms, examination methods, examination parameters and therapy options.

• The students are able to combine medical and gynecological specialist knowledge with obstetric and obstetric specialist knowledge.

Lecture, self-study

Final exam: Written or oral Examination

The course serves to impart comprehensive specialist knowledge for the examination, monitoring and control of healthy, endangered and sick newborns and premature babies. Based on the physiology, the adaptation processes from intrauterine to extrauterine life and its disorders are developed. In particular, the following deviations and clinical pictures (genesis, early detection, symptoms and therapy options) are deepened: malformations, birth injuries, congenital neurological, genetic and chromosomal deviations, metabolic and hormonal disorders, organ malformations and functional or maturity-related disorders of the musculoskeletal system. Other focal points are the initial care of the child in the case of known or acutely diagnosed deviations and diseases, the postnatal care of premature babies and children at risk and the care, support and involvement of parental caregivers in necessary interventions.

• The students are able to supervise high-risk births (due to a child's risk) under medical supervision and to take into account the specific requirements in each case with foresight.

• Students are able to systematically apply the skills they have already learned to examine newborns to the initial examination of newborns. In doing so, they proceed systematically based on criteria, taking into account the respective applicable standards and involving parental reference persons, and are able to differentiate between healthy and sick children.

• The students are able to recognize malformations, birth injuries and diseases of the newborn and to carry out or initiate the necessary immediate measures.

• The students are able to communicate professionally in an interdisciplinary team and to inform parents empathetically, respectfully and in a situation-appropriate manner about findings or necessary measures.

• The students know the specific requirements for the care, monitoring and treatment of premature babies and their typical needs and clinical pictures. You are therefore well prepared to use this knowledge in advising and caring for the woman who has recently given birth or parents in a professional and role-sensitive manner.

Lecture, discussion, self-study, exercises

Final exam: verbally or in writing

This course serves to impart pharmacological basics (groups of active substances, effects, indications, areas of application, special features) and in-depth knowledge of special pharmacology in obstetrics. The focus is on the most important or most frequently prescribed medication (groups), their effects, side effects, dosage and dosage forms. Furthermore, those medications are examined in more detail that the midwife administers with and without a doctor's prescription as part of their professional practice.

• The students have a basic knowledge of the basics of general pharmacology, their active ingredient groups, modes of action and areas of application and can describe them.

• They know the relevant drugs and the specifics of medication during pregnancy, childbirth, the puerperium and breastfeeding and are able to name and describe specific effects, side effects, dosage forms and dosage. They know central reference works for researching effects, side effects and interactions of drugs and are able to use them in the interests of patient safety in care.

• The students are able to define the possibilities and limits of the use of medication as part of their work as a midwife and to name the legal provisions.

Lecture, self-study

Final exam: Written or oral examination

This learning unit serves to impart basic knowledge about the physiology and pathology of birth pain as well as the possibilities of pain relief in obstetrics. Effects and side effects, indications and contraindications of psychotropic drugs, antispasmodics and analgesics are presented as well as various forms of local and conduction anesthesia, general anesthesia and short anesthesia. 

• The students know the interventions customary in obstetrics, methods of drug pain relief and anesthetic procedures and can explain their pharmacological substances, types of application and modes of action.

• They are able to explain the advantages and disadvantages of the respective analgesia and to reflect on possible desired or undesired consequences for mother and child or the course of labor.

• The students are able to define their responsibility for the administration of medication for pain relief and to name the limits of their independent professional practice.

Lecture, self-study

Final exam: Written or oral examination

Part 1 of the "Obstetric Complications" series of courses provides specialist knowledge of obstetric complications, risks and emergencies that usually require close medical monitoring and treatment. These include, for example, hypertensive diseases, metabolic diseases and previous internal diseases during pregnancy, threatened premature birth, premature rupture of the bladder, infections, missed deadlines, transfer, induction, vaginal operative births, shoulder dystocia, umbilical cord prolapse, placental abruption disorders, bleeding, procedure for higher-grade. Birth injuries, etc. The course continues in the 4th semester.

• The students know possible obstetric complications and can suggest preventive measures.

• They are familiar with obstetric diseases, disorders and symptoms, their diagnostic procedures and therapeutic approaches. You can describe the medical procedures and emergency procedures to be applied in each case and select the appropriate ones based on case studies.

• They are able to recognize emergency situations, request medical help in good time and know which emergency measures may need to be carried out before they occur.

Lecture, self-study

Final exam: Written or oral examination

Part 1 of the course series "Pathological courses in obstetrics" deals with the development of knowledge about the most important pathological processes and complications during pregnancy, childbirth and the puerperium. In addition to imparting theory, relevant skills are practiced in practical exercises in the skills lab, which are used in diagnosis, therapy or prevention of pathological processes. In addition, the students gain an insight into aspects of pre-, peri- and post-operative care and monitoring of endangered and sick mothers and newborns and practice the necessary measures. The course will continue in the 4th semester.

• The students are able to recognize irregularities and pathologies in pregnancy, childbirth and the puerperium, to diagnose them with suitable means and to propose, initiate, carry out or assist evidence-based measures for their prevention and elimination. The learners master the necessary skills and have trained them on the model in the skills lab.

• They know the possible obstetric irregularities and pathologies, can explain them and anticipate possible consequences for the health of mother and child. You are able to initiate emergency measures and / or assist the obstetrician with such.

• In the obstetrical team, the students can communicate professionally and in correct technical language on pathological processes orally and in writing (documentation!) And manage and monitor pathological situations together with other medical professions.

• The students are able to prepare the pregnant woman, childbearing woman or woman and their relatives for upcoming interventions in a professional, situation-adapted and empathic manner and to obtain their consent.

• The students are able to critically reflect on their own professional behavior, to evaluate the outcome of a set intervention using case studies and have trained this on the model in the skills lab.

Lecture, discussion, group work, self-study, exercises

Final exam: written, oral or oral-practica

Building on the practical learning phases that have already been completed, learning phase 3 enables the students to combine theoretical knowledge with practice and to practice the skills and competencies required for professional practice under supervision. It serves to get to know clinical organizational structures, to reflect on processes, procedures and content of clinical midwifery work as well as the guided development of job-specific skills and roles of a midwife.

• The students are able to meet the organizational and content-related requirements of the internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to their level of training under supervision.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and progressive assumption of midwifery activities, each adapted to the level of training.

Continuous assessment: Ongoing reflection with professionals from the professional field and final assessment.

They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

• The students are able to meet the organizational and content-related requirements of the internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to their level of training under supervision.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Continuous assessment: The students are able to meet the organizational and content-related requirements of the internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to their level of training under supervision.

Practical training 3 aims to gradually acquire, deepen and expand professional skills. In particular, the practice of skills and practical competencies in the protected framework of the third learning location (skills lab, sim lab, learning workshop) prepares the students for the respective practical learning phases of the current training semester and ensures that relevant skills and practical competencies are learned professionally and based on guidelines will.

• The students have trained relevant skills for practicing midwifery at the third learning location (skills lab, learning workshop, sim lab) and can apply them to the model.

• You have trained and reflected on relevant professional-methodological and social-communicative skills for practicing midwifery at the 3rd learning location (skills lab, learning workshop, Sim-Lab) and are able to transfer them to the practical field.

• They are able to combine skills with technical-methodological and social-communicative competences and apply them in the skills lab, on the model, in simulation exercises or role-playing games

Lecture, guided practical training, practical support in the practical field

(demonstration, exercises, observation, reflection)

Continuous assessment: Active participation

The practice accompanying seminar 3 serves to ensure the theory-practice transfer through the pedagogical support of the students during the practical learning phases. In the plenary session, in small groups and in distance learning systematically supervised by teachers, the practical learning phases are prepared and followed up, learning goals are defined, practical experiences are reflected and concrete case studies and support processes are analyzed systematically and theory-based.

• The students are able to name the practical learning goals for the 3rd semester and to plan, assess and reflect on their own learning process.

• They independently expand their e-learning portfolio beyond the statutory minimum requirements using case documentation (e-learning platform Mahara).

• They analyze and reflect on practical approaches and procedures based on case studies and are able to compare them with guidelines, scientific standards or evidence-based procedures based on theory.

• The students classify experiences in the field of practice and reflect on the respective status of their own technical-methodical and social-communicative professional competence development.

Reflection and discussion in small groups and in guided self-study, distance learning

Continuous assessment: Practice report: Documentation of the minimum requirements, support processes, case analyses, writing of practical experiences.

In the course, the specialist knowledge of pregnancy-related questions, topics and content is deepened on an evidence-based basis and skills for conducting interviews and carrying out professional counseling during pregnancy are taught. In particular, the contents of the legally prescribed pregnancy counseling by midwives in Austria are conveyed as part of the mother-child passport examinations ("midwife talk").

• The students know different counseling models and can differentiate between them.

• They are able to take a comprehensive anamnesis with the help of previous findings and information from the parent-child passport

• The students deepened their knowledge of pregnancy-specific topics, concerns and questions.

• The students are able to plan and carry out pregnancy counseling using evidence-based counseling content and taking into account the legal and formal framework.

• The students know different settings in which pregnancy counseling can take place and their organizational framework.

Lecture, discussion, group work, self-study

Continuous assessment: Written or oral examination

The course gives an insight into the history, development and the different concepts and formats of childbirth preparation. It is taught how a course is structured, which technical content and organizational aspects should be taken into account and which methodical-didactical procedures can be used. In addition, group dynamic processes are discussed and physical exercises are practiced in groups.

• The students are able to classify the historical development of childbirth preparation and the different content and methodological approaches.

• They know organizational forms of childbirth preparation and are able to describe the methodological and didactic approach, especially when designing a childbirth preparation course.

• The students are able to design offers for childbirth preparation and to inform and enlighten course participants and to guide them in physical exercises.

Lecture, discussion, group work, self-study, exercises

Continuous assessment

This course teaches the organizational and quality assurance basics of freelance midwifery with a focus on out-of-hospital birth. Particular attention is paid to the scope of personal responsibility of midwives and correct action in borderline cases. Multi-professional cooperation in the event of risks or the occurrence of complications or emergencies is clarified and the responsibilities and competencies of other professional groups in the healthcare system are discussed.

• The students know concepts for risk assessment for the admission of pregnant women to an out-of-hospital birth. You are able to strengthen clients in their self-efficacy. They provide evidence-based advice and enable the woman to make an informed choice regarding her birth planning and choice of place of birth.

• They know the relevant organizational requirements for carrying out an out-of-hospital birth and are able to take this into account when planning an out-of-hospital birth.

• The students have dealt with emergency management in the case of an out-of-hospital birth and can name criteria for transfer to the clinical area.

• They know the relevance of quality assurance in the non-clinical area as well as national and international QM concepts and measures and are able to derive quality assurance measures for their own non-clinical practice.

Lecture, self-study, group work

Continuous assessment

The course deals with the reading and assessment of scientific texts and empirical studies relevant to midwifery. The basics and methods for critically examining scientific texts (simple and complex reading methods, text analysis, assessment tools for empirical studies) are presented and tested in practice in order to strengthen skills for evidence-based work in midwifery practice and for writing a Bachelor's thesis in midwifery studies.
As further preparation for the Bachelor's thesis, methods for finding and narrowing down topics as well as the elements of an exposé for the Bachelor's thesis are also discussed.

• The students know systematics for the evaluation of scientific texts and can explain and apply them.

• Students are able to read scientific literature under specific questions and to evaluate it systematically and independently.

• You will be able to select relevant literature for dealing with obstetric or occupational questions based on criteria and to summarize and present research results orally and in writing.

• Students are able to select suitable topics to work on as part of a scientific paper and formulate possible research questions.

Lecture, discussion, group work, self-study

Final exam: Written or oral examination

The identification of the child's failure to thrive due to a lack of milk production, the therapy of the lack of milk, the reproduction, production and storage of breast milk is a focus of the course. Furthermore, the symptoms of painful and/or sore nipples and the lactating breast including the treatment are presented. In the exercise, breastfeeding-friendly feeding methods and breastfeeding aids are tried out and the mechanics of breast pumps are tested. In accordance with the ILCA guidelines, breastfeeding interruption and cessation are taught. The processing of case studies using clinical reasoning sharpens the view of complex situations, e.g. children with cleft lip and palate, with Down syndrome and premature babies, etc. Algorithms of action for breastfeeding immediately after birth are developed for these children.
The special features of breastfeeding multiple births, women with insulin-dependent diabetes and women with nicotine, alcohol and substance abuse are discussed.

• The students are able to analyze complex breastfeeding situations and to make a diagnosis, to plan adequate measures in consultation with the mother and to evaluate their success.

• The students are able to initiate or carry out pain-relieving and breastfeeding measures in the event of problems or complications

• The students are able to define their own limits of competence and to work together in an interdisciplinary team for the well-being of mother and child.

Lecture, self-study, presentations, exercises

Final exam: Final written or oral exam

The course imparts a theoretical foundation and a wide range of practical exercises and instructions on exercise during pregnancy, in early and late confinement, through to the conception and implementation of a postnatal course. The focus is on strengthening and health of the female pelvic floor.

• The students are able to assess the effects of and framework conditions for exercise and sport during pregnancy and derive the special requirements for advice and guidance from this.

• They can explain the structure, function and changes in the female pelvic floor around pregnancy, childbirth and childbirth and are able to create individual training plans for pregnant women, women who have recently given birth and mothers in the post-natal period

• You know how the promotion of physical activity adapted to the early or late confinement can be integrated into the comprehensive postpartum care by the midwife.

• The students are able to inform women about gentle, health-promoting everyday behavior.

Lecture, distance learning, exercises

Final exam: written or oral-practical

This course serves to acquire advisory skills on relevant topics for life with a newborn and infant in the first year of life or until the end of the breastfeeding period. In addition to aspects of lifestyle and health promotion, developmental psychological aspects and transcultural norms in dealing with the child are analyzed and other areas relevant to midwifery work are discussed.

• The students are able to give evidence-based advice to mothers and parents on lifestyle issues (nutrition, sleep-wake behavior, personal hygiene, clothing, inclusion of siblings, etc.) in the first year of life with a newborn and infant.

• The students are able to guide parents in dealing with newborns and infants and to support them in dealing with their child safely, in a way that promotes relationships and development. They are able to evaluate the parent-child relationship based on theory and know measures to promote this if necessary,

• They are familiar with offers to support families with special advice and support needs and know which further support options can be used.

Lecture, discussion, self-study,

Continuous assessment: participation

This event serves to acquire medical-pedatric knowledge of the physical, neurological and motor development as well as the developmental psychology of small children. The genesis, symptoms and treatment of typical diseases in infancy are dealt with, as well as measures to promote and strengthen the health of infants. Other content includes accident prevention in the home, emergency measures and vaccination recommendations for newborns, infants and small children.

• The students have in-depth medical-pediatric knowledge of the development and typical diseases of children in the first year of life and can take this into account when advising parents.

• The students are able to recognize normal variations in child development, deviations from the rules and pathology and, if necessary, call in medical support or refer them to medical care.

• They know ways to strengthen and protect the health of infants and are able to advise parents on how to treat their child in a way that promotes health.

Lecture, self study

Final exam: Written or oral examination

Part 2 of the "Obstetric Complications" course series deals with further topics on obstetric complications, risks and emergencies that require medical monitoring or treatment. In particular, these are hypertensive diseases, metabolic diseases and internal pre-existing conditions during pregnancy, imminent premature birth, premature rupture of membranes, infections, amniotic infection syndrome, missed term, transmission, induction, vaginal operative births, shoulder dystocia, umbilical cord prolapse, placental detachment disorders, bleeding, severe birth injuries, etc.

• The students know possible obstetric complications, can link them systematically with the respective clinical condition of pregnant women, those giving birth and those who have recently given birth and take them into account in the care planning.

• They know obstetric diseases, disorders and symptoms, their diagnostic procedures and therapeutic approaches. They can describe the medical procedures and emergency procedures to be used in each case, and use the case study to select the appropriate ones and suggest them with justification.

• They are able to recognize emergency situations, request medical help in good time and know what emergency measures may have to be carried out until they arrive.

Lecture, self-study

Final exam: Written or oral examination

Part 2 of the course series "Pathological Courses in Obstetrics" expands knowledge of the most important pathological processes and complications during pregnancy, childbirth and the postpartum period. In addition to teaching theory, relevant skills that are used in the diagnosis, therapy or prevention of pathological courses are practiced in practical exercises in the skills lab. The students deal in depth with the interpretation of pathological fetal heart rate patterns and practice the evidence-based interventions that can be derived from them.

• The students are able to recognize irregularities and pathologies in pregnancy, childbirth and the postpartum period, to diagnose them with suitable means and to propose, initiate, carry out or assist in doing evidence-based measures for their prevention and remedy. The learners master the necessary skills and have trained them on the model in the skills lab.

• They know the possible obstetric irregularities and pathologies, can explain them and anticipate possible consequences for the health of mother and child. You are able to initiate emergency measures and/or assist the obstetrician in such cases.

• The students can communicate in the obstetric team in correct technical language on pathological processes orally and in writing (documentation!) and manage and monitor pathological situations in an interdisciplinary team.

• The students are able to prepare the pregnant woman, the woman giving birth or the woman who has just given birth and her relatives for upcoming interventions in a professional, situation-adapted and empathetic manner and to obtain their consent.

• The learners are able to critically reflect on their own professional actions, to evaluate the outcome of an intervention based on case studies and have practiced this on the model in the skills lab.

Lecture, discussion, group work, self-study, exercises

Final exam: Written or oral final exam

The course builds on the course on obstetric complications 1 + 2 and pathological processes 1 + 2 and serves to systematize courses of action or to deal with guideline-based algorithms. Another focus is on documentation and communication with the women concerned or parents in emergencies and in the obstetric emergency team.

• The students are able to recognize life-threatening conditions and acute obstetric emergencies and are able to systematically derive, case-related, and justify immediate life-saving measures.

• They know schemes and action algorithms to manage emergency situations in an interdisciplinary team or until medical help arrives and can describe them.

• They know the limits of independent professional practice and know which specialists need to be called in in an emergency.

• The students are able to reflect on communication in emergency situations and develop ideas for creating good communication within the emergency team and with the women concerned and accompanying persons.

Lecture, discussion

Continuous assessment: Presentation, plenary discussion, handout

The course teaches basic knowledge of fetal sonography. The aim is to develop a basic understanding of how it works, its indications, terminology, implementation, and initial image interpretation. Students gain insight into sonography as a diagnostic procedure and its role in prenatal care, childbirth, and the postpartum period. Practical exercises using ultrasound equipment in the simulation lab allow students to deepen their knowledge. In addition, the course aims to raise awareness of the possibilities and limitations of sonography in midwifery.

• The students are able to explain the basic principles of how ultrasound examinations work, to classify routine examinations using fetal ultrasound during pregnancy and to identify dangers associated with ultrasound examinations.

• Students will be able to name the indications for prenatal sonography, use common technical terms and measurement parameters (e.g., crown-rump length, BPD, AC, FL) correctly, classify and name routine examinations in the 1st, 2nd, and 3rd trimesters of pregnancy, recognize normal sonographic findings by identifying basic fetal structures (head, spine, heart, abdomen, extremities), and classify and name abnormal sonographic findings. trimesters of pregnancy, recognize normal sonographic findings by identifying basic fetal structures (head, spine, heart, abdomen, extremities) and assessing the normal amount of amniotic fluid, placental location, and position of the child, and correctly interpret simple ultrasound images.

• Students can safely operate ultrasound devices, optimize image quality, and perform basic examinations on models (Sim-Lab).

• Students will be able to provide pregnant women with accurate information and support in the context of sonography, recognize the specific tasks of midwives and act in an interdisciplinary manner, and assess the limits of their own midwifery activities in the context of sonography.

Lecture, self-study, exercise

Continuous assessment: Participated ungraded

In this course, the basics of surgical wound care for birth injuries in the genital area are covered and practiced on a model. Contents include: differentiating and diagnosing the various degrees of severity of lacerations and cuts, learning different suturing techniques and practicing on the model. Another focus is on enabling the client to make an informed decision (informed consent) with a focus on preserving and protecting privacy.

• After successfully completing the course, students will be able to Professionally describe the nature and extent of a birth injury, name the anatomical structures involved and diagnose the severity of the injury.

• They are able to name instruments and materials correctly and use them properly on the model, taking into account hygienic and technical standards.

• Students are able to apply the theoretical and practical knowledge they have acquired and perform surgical wound care of a DR I, DR II and an episiotomy on a model.

• They are able to provide appropriate counseling, ensure the informed choice of the client and protect their privacy.

Lecture, group work, self-study, self-study (Moodle), exercises

Continuous assessment: Oral-practical

Building on the practical learning phases that have already been completed, learning phase 4 enables the students to further link their theoretical knowledge with practice and to practice the skills and competencies required for professional practice under supervision. It provides in-depth knowledge of job-specific organizational structures, reflection on processes, procedures and content of midwifery work, as well as the guided development of job-specific skills and roles of a midwife.

• The students are able to meet the organizational and content-related requirements of the internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to their level of training under supervision.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and assumption of midwifery activities in the professional field, adapted to the level of training.

Continuous assessment: Ongoing reflection with professionals from the professional field and final assessment

Building on the practical learning phases that have already been completed, learning phase 4 enables the students to further link their theoretical knowledge with practice and to practice the skills and competencies required for professional practice under supervision. It provides in-depth knowledge of job-specific organizational structures, reflection on processes, procedures and content of midwifery work, as well as the guided development of job-specific skills and roles of a midwife.

• The students are able to meet the organizational and content-related requirements of the internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to their level of training under supervision.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and assumption of midwifery activities in the professional field, adapted to the level of training.

Continuous assessment: Ongoing reflection with professionals from the professional field and final assessment

Practical training 4 aims to gradually acquire, deepen and expand professional skills. In particular, the practice of skills and practical competencies in the protected framework of the third learning location (skills lab, sim lab, learning workshop) prepares the students for the respective practical learning phases of the current training semester and ensures that relevant skills and practical competencies are learned professionally and based on guidelines will.

• The students have trained relevant skills for practicing midwifery at the third learning location (skills lab, learning workshop, sim lab) and can apply them to the model.

• The students have trained and reflected on relevant professional-methodical and social-communicative skills for the exercise of the midwifery profession at the 3rd learning location (Skills-Lab, learning workshop, Sim-Lab) and are able to transfer them to the practical field

• They are able to combine skills with technical-methodological and social-communicative competences and apply them in the skills lab, on the model, in simulation exercises or role-playing games.

• Accompanied or supervised by university lecturers (under the supervision and guidance of those responsible for the practice), they have carried out relevant midwifery activities in the field of practice and systematically evaluated their learning status on the basis of concrete professional situations.

Lecture, guided practical training in the skills lab and practical field,
(demonstration, exercises, observation, reflection)

Continuous assessment: Active participation and/or graded practical report (if practical training is not possible in the practical field)

The practice accompanying seminar 4 serves to ensure the theory-practice transfer through pedagogical support of the students during the practical learning phases.

In the plenary session, in small groups and in distance learning that is systematically and individually supervised by teachers, the practical learning phases are prepared and followed up, learning goals are defined, practical experiences are reflected and concrete case studies and support processes are analyzed systematically and theoretically.

• The students are able to name the practical learning goals for the 4th semester and to plan, assess and reflect on their own learning process.

• They independently expand their e-learning portfolio beyond the statutory minimum requirements using case documentation (e-learning platform Mahara).

• They analyze and reflect on practical approaches and procedures based on case studies and are able to compare them with guidelines, scientific standards or evidence-based procedures based on theory.

• The students classify experiences in the field of practice and reflect on the respective status of their own technical-methodical and social-communicative professional competence development.

Reflection and discussion (plenum, small groups, guided self-study), distance learning

Continuous assessment: Practice report: Documentation of the minimum requirements, support processes, case analyses, writing of practical experiences

In the course, in-depth knowledge of the Austrian Midwifery Act is imparted, with the aim of comprehensively understanding and classifying the practice of the midwifery profession in Austria against this background. Another focus is on the understanding of liability law aspects in connection with claims in obstetrics. 

In particular, the basics of civil and criminal liability of health professions, midwives and doctors and the basics of the preparation of expert opinions by doctors and midwives are dealt with and the resulting consequences for midwifery in Austria are discussed.

• The students have deepened knowledge of the Austrian Midwifery Act and are able to comprehensively describe and classify midwifery activities in Austria against this background.

• The students are able to inform clients in counseling situations before and after the birth about the relevant legal framework and to refer them to suitable specialists.

• The students are able to name relevant statutory and legal framework conditions of Austrian liability law in the medical or obstetric context. They have dealt with the terminology and questions of civil and criminal liability in medical and obstetric damage cases as well as the course of court proceedings, are familiar with the essential elements for the preparation of court expert reports and, based on this knowledge, can understand case studies and court judgments.

• They know legal justifications and relevant parameters (in particular the legally secure documentation) in the assessment of claims and can explain them in connection with case studies and transfer them to midwifery work.

Lecture, discussion, self-study

Final exam: in writing or orally

This course serves to develop the basics relevant for midwives on topics of organizational and operational management (accounting and taxation in relation to freelance midwifery work, general contract with the Austrian Health Insurance Fund, liability and legal protection insurance, administration software for the profession).

• The students know the basic business terms of independent business organization and management as an entrepreneur and are able to define them.

• The students know the basic business terms of independent business organization and management as an entrepreneur and are able to define them.

• You know the basics of accounting and bookkeeping and are able to understand an accounting system and/or select a digital accounting program.

Lecture, discussion, self-study

Continuous assessment: participation

The course deals with terms and basic ideas of quality management. The focus is on topics that are relevant for midwives in larger health care facilities as well as those for future freelance work. In addition to these basics, the course spans a range of content from quality planning to the development of mission statements and evaluation to quality assurance and conveys methods and tools for their operational implementation.

• The students know important technical terms of quality management and can define them. They know the most important international QM systems for midwives and methods for quality improvement that are relevant for midwives.

• Know the most important elements of a risk management system, can deal with complaints professionally and use them to improve quality

• You are able to develop an individual mission statement, derive quality goals from it and, as a self-employed midwife, systematically evaluate and further develop the quality of your work.

Lecture, discussion, self-study

Continuous assessment: participation

Part 2 of the series of courses serves to deal with complex topics of family constellation or interaction that go beyond the direct counseling competence and responsibility of midwives. Specialized initiatives, advice and help are presented, which can be consulted or referred to by a caring or advisory midwife if necessary and in the sense of case management. In lectures, experts will pass on technical information, in group work and through reflection, personal access and dealing with the above-mentioned situations will be developed and thus your own understanding of your role will be strengthened.

• The students have deepened and expanded their knowledge of relevant topics, especially those related to midwifery work, and have become acquainted with concrete initiatives, help and advice services.

• They have gained an insight into different childcare facilities and services and know how they can work with them.

• They are able to refer clients and patients to specialized care facilities, or know how to get in touch with them or work together interprofessionally in the sense of case management.

• The students have sharpened their understanding of the professional role of midwives, their responsibility and authority and are able to name the limits of self-responsible professional practice in complex situations.

Lecture, discussion, self-study

Continuous assessment: Active participation

The course serves the planning, conception and preparation of the bachelor thesis. Central aspects of the research process are deepened. The students deal with formulating the topic, research question, literature research, defining the methodology, creating a schedule and finally write a detailed exposé in preparation for the bachelor thesis.

• In a discursive process, the students formulated the topic and research question for their bachelor thesis, carried out a rough literature search and determined the appropriate methodology for processing their research question.

• The students have created a detailed exposé and a schedule for the preparation of the bachelor thesis in the 6th semester.

• You are able to write the bachelor thesis in the 6th semester, building on the basis of the conception achieved in the seminar.

Lecture, discussion, group work, self-study, presentation

Module exam

In this course, students deal with the method of clinical reasoning for diagnosis, treatment and care planning. Case studies from the clinical and non-clinical professional field are designed and analyzed, diagnoses and differential diagnoses are made and evidence-based treatment plans are developed and justified.

• Students know the nomenclature of medical diagnostics, differential diagnostics, treatment and care planning.

• They know the principles of diagnosis and treatment planning in clinical reasoning and can explain them.

• They are able to systematically apply selected concepts of diagnosis and treatment planning to specific cases.

Lecture, discussion, group work, writing, presentation

Final exam: presentation

Building on the practical learning phases that have already been completed, learning phase 5 enables the students to further link their theoretical knowledge with practice and to practice the skills and competencies required for professional practice with the aim of increasing independence under supervision. It provides in-depth knowledge of job-specific organizational structures, reflection on processes, procedures and content of midwifery work, as well as the guided development of job-specific skills and roles of a midwife.

• The students are able to meet the organizational and content-related requirements of the Internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to their level of training under supervision.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and progressive assumption of midwifery activities in the professional field, adapted to the level of training.

Continuous assessment: Ongoing reflection with professionals from the professional field and final assessment.

The practical learning phase 5b consists of a self-chosen practical assignment, which the students (with the support of the practical coordinator) look for and agree on independently. You can choose from all areas of midwifery work in Germany or abroad. As part of the course, it is recommended that one of the two elective internships (practical learning phase 5b or 6b) take place as an internship in the non-clinical area in order to deepen the specific professional skills of the non-clinical or freelance midwife.

Building on the practical learning phases that have already been completed, learning phase 5b enables the students to further link their theoretical knowledge with practice based on their interests and to practice the skills and competencies required for professional practice under supervision. It provides in-depth knowledge of job-specific organizational structures, reflection on processes, procedures and content of midwifery work, as well as the guided development of job-specific skills and roles of a midwife.

• The students have independently organized an internship of their choice and successfully completed it at home or abroad.

• The students are able to meet the organizational and content-related requirements of the self-selected Internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to their level of training under supervision.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and assumption of midwifery activities in the professional field, adapted to the level of training.

Continuous assessment: Ongoing reflection with professionals from the professional field and final assessment.

The practice accompanying seminar 2 serves to ensure the theory-practice transfer through pedagogical support of the students during the practical learning phases.

In the plenary session, in small groups and in distance learning systematically supervised by teachers, the practical learning phases are prepared and followed up, learning goals are defined, practical experiences are reflected and concrete case studies and support processes are analyzed systematically and theory-based.

• The students are able to name the practical learning goals for the 5th semester and to plan, assess and reflect on their own learning process.

• They independently expand their e-learning portfolio beyond the statutory minimum requirements using case documentation (e-learning platform Mahara).

• They analyze and reflect on practical approaches and procedures based on case studies and are able to compare them with guidelines, scientific standards or evidence-based procedures based on theory.

• The students classify experiences in the field of practice and reflect on the respective status of their own technical-methodical and social-communicative professional competence development.

Reflection and discussion (plenum, small groups, guided self-study), distance learning

Continuous assessment: Practice report: Documentation of the minimum requirements, support processes, case analyses, writing of practical experiences

The practical training is aimed at gradually acquiring, deepening and expanding professional skills. In particular, the practice of skills and practical competencies in the protected framework of the third learning location (skills lab, sim lab, learning workshop) prepares the students for the respective practical learning phases of the current training semester and ensures that relevant skills and practical competencies are learned professionally and based on guidelines will.

• The students have trained relevant skills for practicing midwifery at the third learning location (skills lab, learning workshop, sim lab) and can apply them to the model.

• The students have trained and reflected on relevant professional-methodical and social-communicative skills for the exercise of the midwifery profession at the 3rd learning location (Skills-Lab, learning workshop, Sim-Lab) and are able to link these with requirements of professional practice.

• They are able to combine skills with technical-methodological and social-communicative competences and apply them in the skills lab, on the model, in simulation exercises or role-playing games.

Lecture, guided practical training in the skills lab and sim lab
(demonstration, exercises, observation, reflection)

Continuous assessment: Active participation

Building on the practical learning phases that have already been completed, learning phase 5 enables the students to further link their theoretical knowledge with practice and to practice the skills and competencies required for professional practice with the aim of increasing independence under supervision. It provides in-depth knowledge of job-specific organizational structures, reflection on processes, procedures and content of midwifery work, as well as the guided development of job-specific skills and roles of a midwife.

• The students are able to meet the organizational and content-related requirements of the Internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to their level of training under supervision.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and progressive assumption of midwifery activities in the professional field, adapted to the level of training.

Continuous assessment: Ongoing reflection with professionals from the professional field and final assessment.

The course serves to reflect and deepen scientific knowledge in the process of writing a bachelor thesis. The students deepen the substantive examination of their research topic, reflect discursively on the process steps, discuss them in the plenum and create a scientific poster to accompany the bachelor thesis.

• The students are able to write a scientific paper (bachelor thesis) taking into account the rules of scientific work and their prior methodological knowledge.

• They draw on relevant sources, evaluate and interpret the research results they have researched and use suitable methods to answer their research question and research concerns in a professional manner.

• You prepare a scientific poster to illustrate the procedure for creating the bachelor thesis and use this as a visualization aid for the presentation as part of the bachelor examination.

Lecture, reflection, discussion, self-study, presentation

Final exam: Written: Writing the Bachelor's thesis

The Bachelor's examination serves as conclusive proof of the competences to be achieved for the practice of the profession as a midwife.

• Graduates are able to comprehensively and systematically analyze complex case studies.

• They can form appropriate hypotheses with regard to the cases to be analyzed and, after weighing up all influencing factors, derive correct diagnoses and differential diagnoses.

• They are able to draw up a detailed treatment plan and justify it based on theory.

• Students are able to discuss the results of their bachelor's thesis in an examination interview and to comprehensively answer in-depth questions on topics from their bachelor's thesis.

Lecture, discussion, small groups, self-study, presentation

Final exam: Bachelor examination: examination discussion for the bachelor thesis and case analysis

Building on the practical learning phase that has already been completed, learning phase 6 enables the students to further link their theoretical knowledge with practice and to practice the skills and competencies required for professional practice with the aim of progressive independence under supervision. It provides in-depth knowledge of job-specific organizational structures, reflection on processes, procedures and content of midwifery work, as well as the guided development of job-specific skills and roles of a midwife.

• The students are able to meet the organizational and content-related requirements of the internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to the level of training under guidance or to take over this.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and assumption of midwifery activities in the professional field, adapted to the level of training.

Continuous assessment: Ongoing reflection with professionals from the professional field and final assessment.

Building on the practical learning phase that has already been completed, learning phase 6 enables the students to further link their theoretical knowledge with practice and to practice the skills and competencies required for professional practice with the aim of progressive independence under supervision. It provides in-depth knowledge of job-specific organizational structures, reflection on processes, procedures and content of midwifery work, as well as the guided development of job-specific skills and roles of a midwife.

• The students are able to meet the organizational and content-related requirements of the internship in an area-specific manner and to take part in the care of clients and patients and their relatives according to the level of training under guidance or to take over this.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and assumption of midwifery activities in the professional field, adapted to the level of training.

Continuous assessment: Ongoing reflection with professionals from the professional field and final assessment.

The practical learning phase 6b consists of a self-selected practical assignment, which the students (under the guidance of the practical coordinator) look for and agree on independently. You can choose from all areas of midwifery work in Germany or abroad. As part of the course, it is recommended that one of the two elective internships (practical learning phase 5b or 6b) take place as an internship in the non-clinical area in order to deepen the specific professional skills of the non-clinical or freelance midwife.

Building on the practical learning phases that have already been completed, learning phase 6b enables students to further link their theoretical knowledge with practice based on their interests and to practice the skills and competencies required for professional practice under supervision. It provides in-depth knowledge of job-specific organizational structures, reflection on processes, procedures and content of midwifery work, as well as the guided development of job-specific skills and roles of a midwife.

• The students have independently organized an internship of their choice and successfully completed it at home or abroad.

• The students are able to meet the organizational and content-related requirements of the self-selected internship in a specific area and to take part in the care of clients and patients and their relatives according to the level of training under supervision.

• They gradually develop and train all the skills and abilities that are required to carry out the independent and jointly responsible midwifery activities and take on their role within the work teams.

• They are able to control their own learning process, to define learning needs and learning goals, to reflect and document their learning and practical experiences and to classify their experiences in the field of practice.

Targeted practical guidance; Guided and supervised application and assumption of midwifery activities in the professional field, adapted to the level of training.

Continuous assessment: Ongoing reflection with professionals from the professional field and final feedback.

The practice accompanying seminar 6 serves to ensure the theory-practice transfer through pedagogical support of the students during the practical learning phases.

In the plenary session, in small groups and in distance learning systematically supervised by teachers, the practical learning phases are prepared and followed up, learning goals are defined, practical experiences are reflected and concrete case studies and support processes are analyzed systematically and theory-based.

• The students are able to name the practical learning goals for the 6th semester and to plan, assess and reflect on their own learning process.

• They independently complete their e-learning portfolio using the minimum legal requirements based on case documentation (e-learning platform Mahara).

• They analyze and reflect on practical approaches and procedures based on case studies and are able to compare them with guidelines, scientific standards or evidence-based procedures based on theory.

• The students classify experiences in the field of practice and reflect on the respective status of their own technical-methodical and social-communicative professional competence development.

Reflection and discussion (plenum, small groups, guided self-study), distance learning

Continuous assessment: Practice report: Submission of the complete documentation of the minimum requirements, support processes, case analyses, writing of practical experiences

The practical training is aimed at gradually acquiring, deepening and expanding professional skills. In particular, the practice of skills and practical competencies in the protected framework of the third learning location (skills lab, sim lab, learning workshop) prepares the students for the respective practical learning phases of the current training semester and ensures that relevant skills and practical competencies are learned professionally and based on guidelines will.

This is further deepened within the framework of individual practical support by university lecturers and evaluated, reflected on and continuously improved in terms of quality assurance in concrete professional situations.

• The students have trained relevant skills for practicing midwifery at the third learning location (skills lab, learning workshop, sim lab) and can apply them to the model.

• The students have trained and reflected on relevant professional-methodical and social-communicative skills for the exercise of the midwifery profession at the 3rd learning location (Skills-Lab, learning workshop, Sim-Lab) and are able to link these with requirements of professional practice.

• They are able to combine skills with technical-methodological and social-communicative competences and apply them in the skills lab, on the model, in simulation exercises or role-playing games.

• They have carried out relevant midwifery activities in the field of practice under the supervision and/or supervision of university lecturers (under the supervision and guidance of those responsible for the practice) and have systematically evaluated their learning status on the basis of concrete professional situations.

Lecture, guided practical training in the skills lab and practical field
(demonstration, exercises, observation, reflection)

Continuous assessment: Practical or oral-practical exam