Psychiatric Health Care and Nursing

• Historical development in the care and support of mentally ill people and its impact on today's conditions, lessons from history
• Normal vs. abnormal
• Self-assessment vs. external assessment
• Experiences with mental illness (in oneself, in the family, in the environment, in society)
• Society's treatment of people with mental illness, problem of stigma, stigma prevention
• Representation of people with mental illness in film, television, social media and press

Lecture, group work, discussion, feedback, work assignments with feedback, group exercises

Final exam: Individual examination, presentation

• Self-concept vs. other-concept,
• explanatory approaches to the development of mental illness (medical-biological-chemical approaches, psychological approaches, spiritual-religious approaches, cultural approaches, approaches from neurobiology, stress-adaptation model)
• The Bio-Psycho-Social Model as an aid to understanding mental illness
• Development and disturbance of one's own personal identity (e.g. feelings, needs, expectations, values)
• Concept of self-efficacy, self-worth and self-concept of positive psychology
• Medical classification systems (ICD 11, DSM5)

Lecture, group work, discussion, feedback, work assignments with feedback, group exercises

Continuous assessment: Immanent performance review

• Self-perception and perception of others, transference - counter-transference, own share in the encounter
• Allowing idiosyncrasies while weighing up care vs. autonomy
• Appreciation as a basic attitude
• Importance of closeness and distance in the encounter with people with mental impairments
• Resource orientation as a basic professional attitude
• Impact of different cultural aspects on the process of shaping relationships in the encounter with people with mental illnesses
• Religion, spirituality, spiritual distress
• Ethnocentrism and cultural expectations in relation to mental illness
• Ethnopharmacology
• culturally sensitive care
• Culture-Bound Syndromes
• Selected Cultural Implications of Psychotropic Agents
• Migration
• Social environment, family, friends and peer groups

Lecture, group work, discussion, feedback, work assignments with feedback, group exercises

Final exam

• Basics of person-centered work according to Carl Rogers
• Psychodynamic care based on the nursing model of Hildegard Peplau
• Congruent relationship care according to Rüdiger Bauer
• Basics of the tidal model by Phil Barker and Poppy Buchanan-Barker
• Nonviolent communication (GFK) according to Marshall Rosenberg as an essential instrument for the communicative implementation of person-centered care activities
• Self-empathy and authentic expression of I-messages
• Self-reflection - one's own part in the encounter with the "Other
• Empathy in the sense of GFK towards other people - translating judgements/assessments into feelings and needs
• acting as an advocate in the context of the treatment, care and support process on the basis of ethical reflection and understanding of mental illness, safeguarding the interests of people with mental impairments

Lecture, discussion, case studies, role plays, self-reflection exercises, small group work, partner exercises

Continuous assessment

• Scientific thinking and research:

  < Deepening scientific thinking, argumentation and working methods

  < Translating complex practical problems into precise, scientifically based research questions

  < Reflection on responsibility and integrity in the scientific knowledge process

  Information literacy and literature evaluation:

  < Strategic and efficient literature research in subject-specific and interdisciplinary databases

  < Assessing scientific sources according to quality and relevance criteria (level of evidence, methodology, topicality, peer review)

  < Structured organization of literature with the help of literature management tools

  < In-depth understanding of scientific citation logic and its ethical, methodological and institutional significance

  Scientific text production and communication:

  <Planning, structuring and writing scientific text samples in compliance with international citation and formatting standards

  < Application of argumentation-logical and evidence-based writing techniques

  < Developing a coherent scientific line of argument in your own specialist context

  Digital and AI-supported tools in science:

  < Critical reflection on the use of AI-based and digital tools in the research process

  < Application of AI-supported systems for research, structural and text support, taking into account transparency, traceability and scientific ethical principles

Mainly activating methods

Module exam

• Basics of quantitative research and planning of research projects
• Quality criteria of quantitative research
• Concepts of sample selection
• Basics of questionnaire construction
• Overview of quantitative research designs in nursing science (experimental designs such as RCT or quasi-experiment; non-experimental designs such as correlation studies or meta-analyses)
• Basics of descriptive statistics (statistical parameters and measures of dispersion)
• Basics of inferential statistics (significance, correlation, hypothesis testing, frequency and cross-tabulations)
• Introduction to software programs for quantitative data analysis (SPSS® and Microsoft® Exel®)
• Research ethics

Mainly activating methods

Module exam

• Guideline interview: Planning, pretesting, informed consent and ethically sound implementation
• Transcription according to defined standards and anonymization in compliance with data protection regulations
• Topic-specific coding: inductive/deductive, short code book, verifiable traceability
• Presentation of results: short written report with citations and transparent method documentation

Software-supported workflows: Presentation of qualitative analysis software and AI assistance in compliance with data protection regulations; reproducible documentation

Mainly activating methods

Module exam

Psychiatry

Basics

• Vulnerability-stress model in the development of psychopathology
• psychiatric diagnostics and treatment options
• psychopathology status: consciousness, ego disorders, orientation, thinking and formal thought disorders, delusion, hallucination/illusion, affectivity and affectability
• Psychotropic drugs and areas of application, effects - undesirable effects

Diagnosis and therapy of disorders mainly of early to middle adulthood:

• F20-F29 Schizophrenia, schizotypal and delusional disorders (e.g., paranoid schizophrenia, catatonic schizophrenia).
• F30-F39 Affective disorders (e.g., bipolar affective disorder, recurrent depressive disorder)
• F40-F48 Neurotic, stress, and somatoform disorders (e.g., phobic disorders, obsessive-compulsive disorder)
• F60-F69 Personality and behavior disorders (e.g., emotionally unstable personality disorder, gender identity disorder)
• F10-F19 Psychological and behavioural disorders caused by psychotropic substances (e.g. dependence syndromes, acute intoxications, withdrawal syndromes)

Tasks of psychiatry in the "person with disabilities" setting

• Definition and symptoms of hereditary metabolic disorders, developmental brain disorders, chromosomal disorders and exogenous damage, as well as therapeutic and preventive options.

Tasks of psychiatry in the setting "Forensic psychiatry

Lectures/lectures, group discussions, group work, case studies

Final exam

• Neurobiological, neuropsychological foundations of human development,
• development of the individual and the importance of interpersonal relationships
• Influences of digitalization on the cognitive, emotional and social development of people
• Learning processes in the brain and the influence of relationships on learning
• Loneliness - a major factor in psychological suffering, search for social connection
• Experiencing and experiencing illness up to crisis and trauma
• Suicide as an extreme form of a crisis, models of the phasic course, recognition, prevention, correct action
• Psychodynamics, social factors and traumatisation as causes of depressive disorders
• Treatment concepts for crisis and trauma
• Treatment concepts for affective disorders
• Treatment concepts for schizophrenic disorders

Lecture, group work, discussion, feedback, work assignments with feedback, group exercises, case solutions

Continuous assessment

• Interference with personal rights

• Fundamental, liberty and personal rights
• Patients' rights, living wills, patient advocacy in psychiatry
• UBG, home residence law
• Treatment, compensation
• Legal aspects in relation to children, adolescents
• Criminal, civil and administrative law issues in connection with violence in the family

• Rehabilitation, integration and reintegration

• Legal basis for the rehabilitation, integration and reintegration of disabled persons
• Legal bases of the adult protection law

Mainly activating methods

Final exam

• Theory: Aggression and violence (definition, emergence,...), conflict emergence and management, safety management and prevention, ethics and law, assessment tools.
• Practice: Communication-based physical interventions: Liberation techniques (clothing, hand, clasping, choking), team techniques, application of fixation systems.
• Reflection

Blocked course in seminar form with theory/practice mix

Theory: group work followed by discussion, lecture/lecture, discussion, reflection on experience

Practice: Demonstration, practical exercises with coaching, independent practice; self-awareness; case-oriented communication exercises

Continuous assessment

• Key distinctions according to GfK: observation vs. evaluation, feelings vs. thoughts, need vs. strategy, request/suggestion vs. request, self-empathy vs. "wallowing in feelings", trigger of feelings vs. cause of feelings.
• Working with the 4-step tool of GfK for self-empathy
• Reflection on experiences/conflicts in practical training using the GfK model
• 4-Ears model of GfK
• Exercises on the perception of feelings and needs
• Exercises with the "inner team" according to Schulz v. Thun

Group work, discussion, feedback, lecture with activating methods, work assignments with feedback, group exercises, practical exercises, individual reflections.

Worksheets, "giraffe dance floor", role plays, work with the "inner team".

Continuous assessment

The participants will be guided to:

Implementation of the theoretical course content (theory-practice transfer) in all internship areas defined for the achievement of competence:

(1) Nursing in psychiatric and psychosocial areas such as nursing in the specialist area of inpatient psychiatric basic care, child and adolescent psychiatry, forensic psychiatry and facilities for addicted people as well as in inpatient long-term areas (e.g. dementia care areas).

(2) Nursing in semi-inpatient areas of psychiatric and psychosocial care (e.g. day clinics, day centres)

(3) Nursing in psychiatric and psychosocial rehabilitation areas (e.g. "burn-out" clinics, area for medium- and long-term addiction treatment, psychosomatics)

(4) Nursing in extramural areas of psychiatric care (e.g. outpatient clinics, outreach care, primary care centres) and residential communities as well as socio-therapeutic facilities (e.g. therapy workshops) in psychosocial care for people of all ages and stages of development.

Optionally and complementarily, in areas such as freelance nursing, public health services, ordinaries and communities of practice, and other care settings related to mental health nursing.

• Implementing and identifying health risks and resources and setting accident/illness prevention measures.
• Maintaining a training log in the form of a placement handbook which provides a guide for all placement training.
• Encouraging personal commitment to learning and ensuring learning progress in the above areas, as well as reflecting on the experience gained in the relevant vocational field.
• Application and consolidation of the skills acquired during the Bobath training.

Clinical internship

Continuous assessment: Assessment by practice supervisors

• Concept of Mental Health Caring in the German-speaking world
• Teamwork, multiprofessional team, therapeutic community in psychiatric care
• Health competence and knowledge management in the setting of psychiatry
• Stressful situations in the family system caused by e.g. care and support of relatives with mental impairments, support possibilities by caregivers, stress management;
• Recovery as a basic attitude in psychiatry, elements of recovery in nursing action; adherence concept, transtheoretical model in action competence

Lecture, group work, discussion, work assignments with feedback, group exercises, casuistry analysis, problem-based learning....

Continuous assessment

• Crisis, types of crisis, crisis intervention and de-escalation, self-protection in crisis situations
• Factors that can contribute to the development of a psychosocial crisis: Vulnerability; lack of coping strategies, pathological thinking patterns, excessive demands, social withdrawal and loneliness; isolation; neglect, helplessness, abuse,
• Course of a psychosocial crisis (models)
• Possibilities of crisis intervention: principles for crisis intervention, immediate measures, psychiatric emergency, scope of action for those affected, helpful interventions, steps to prevent crises
• Cultural factors in connection with emergence and intervention
• Negative reactions in the environment: workplace, social network, stigma, lack of understanding
• Psychotraumatology (dealing with trauma, recognition of attachment patterns)
• Relatives in crisis situations: Experience and behaviour, involvement, instruction, counselling
• Care facilities in psychosocial crises
• Selected crisis situations from the perspective of the caregiver: restriction of freedom, suicidal behaviour, aggressive behaviour, self-harming behaviour, withdrawal and isolation, fear and panic

Lecture, group work, discussion, feedback, work assignments with feedback, group exercises, case solutions, practical exercises

Continuous assessment

• Non-violent communication according to M. Rosenberg for building relationships with people who have experienced psychological shocks
• Needs-oriented language and its de-escalating effect
• Adherence vs. compliance, motivation to change and approach-avoidance conflict, influence of motivational interviewing according to Miller and Rollnick on the course of therapy
• The Witten tools of counselling and the significance for mental health
• Non-directive conversation concepts and their impact on healthy mental development of children and adolescents
• Introduction to the theory of affect regulation, mentalization and the development of the self

Mainly activating methods

Final exam

The participants will be guided to:

Implementation of the theoretical course content (theory-practice transfer) in all internship areas defined for the achievement of competence:

(1) Nursing in psychiatric and psychosocial areas such as nursing in the specialist area of inpatient psychiatric basic care, child and adolescent psychiatry, forensic psychiatry and facilities for addicted people as well as in inpatient long-term areas (e.g. dementia care areas).

(2) Nursing in semi-inpatient areas of psychiatric and psychosocial care (e.g. day clinics, day centres)

(3) Nursing in psychiatric and psychosocial rehabilitation areas (e.g. "burn-out" clinics, area for medium- and long-term addiction treatment, psychosomatics)

(4) Nursing in extramural areas of psychiatric care (e.g. outpatient clinics, outreach care, primary care centres) and residential communities as well as socio-therapeutic facilities (e.g. therapy workshops) in psychosocial care for people of all ages and stages of development.

Optionally and complementarily, in areas such as freelance nursing, public health services, ordinaries and communities of practice, and other care settings related to mental health nursing.

• Implementing and identifying health risks and resources and setting accident/illness prevention measures.
• Maintaining a training log in the form of a placement handbook which provides a guide for all placement training.
• Encouraging personal commitment to learning and ensuring learning progress in the above areas, as well as reflecting on the experience gained in the relevant vocational field.
• Application and consolidation of the skills acquired during the Bobath training.

Clinical internship

Continuous assessment: Assessment by practice supervisors

• Nursing assessments, diagnostics, interventions and evaluations for people with mental disorders, selected nursing interventions and their evidence.
• Assessment tools to correctly identify nursing-related problems that occur with mental disorders. They are familiar with nursing interventions to meaningfully address these problems and can meaningfully evaluate their success:
• Reflection on the nursing therapeutic process - Techniques for evaluating the accuracy of your assessments and the benefits of your interventions.

Lecture/lecture, group work, discussion, feedback, lecture with activating methods, work assignments with feedback, group exercises, case solutions, practical exercises

Continuous assessment

• Use of digital technologies and assistance systems in nursing care
• Psychological online counselling
• Complementary online treatment in psychiatric home care
• Online platforms for self-help groups, information on clinical pictures etc.
• Development in (digital) health care - past, present, visions, ethical problems
• Virtual reality for social phobia, relaxation training, etc.
• Social media - participation in digital form
• Apps to promote memory, use of games
• Data protection
• General conditions such as availability (and affordability) of technical equipment, Internet, knowledge, training, etc.

Lecture with activating methods, group work, discussion, feedback, work assignments with feedback, group exercises, practical exercises

Continuous assessment

• Tasks of nursing in case and care management in the psychiatric setting
• Promotion and development of life skills, resilience
• Maintaining or restoring quality of life
• Central themes: Phenomena such as anxiety, hopelessness, delusions, hearing voices, poisoning ideas, aggression and violence, craving, etc.
• Interaction and relationship processes within the patient community and its impact on the relationship formation in the patient group
• Counselling and training in the family system
• Therapeutic individual setting using the example of individual psychoeducation
• Therapeutic group setting: group phases, group dynamics, group processes, formation of groups, group preparation, example of group education

Lecture, case discussions after case study, role plays, action learning, group work

Final exam

• Importance and influencing factors of employment, sociotherapeutic attitude, unemployment and poverty
• motivation and basic human needs, transtheoretical model, resilience training
• Therapy and care interventions (perceptual, physical - mindfulness training, Qi Gong....)
• Activities in a play pedagogical context (attitude, planning, action)
• Recovery, empowerment
• Social skills training, memory training, cognitive training
• preparation of groups, group phases and group dynamic processes, disturbances in groups, leading groups
• perceptual and body-related and concepts/methods

Lecture with activating methods

Final exam

Meeting neurologically ill people (1 ECTS)

essential diagnostic measures for neurologically ill persons

• neurological examination - general - clinical
• EEG, EMG, NLG, EVP
• cerebrospinal fluid puncture
• contrast medium examinations
• angiography, myelography, CT and MRT, Doppler sonography

Causes, symptoms, diagnostic and therapeutic (conservative and neurosurgical) options for

• G 35 Multiple sclerosis
• G 40 Epilepsy
• G62 Polyneuropathies (e.g. alcohol-induced polyneuropathy, drug-induced polyneuropathy)
• G80-G82 Cerebral palsies (e.g. infantile cerebral palsy, hemiplegia, paraplegia, tetraplegia)
• headache and facial pain
• infectious and inflammatory diseases in the central nervous system
• problem of intracranial pressure increase
• central nervous system tumors
• injuries of the central nervous system
• muscular diseases

Encounter with young people in psychosocial distress (0,5 ECTS)

Diagnosis and therapy of disorders mainly in childhood and adolescence:

• F 50 Eating disorders (e.g. anorexia nervosa, bulimia nervosa).
• F 80-F89 Developmental disorders (e.g. reading and spelling disorder, early childhood autism, early childhood psychosis)
• F 90-F98 Behavioral and emotional disorders with onset in childhood and adolescence (e.g., hyperkinetic disorder, social behavior disorder with depressive disorder, emotional disorder with separation anxiety)

Gerontopsychiatry (0.5 ECTS)

Diagnosis and therapy of mental disorders mainly of older age:

• F00-F09 Organic, including symptomatic mental disorders (e.g. dementia forms, delirium).
• G30-G32 Other degenerative diseases of the nervous system (e.g. Alzheimer's disease)
• G20-G26 Extrapyramidal diseases and movement disorders (e.g. Parkinson's syndrome)
• Differentiation delirium - dementia - depression
• Specific effect/interaction especially of psychotropic drugs in old age

Lecture/lecture, group work, discussion, feedback, lecture with activating methods, work assignments with feedback, group exercises, case solutions

Module exam

• Overview of the recognised psychotherapeutic schools and their primary indications.
• Aspects and possible applications of behavioural therapy findings in the nursing process, e.g. DBT according to Marsha Linehan (skills training), metacognitive training, etc.
• Reflection, self-image - external image, JOHARI window, feedback as a pedagogical instrument
• Basics of psychoeducation, group dynamics, group leadership
• Mentalization-based therapy according to Peter Fonagy, nursing usability in the context of the relationship process
• Sociological aspects of mental health and mental suffering: family, peer group, employment, housing situation, tenure, stigmatization, illness gain
• socio-historical and individual influences on the life history and life situation of elderly people, biography
• importance of a stable relationship between children or adolescents and their caregivers
• developmental phases according to Erikson and particular susceptibilities to disorders in the individual phases
• Topic "Violence in the family" and its effects on the lives of children and adolescents.
• Acts of aggression by children and adolescents as an expression of great emotional distress

Lecture/lecture, group work, discussion, feedback, lecture with activating methods, work assignments with feedback, group exercises, problem-based learning

Module exam

Nursing concepts and interventions

• The nursing process in the psychiatric setting
• Professional nursing communication
• Individual and group care therapy settings
• Work with relatives and friends
• The therapeutic community
• Crisis intervention
• Measures restricting freedom, sedation
• Conspicuous behaviour - the difficult patient
• Ethical challenges, especially care vs. autonomy
• Legal issues: Responsibility, consent to treatment, UbG, adult protection law.
• Training of social competences
• Self-esteem training
• Violence and aggression management
• Suicide prevention
• Behavioural therapy approaches
• Approaches from cognitive therapy
• Affect regulation according to the mentalization concept
• The Recovery Model

Care of people (concepts, differential diagnosis, risk factors, types, etiology, symptoms, nursing diagnoses, nursing interventions) with a disorder in psychosocial adjustment including participation in diagnosis and therapy in the context of the following psychiatric disorders:

• Neurocognitive disorders
• Dependency disorders
• Schizophrenia and psychotic disorders
• Depressive disorders
• Bipolar disorders
• Anxiety, obsessive-compulsive disorders
• Trauma disorders
• Dissociative disorders
• Sexual disorders
• Eating disorders
• Personality disorders
• Special features of the forensic psychiatry setting

Lecture/lecture, group work, discussion, feedback, work assignments with feedback

Continuous assessment

• Basic attitudes towards people with disabilities
• Ethics
• Developmental psychology approach
• Human development in different stages of life
• Medical explanatory models and the development of disability
• Therapeutic approaches and prevention possibilities, areas of support
• Regional and supraregional facilities
• Measures for inclusion, supported communication
• Work with relatives and lay people
• Counselling sessions
• Normalisation principle

Lecture/lecture, group work, discussion, feedback, lecture with activating methods, work assignments with feedback, group exercises, case solutions, practical exercises, blended learning

Continuous assessment

• Overview of common conditions in the setting of people with neurological conditions and their treatment, diagnosis and implications for nursing care.
• Effects of neurological diseases on the self-care of those affected
• Psychosocial changes such as depression, anxiety, addiction, suicidality, powerlessness, hopelessness, loss of self-esteem, loss of role, lack of motivation, ...
• Nursing concepts in the setting of people with neurological disorders: Bobath, NDT, ...
• Possibility of health promotion,
• counselling and training of the affected persons or their relatives and friends
• Specific assessment and evaluation tools for the care of people with neurological impairments.
• Focus areas: Waking coma, mobility, communication (aphasia), nutrition, psyche, rehabilitation.
• Neuroscience Nursing approach (holistic assessment of the complexity of neurological nursing care situations, deriving individualised nursing measures and promoting interprofessional cooperation)
• Concepts in nursing action: Bobath, kinaesthetics, cognitive stimulation and training, activity building, aroma care, everyday life training, mobilisation, gait training, ...

Lecture/lecture, group work, discussion, feedback, lecture with activating methods, work assignments with feedback, group exercises, case solutions, practical exercises

Final exam

General

• Historical aspects of personality development during childhood and adolescence
• Development of child and adolescent psychiatry and its position between psychiatry, child and adolescent medicine, pedagogy and youth welfare services
• Position and core competencies of the nursing profession in the interdisciplinary context of child and adolescent psychiatry

Development of children and adolescents

• Neurobiological background of learning and development with special emphasis on adolescence

Communication and relationship work

• Special features of relationship work with children and adolescents, taking into account the care models of Hildegard Peplau and Rüdiger Bauer
• Non-violent communication in the accompaniment of children and adolescents in the context of the nursing process

Nursing process and nursing concepts

• Special nursing diagnostics taking into account age and personality development
• Care-therapeutic approaches taking into account age and development: therapeutic milieu, learning from the model, learning through feedback, social competence training, psychoeducation, adherence therapy, daily structure, play, etc., approaches of mentalization-based pedagogy for adolescents (MBT-A)
• Recovery orientation on the basis of the tidal model - promotion of autonomy in an age- and developmentally appropriate form
• Traumatization of children and adolescents (emotional - physical - sexual violence, bullying at school, cyberbullying), impact of violence in education, criminal and forensic aspects
• Special nursing aspects and nursing process in adolescents with eating disorders with special emphasis on anorexia nervosa
• Special nursing aspects and nursing process for children and adolescents with specific anxiety and obsessive-compulsive disorders, everyday life training based on the findings of cognitive behavioural therapy.
• Parental work in the sense of the child's well-being, systemic and person-centred perspectives, family-related nursing diagnoses
• Suicidal, self-injurious and other self-harming behaviour in adolescence, approaches of DBT-A
• Nursing care of children with ADHD, support and coaching of families within the nursing process, the Multimodal Therapy of Children with ADHD

Lecture/lecture, group work, discussion, lecture with activating methods, work assignments with feedback, group exercises, case work, e-learning

Final exam

Care structures and framework conditions for older people in Austria

• Psychosocial care structure and care models for people suffering from dementia nationally and internationally
• Psychogeriatric care, palliative care

Assessment

• Assessment: life history and life situation of elderly people, biography work and biography sheet
• Dementia Care Mapping
• Dementia, depression, delirium and differential diagnoses
• Anxiety, delusion, addiction, disorientation, "confusion".

Psychosocial challenges

• Challenging behaviors in encounters with the elderly, especially those with dementia
• Psychosocial changes such as depression, anxiety, addiction, suicidality, delusion, psychosis, impoverishment, confusion and neglect
• Loneliness, loss of social ties
• Social and financial distress
• Ethical discourse on dignity and autonomy in old age
• Special challenges for the elderly, due to (war) trauma, uprooting and migration

Care, accompaniment and support of elderly people with psychogeriatric impairments

• communication/social interaction
• Basic idea and goals of Validation, phases of reappraisal according to Naomi Feil, Validation techniques
• Maintaining relationships and building social contacts oriented to the needs of older people
• Exemplary care models (e.g.: Eden concept)
• Preservation and promotion of resources
• Palliative care
• Everyday life design and care, shaping the environment
• Spiritual care
• Involvement and "co-care" of relatives

Lecture/lecture, group work, discussion, feedback, lecture with activating methods, work assignments with feedback, group exercises, case solutions, practical exercises

Final exam

• Discussion of basic literature
• Elaboration of an exposé
• Preparation of a thesis

Final exam

• 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 the care of people with psychiatric and neurological clinical pictures
• Cross-connections to the care of people in the context of gerontology, geriatrics and gerontopsychiatry
• Cross-references to the care of elderly people in the context of psychosocial emergencies and palliative care

Final exam: Commission final examination

Students will deepen their practical handling of the following main topics through practical exercises:

Bobath Concept:

• Components (attitude, competence, technique) of the Bobath Concept.
• Basic principles and aspects of quality touch, constancy of touch, contact intensity of touch
• Positioning of neurologically and/or neurosurgically ill patients
• Activation and support of patients within the framework of the neurological concepts (Bobath, kinaesthetics, basal stimulation; NTD)
• Bobath concept; neurophysiological basics; basics of normal movement (prerequisites/movement sequences); muscle tone; key points; setting input; general information on handling with insult affected persons/handling with more affected arm, transfers
• Application, practice and deepening of nursing concepts in the context of mobilisation and reactivation of patients

Lecture with activating methods, skills training, group work, work assignments and case solutions, practical exercises

Continuous assessment

The participants will be guided to:

Implementation of the theoretical teaching content (theory-practice transfer) in all internship areas defined for the achievement of competence:

1. Nursing in inpatient neurological and neurosurgical areas such as neurological facilities, stroke unit, neurosurgical wards incl. IMCU, etc.
2. Nursing in partly inpatient neurological areas (day clinics, day centres)
3. Nursing in neurological and neurosurgical rehabilitative areas (rehab facilities)
4. Outpatient/mobile nursing (e.g. home nursing, outpatient clinics).

Optionally and complementarily also in areas such as freelance nursing, public health services, ordinaries and group practices and other care settings related to mental health and pediatric nursing.

• Implementing and identifying health risks and resources and setting accident/illness prevention measures.
• Maintaining a training log in the form of a placement handbook which provides a guide for all placement training.
• Encouraging personal commitment to learning and ensuring learning progress in the above areas, as well as reflecting on the experience gained in the relevant vocational field.
• Application and consolidation of the skills acquired during the Bobath training.

Clinical internship

Continuous assessment: Assessment by practice supervisors

Observation of life and interaction situations in the context of the practical activity on the basis of an observation guide.

Analysis of the written observations in small groups under the guidance of a trainer using the concept of mentalization-based pedagogy according to Fonagy.

Exercise parts, observations

Continuous assessment

The participants will be guided to:

Implementation of the theoretical course content (theory-practice transfer) in all internship areas defined for the achievement of competence:

(1) Nursing in psychiatric and psychosocial areas such as nursing in the specialist area of inpatient psychiatric basic care, child and adolescent psychiatry, forensic psychiatry and facilities for addicted people as well as in inpatient long-term areas (e.g. dementia care areas).

(2) Nursing in semi-inpatient areas of psychiatric and psychosocial care (e.g. day clinics, day centres)

(3) Nursing in psychiatric and psychosocial rehabilitation areas (e.g. "burn-out" clinics, area for medium- and long-term addiction treatment, psychosomatics)

(4) Nursing in extramural areas of psychiatric care (e.g. outpatient clinics, outreach care, primary care centers) and residential communities as well as sociotherapeutic facilities (e.g. therapy workshops) in psychosocial care for people of all ages and stages of development.

Optionally and complementarily, in areas such as freelance nursing, public health services, ordinaries and communities of practice, and other care settings related to mental health nursing.

• Implementing and identifying health risks and resources and setting accident/illness prevention measures.
• Maintaining a training log in the form of a placement handbook which provides a guide for all placement training.
• Encouraging personal commitment to learning and ensuring learning progress in the above areas, as well as reflecting on the experience gained in the relevant vocational field.
• Application and consolidation of the skills acquired during the Bobath training.

Clinical internship

Continuous assessment: Assessment by practice supervisors