Primary Health Care Nursing

• Modern forms of wound care and pain therapy
• Dressing materials, dressing application and dressing techniques
• Wound diagnostics, wound management and local therapies
• Practical implementation of modern wound care
• Nutrition in wound healing disorders
• Wound documentation and legal aspects

• The graduates apply instruments of wound diagnostics and assess chronic wounds.

• The graduates explain modern forms of wound care and carry out wound care procedures.

• The graduates conclude legal aspects of wound care and design nursing documentation.

• The graduates derive nutritional therapeutic measures for chronic wounds.

• Graduates recognise wound healing disorders and treat wounds according to evidence-based standards.

• The graduates carry out pain therapy measures according to instructions

Mainly activating methods

Module exam

• in-depth knowledge of diseases frequently associated with chronic wounds (e.g. diabetes, peripheral arterial occlusive disease, malignant neoplastic diseases, venous insufficiency, dermatological diseases, ...)
• in-depth knowledge of diseases and phenomena that occur more frequently due to chronic wounds (e.g. depression, social isolation, anxiety, ...)
• diagnostic possibilities in the Austrian health care system
• integrated care system for people with chronic wounds in Austria

• The graduates will perform diagnostic measures for an existing chronic wound and carry out evidence-based and preventive care measures.

• The graduates illustrate the complex chronic wound in a bio-psycho-social context and present it on the basis of case studies.

• The graduates explain mechanisms of wound development in underlying diseases.

Mainly activating methods

Module exam

>>Medicine Management

>Groups of active substances: Selected drugs for pain conditions, cardiovascular diseases, respiratory diseases, infectious diseases, diseases of the digestive system, metabolic diseases and disorders of the water-electrolyte balance.

>Selected medical devices: Area of feeding, incontinence care, dressing materials, stoma materials, walking aids etc.

>>Special laboratory diagnostics:

>Preanalytics

>Findings interpretation

>Blood coagulation

haematology

>Clinical chemistry

urine diagnostics

>Autoimmune diagnostics

>Genetics

>Case examples and interpretation of findings

• The graduates describe selected groups of active substances on the basis of application forms, indications and side effects.

• The graduates explain and describe the further prescription of medical devices.

• The graduates recognize and describe possible sources of error for laboratory findings in pre- and postanalytics.

• The graduates describe different laboratory methods with regard to sensitivity and specificity.

• The graduates interpret laboratory results and establish correlations with certain clinical pictures.

Mainly activating methods

Final exam: Final written or oral examination at the end of the course

• Basic skills of clinical examination (esp. auscultation and percussion of the thorax and abdomen, musculoskeletal system)
• in-depth knowledge of describing physiological and pathological manifestations (skin, lungs, sensory organs, abdomen, neurological, ... excl. wound documentation)
• Geriatric assessment and nursing needs assessment
• triage systems
• Nursing home visit
• consolidation of the assessment of vital functions (e.g. ECG, pO2, pulses, ...)
• selected clinically relevant conditions (e.g. delirium, hyper-/hypoglycaemia, terminal phase of life, ...)

• The graduates carry out procedures in the field of activity of the higher service for health care and nursing for the clinical examination of healthy persons (esp. auscultation, percussion, palpation, ...).

• Graduates describe pathological and physiological conditions in clear technical language on the basis of visual and audio material.

• Graduates independently reproduce clinically collected data in a comprehensible manner both in conversation and in documentation.

• The graduates record comprehensive assessments of nursing-relevant aspects on the basis of case studies.

• Graduates evaluate existing, validated assessment and triage instruments for applicability in primary care.

Mainly activating methods

Continuous assessment: Ongoing performance reviews during the course

• Concepts of family health nursing in the context of child and adolescent nursing in an international context with a focus on health promotion and prevention
• Tasks, functions and roles of Family Health Nurses (FHN) and School Nurses with a focus on child and adolescent care related to the age groups 0-18 years Roles, tasks and functions of the nurse in the school setting in the context of school health care in an international comparison
• Exemplary model projects of integrated care in the context of child and adolescent care in Austria
• Calgary Family Assessment Model (CFAM)- factors and components (structure, development, function) of assessment

• Suicide prevention: risk groups, risk screening
• Addiction prevention
• Stress management and crisis intervention
• Stigmatization (public & cultural, structural, personal) - focus on health care & destigmatization
• Psychosocial counselling and psychoeducation
• Family and reference systems of (older) people with mental and illnesses and children and adolescents

• Responsibilities of the "Community Nurse" and the "Nurse Care Coordinator" in the care of older people
• "Age-friendly PHC" - age-sensitive care and support for older people
• Multidisciplinary collaboration and case analysis, care assurance at interfaces
• Medical history and selected standardized assessment instruments for older people (geriatric assessment, frailty screening, etc.)
• Education on health topics and health monitoring in older people
• Disease management in the elderly
• Nursing interventions for the elderly and common somatic and gerontopsychiatric diseases (e.g.: chronic diseases such as diabetes mellitus, chronic liver disease, etc.). diseases such as diabetes mellitus, chronic obstructive pulmonary disease, cardiac insufficiency; diseases of the musculoskeletal system; visual and hearing impairments; oncological diseases; dementia; depression).

• The graduates describe the nursing role, function and tasks within the framework of inter- and national public health programmes (Family Health Nurse, School Health Nurse) with a focus on prevention in the context of child and adolescent care.

• The graduates develop model projects of integrated care in the context of child and adolescent care and apply the family assessment according to Wright and Leahey.

• Graduates identify groups at risk for suicide, based on risk screening, and plan, evaluate and implement individualised suicide prevention interventions at public, structural and personal levels.

• Graduates identify the risk factors for addiction disorders for different target groups in diverse settings, derive addiction prevention interventions from this for target groups and settingspecific population groups. They also identify risk factors for stress and crises, plan interventions for stress management and crisis intervention for specific population groups and implement them.

• Graduates recognise stigmatisation of people with mental illnesses and mental health problems in the context of society as a whole, as well as on a structural and personal level, clarify this, integrate the family system, relatives, children and adolescents of people with mental illnesses into (psychosocial) care and provide individualised advice.

• Graduates name and describe relevant assessment instruments for the care and support of older people and use them in a targeted manner.

• Graduates actively assume their special role in the areas of prevention, health promotion and disease management for older people, promote multidisciplinary cooperation in the area of integrated care management for patients/clients and their reference system, and derive their relevance for their own professional actions.

Mainly activating methods

Final exam: Final written or oral examination at the end of the course

• Case studies of acute situations (heart attack, stroke, glucose derailment, intoxication, suicidal thoughts, burns etc.)
• ECG (initial assessment)
• Rapid tests

• Graduates assess the acute situation on the basis of the symptom description and take appropriate diagnostic steps and evidence-based measures.

• The graduates work together in an interdisciplinary manner and pass on essential information in a professional manner.

• The graduates triage and evaluate acute situations/cases

• The graduates use rapid tests (e.g. Troponin, FAST) and react accordingly.

• The graduates reflect on acute actions and document them in a quality-assured manner.

• Graduates research national and international guidelines and act accordingly.

Mainly activating methods

Module exam

• Disease Management Programmes (DMP) (in Austria and other countries) - aims, funding, experiences of participants, results
• Adherence
• Chronic diseases (DM type 2, COPD, heart failure, PAOD etc.)
• Complex cases (substitution treatment, HIV, people with mental illness, people with migration background and language barrier, etc.)
• Presentation of clinical pictures/challenges, involved specialist groups, medication management, evidence-based programmes/procedures, guidelines

• Graduates evaluate the medical and nursing care of people with chronic diseases on the basis of disease management programmes (DMP) and implement them.

• Graduates record, structure and manage the complexity of the living conditions of people with chronic diseases in a solution-oriented manner.

• The graduates pass on information on chronic diseases in individual consultations.

• The graduates collect and analyse the ACTUAL state in complex cases and strive for the evidence-based TARGET state together with the patient.

• The graduates recognize adherence problems of patients with chronic diseases and take steps to improve adherence.

Mainly activating methods

Module exam

• Central terms of counselling, training and guidance
• Legal basis of counselling according to GuKG
• Understanding and roles of counselling in health care and nursing
• Counselling science: Selected theories and models of counselling (person-centred counselling, systemic counselling)
• Selected counselling approaches and methods (person-centred, systemic, solution-oriented, resource-oriented, etc.)
• Selected nursing-relevant counselling methods
• Counselling processes
• Counselling settings with different target groups and settings
• Conversational techniques in counselling - counselling communication and relationship building
• Self-reflection and metacommunication in counselling
• Use of educational materials (diabetes, stoma, injections)

• The graduates explain training, instruction and counselling tasks in health care and nursing in detail, distinguish them from each other and use them in a targeted manner.

• Graduates explain and present legal foundations, theories and models for counselling, as well as counselling processes.

• The graduates plan and implement nursing-relevant counselling and training methods in different settings in a targeted manner.

• The graduates apply guidance scenarios as a practical component in the educational process.

• The graduates explain factors influencing the shaping of relationships in counselling and education and apply suitable counselling techniques.

• The graduates reflect on counselling interviews and work out supporting and inhibiting aspects.

Mainly activating methods

Final exam: Final written or oral examination at the end of the course

• Counselling Level I: Individual (collegial counselling, conflict counselling, coaching)
• Consulting level II: Group (development phases, team processes, role positions, moderation)
• Consulting level III: Organization (organizational development and opportunity management, organizational structures and cultures, organizational learning)

• Graduates use counselling techniques to advise individuals, groups and organisations.

• Graduates distinguish between the three levels of counselling and explain specific intervention approaches.

• Graduates describe counselling in an intercultural context and in relation to diversity.

Mainly activating methods

Final exam: Final written or oral examination at the end of the course

• Basics of qualitative research
• Planning and procedure of the qualitative research process
• Overview of qualitative research methods (focus group, narrative interview, episodic interview, ero-epic interview, observation -auto-ethnographic writing)
• Overview of selected qualitative evaluation methods (grounded theory, content analysis, thematic analysis)
• Introduction to MAXQDA: importing transcripts, coding texts, outputting codes and importing them into word processing programs, outputting code findings
• Presentation of results in qualitative research

• Graduates name the basic implications of qualitative research, describe the qualitative research process and distinguish the quality criteria of qualitative research from those of quantitative research.

• Graduates will be able to name different qualitative survey methods and their fields of application as well as their respective advantages and disadvantages.

• Graduates critically reflect on the suitability of qualitative survey methods for concrete, selected research problems and articulate proposals for a qualitative research design for selected research problems.

• Graduates also have the basic technical skills to operate the qualitative analysis software MAXQDA. (They import transcripts into the software, assign codes, sort them hierarchically and output code findings in a word processing program).

Mainly activating methods

Continuous assessment: Immanent performance review

• Criteria of scientific work
• Correct citation (focus: requirement at the Department of Applied Nursing Science)
• Planning of a scientific paper - the exposé
• Topic identification & concretization
• Literature research and procurement (online research in theory and practice)
• Material selection, material evaluation
• Presentation of results
• Structure of a scientific publication (focus: scientific essays)

• The graduates master the basic criteria of scientific work

• Graduates cite all sources without errors according to the guidelines of the Department of Applied Nursing Sciences.

• Graduates conduct an online literature search on a freely chosen topic and prepare it in a comprehensible way for third parties.

• The graduates evaluate the results of the literature research with regard to the usefulness for their research topic and combine the results of different literature to a conclusion for their research topic.

Mainly activating methods

Continuous assessment: Immanent performance review

• Basic concepts of empirical social research
• Basic rules of questionnaire construction
• Basics of quantitative survey methods
• Research designs
• Research design
• Samples

• Graduates understand and apply the basic concepts of empirical social research and conceive suitable research designs.

• Graduates understand and apply the basic rules of questionnaire construction and conceive suitable research designs.

• Graduates understand and apply the basics of quantitative survey methods and design suitable research designs.

• Graduates plan and implement their own surveys

Mainly activating methods

Module exam

Fundamentals of descriptive statistics:

• Statistical characteristics and measures of dispersion.
• Frequency tables, cross tabulations

Basics of inferential statistics:

• Significance
• Correlations
• Group comparison tests (t-test, U-test, ANOVA etc.)

• Statistical data analysis with SPSS

• Graduates understand and apply the basics of descriptive statistics (statistical parameters, frequency tables, etc.).

• Graduates will apply the basics of inferential statistics to hypothesis testing.

• The graduates create and process data sets in SPSS.

• Graduates perform statistical data analysis with SPSS and report results.

Mainly activating methods

Module exam

• Basics, methods, models, tools and goals of quality management
• Actors of quality management
• Measurement criteria and key figures of quality management
• Continuous improvement process
• Basics of clinical risk management
• Methods of risk assessment
• Instruments of risk management
• Potential risks in the health care sector

• Graduates name recognised instruments and rules for effective risk management

• The graduates identify potential sources of danger and disruptive potentials

• The graduates support the development of suitable coping measures

• The graduates describe the terms, models and instruments of nursing quality work and develop possible applications in their own practice.

• The graduates formulate quality objectives and implement them in the continuous improvement process.

• The graduates support the development and implementation of quality assurance measures.

Mainly activating methods, lecture, group work, discussion

Continuous assessment

• Role of PHCN in international comparison
• Implementation of primary care units in Austria
• Different professional titles and fields of activity of PHCNs
• Objectives of PHCN in comparison with other countries

• The graduates illustrate the role of health care workers and nurses in primary care in Austria and in international comparison.

• The graduates strengthen the profile of primary health care nurses in primary care

• The graduates contribute to concepts for an effective nursing expansion in the primary care sector.

• The graduates explain the position of the health care worker in relation to health policy goals and in the context of the Primary Care Act.

Mainly activating methods

Continuous assessment

• Contents of the laws underlying primary care in Austria
• 15a B-VG Target control health
• Company forms in the health care system (e.g.: hospitals, group practices, outpatient clinics, PVE, Ärzte-OG, ...)
• Range of services, financing, requirements
• Competences of the participating health and social professions

• The graduates explain the legal basis of primary care and derive its requirements for a primary care unit.

• Graduates differentiate the competences of the health and social professions in primary care

Mainly activating methods

Final exam: Final written or oral examination at the end of the course

• Presentation of the key points of the thesis
• Examination discussion and proof of in-depth knowledge of a related topic relevant to the final thesis
• Cross-connections to integrated forms of care for selected age groups

• Graduates present the core statements of the thesis in a coherent and informative manner and integrate the findings into their subject-related argumentation framework.

• In the context of the examination discussion, the graduates link relevant references to the integrated care of people of all age groups and derive the framework for action for their nursing practice from this.

Final exam: Commission final examination

Writing a SE thesis on a focus of choice (selected fields of action for children and adolescents, for adults or for older people)

• The graduates combine already acquired specialist knowledge of integrated care with newly gained knowledge of systematic literature research.

• The graduates formulate nursing science questions in the context of integrated care.

• Graduates independently research, evaluate, cite and summarise scientific literature on a completed topic of their choice.

• Graduates work independently on a field of knowledge of their own choice (selected fields of action for children and adolescents, selected fields of action for adults or selected fields of action for older people) with a clear reference to the professional field and scientific relevance and write an in-depth dissertation.

Mainly activating methods

Final exam: Thesis

Financing systems in the social and health care system

• Structure of the health care system in Austria
• Financing and funds in the health care system (revenues, expenditures)
• Cost development
• Comparison of the Austrian health care system with other European countries
• Primary care centres and their financial compensation incl. visions for the future

Care services

• Primary, secondary and tertiary care in Austria
• Care services in Austria
• State benefits for persons in need of care and their relatives (care allowance, care leave, etc.)

• The graduates explain the structure of the Austrian health care system and its financing.

• The graduates describe the money flows (income and expenditure) in the Austrian health care system.

• The graduates explain the cost development in the Austrian health care system in comparison to the last decades.

• The graduates compare the Austrian health care system with other health care systems in Europe.

• The graduates discuss the current financial compensation for the services of a primary care centre and future changes.

• Graduates present the care services of primary, secondary and tertiary care

• The graduates present the state benefit entitlements to those in need of care and their relatives.

Lecture with activating methods, discussions

Final exam: Final written or oral examination at the end of the course

• Digitization and technology in nursing care
• Areas of application of digital technologies in nursing
• Challenges of technology use on an individual and societal level
• Technology assessment
• Current topics from the professional context (inpatient and outpatient care)

• The graduates are familiar with various current and possible future areas of application of digital technologies in nursing.

• The graduates have fundamental knowledge on the topic of technology assessment.

• Graduates take a critical look at various assistance systems and technologies and evaluate their relevance for everyday care.

Mainly activating methods

Continuous assessment: Immanent performance assessment (intermediate tests on Moodle, presentation and written work)

• Occupational groups in the health care system and their tasks or areas of competence
• Explanation of terms (interdisciplinary, interprofessional, multiprofessional, multidisciplinary, etc.)
• Various leadership styles and their advantages and disadvantages
• Communication and teamwork
• Promoting cooperation in the primary care centre (meetings, team building, practical examples)

• The graduates differentiate the occupational groups in the health sector and their areas of competence and work.

• The graduates define the terms interdisciplinary, interprofessional, multiprofessional, multidisciplinary, etc..

• The graduates analyse leadership styles and discuss the respective pros and cons.

• The graduates explain and use important aspects of communication and their effects on teamwork.

• The graduates apply the promotion of interdisciplinary cooperation by means of practical exercise examples

Mainly activating methods

Continuous assessment

• Health literacy
  • Clarification of terms,
  • Connection with health
  • Figures/data/facts from Austria and internationally

• Areas of health literacy:
  • Health information conveyed by media (written, websites, apps, social media,...) using the example of current health communication topics (e.g. vaccination)
    • Quality criteria of "Good Health Information" ("Good Health Information Austria")
    • Preparation of method papers on the organisational level
    • Checklist for assessing the quality of health information
    • Risk communication and fake news
    • open questions in the field of health information
    • Intercultural aspects

• Quality of conversation in health care
  • Quality characteristics in the area of personal conversations between members of the health care professions and patients
  • building a patient-centred communication culture
  • Communication training

• Citizen and patient empowerment as a transversal field of action
  • more participation, more self-determination through health literacy
  • Patients' rights

• The health literate organization - a short insight
  • Creating frameworks and structures for more health literacy
  • Examples of health literate organizations

• The graduates describe possibilities to improve health communication taking into account intercultural aspects (personally as well as on an organisational level, medially mediated as well as in personal face-to-face conversations).

• The graduates differentiate between high-quality health information and low-quality information on the basis of essential criteria.

• The graduates reflect on the opportunities and risks of health communication in the current time.

• The graduates name central elements, benefits and possibilities for the promotion of patient-centred conversation.

• Graduates use theory-based interviewing skills for challenging interview situations with patients.

Mainly activating methods

Module exam

• Definition and practical examples of eCounseling and eHealth methods
• Relationship process, e.g. according to Peplau, and the role of the caregiver
• Exemplary instruments for implementation (ICT, applications and software)
• Data protection in the digital work environment
• Influence of environmental conditions on health behaviour and participation in eCounseling and eHealth offers
• Preventive and health-promoting offers by means of eCounseling and eHealth; examples from practice
• Benefits and limitations of eHealth and eCounseling offers, e.g. Ambient Assisted Living

• Graduates define and differentiate the terms associated with eCounseling and eHealth (telemonitoring, teletherapy, teleconciliation, teleconferencing) and their objectives.

• The graduates perceive their own role sensitively, reflect and evaluate it on the basis of the relationship process and derive consequences from it.

• The graduates are familiar with the data protection regulations in connection with ICT.

• The graduates record the living environment of the patients, taking into account the surroundings (e.g. living conditions) and adapt the care plan accordingly.

• The graduates use strategies for health promotion and prevention by means of eCounceling and eHealth.

• The graduates consider the goals, contents and measures of eCounseling and eHealth in a differentiated way and apply them (using exemplary examples).

Mainly activating methods

Module exam

• Analysis phase with use of assessment instruments (fatigue, delirium, pain) in the context of counselling
• Selected counselling examples on content level (pain, migration and illness, psychiatric topics, fall prevention, cardiovascular diseases, diabetes, chronic wounds,...)
• Selected lifestyle factors on content level (nutrition, exercise)
• Basic principles of crisis counselling (BELLA concept)

• Graduates describe and plan counselling content on selected health topics.

• The graduates actively shape the counselling process

• Graduates control the resource, problem and solution orientation in the counselling process in a targeted manner

• The graduates use assessment instruments in the counselling process

Mainly activating methods

Continuous assessment: Immanent performance review

• Practical counselling exercises with a focus on the counselling content level on selected topics such as

-Stoma,

diabetes

-medication management -adherence,

-disease management,

-amputation,

-Chronic Illness,

-relatives of the chronically ill

• Practical counseling exercises focusing on conversational techniques in counseling:

-Paraphrasing,

-Reframing,

-verbalizing,

-mirroring

-Formulating questions (solution-focused, hypnosystemic, analytic, hypothetical, circular questions, aggravation questions, scaling questions, miracle questions).

• The graduates work on selected counselling examples and integrate them into a counselling practice setting.

• The graduates practically apply conversation techniques in a case-related counselling setting.

• Graduates analyse the importance of psychosocial aspects in counselling.

• The graduates know, explain and use the methods of active listening.

• The graduates conduct clarifying, solution-oriented, systemic counselling interviews on the basis of various case studies.

• The graduates explain the importance of health literacy and education (also in the context of disease management in chronic diseases).

Mainly activating methods

Continuous assessment: Immanent performance review

• Basic concepts, terms and definitions of population development and its processes.
• Overview of past, present and future population trends
• Implications of the projected population development for Austrian health policy in general and the financial viability of the Austrian social security system in particular.
• Overview and interpretation of basic epidemiological terms
• Overview of the most important national and international health organisations and their respective focus on epidemiology (e.g. WHO, ECDC, RKI, Ministries of Health)
• Presentation and analysis of data from different databases on sub-areas of epidemiology such as care epidemiology, social epidemiology, environmental epidemiology and discussion of the impact on individual and collective health of people and groups of people
• Apply different epidemiological data to create target group-specific and evidence-based health and care interventions, or evidence-based counselling content.

• Graduates describe processes and structures of population development and analyse their effects on the Austrian health care system.

• Graduates are familiar with national and international health policy guidelines and epidemiological data (e.g. from WHO, ECDC, RKI, Ministries of Health) and act accordingly.

• Graduates recognise current social problems and resources related to the health of the population as well as health care and the need for care and present current and future challenges in a comprehensible way.

• Graduates record epidemiological health and disease data and nursing phenomena systematically digitally from the perspective of epidemiology using scientific methods (e.g. frequencies, surveillance) and present them in a comprehensible manner.

• Graduates interpret epidemiological health and disease data correctly in order to systematically plan specific (nursing and health) interventions (decubitus prophylaxis, pain management, chronic wound care).

• Graduates prepare epidemiological health and disease data for different population groups (e.g. children, the elderly, migrants) in order to be able to offer targeted evidence-based counselling services.

Mainly activating methods

Lecture, presentations, group work, discussion

Final exam: LV-final oral or written final examination

• Theoretical foundations of evaluation
• Methodological foundations of evaluation
• Design of evaluation projects in health promotion

• Basic principles of HTA and HIA
• Importance and application of HTA and HIA in Austria and Europe
• Components of and methods in HTA and HIA
• Conception of HTA and HIA

• Graduates master the basics and methods of evaluation

• Graduates design evaluation projects in health promotion and discuss them critically.

• Graduates describe and reflect on basic principles, methods and roles of Health Technology Assessment (HTA) and Health Impact Assessment (HIA).

• The graduates critically discuss Health Technology Assessment (HTA) and Health Impact Assessment (HIA).

• The graduates design Health Technology Assessment (HTA) and Health Impact Assessment (HIA) in basic principles.

Mainly activating methods, lecture, presentations, group work, discussion

Final exam: LV-final written or oral final examination