• Introduction to central theories and models of ageing (e.g. biological, psychological and social ageing).
• Historical development of these theories (e.g. early theories such as the deficit model through to modern models of ageing).
• Evolutionary perspective of ageing.
• Biological theories of ageing (e.g. cellular ageing, free radicals).
• Psychological theories (e.g. cognitive changes, identity in old age).
• Sociological theories (e.g. role theories, social networks in old age).
• Relevance of these theories for the assessment and understanding of the ageing process.
• Detailed description of the ageing models (e.g. deficit model, activity theory, disengagement theory).
• Comparison of the models in relation to their application in practice.
• Critical evaluation and usefulness in the care of older people and gerontology.
• Case studies on the practical application of these models in the care of older people.

• Students name central theories and models of ageing and can trace their historical development.

• Students explain different biological, psychological and sociological theories of ageing and evaluate their relevance for understanding the ageing process.

• Students critically compare different ageing models (e.g. deficit model, activity theory, disengagement theory) and discuss their practical application in geriatric care and gerontology.

• Students analyze the influence of social and cultural factors on theories of ageing and reflect on their significance for today's understanding of ageing.

• Students identify modern ageing models, such as successful and active ageing, and explain their significance for prevention and intervention strategies in geriatrics.

• Students place theories and models of ageing in the context of the nursing argumentation framework and apply the resulting aspects in the context of the nursing process.

Predominantly activating methods

Final exam

• Introduction and basics of healthcare in different care settings in the healthcare system, including their structure, organization and the different needs of the groups involved.
• Integrated care models that enable seamless care between different settings.
• Efficiency and quality of care in integrated care systems, especially in terms of resource utilization, quality standards and patient satisfaction.
• Structural and organizational challenges in the implementation of integrated care models.
• Analyze international models of integrated care, their success factors and assess the transferability of these models to your own healthcare system.

• Students assess the various healthcare settings (e.g. outpatient, inpatient and day-care) and explain their respective structures.

• Students describe integrated care models and their significance for the seamless care of patients.

• Students analyze the advantages and disadvantages of integrated care models in terms of efficiency, quality and patient satisfaction.

• Students evaluate the challenges and opportunities of implementing integrated care models in different care contexts (e.g. hospital, nursing home, home care).

• Students assess and discuss examples of successful integrated care models from different countries and their transferability to their own healthcare system.

Predominantly activating methods

Continuous assessment

• Ethical considerations in the planning and implementation of destigmatization measures
• Concepts of quality of life, well-being, stigmatization, destigmatization in old age
• Person-centered approach
• The importance of social participation and education on the quality of life of geriatric people
• Projects on "healthy and active ageing"
• Models for psychosocial care (such as mobile services and day centers)
• Destigmatization of sexuality, sexual orientation and outing among adults in geriatric care
• Assessment tool for surveying quality of life (such as WHOQOL, AQoL, CHAPO model, etc.)

• Students describe the concepts of quality of life, well-being, stigmatization and destigmatization in the context of gerontological health and nursing care, taking into account the person-centred approach.

• Students apply theoretical models of psychosocial care to practical case studies in the geriatric setting and explain their relevance for this setting.

• Students develop measures to destigmatize old and aging people, taking into account legal and ethical aspects and including the social environment.

• Students differentiate between basic mental health interventions and derive evidence-based interventions for destigmatizing sexuality, sexual orientation and outing in older adults in geriatric care.

• Students use evidence-based assessment tools to assess the quality of life of geriatric patients and evaluate the effectiveness of care-related measures on this basis.

Predominantly activating methods

Continuous assessment

Processing gerontological phenomena in the context of quality of life in old age using case studies, such as

• multimorbidity
• frailty
• Cognitive impairment and dementia
• Depression and social/digital isolation, loneliness
• Polypharmacy and the basics of prescribing medical products
• Acute and chronic pain, total pain
• Loss or change of role
• Sleep disorders
• Ageism
• Deprivation
• Technostress in old age
• Care crisis and shortage of skilled workers in elderly care
• Health disparities in old age
• Global ageing and migration

• Students analyze various phenomena in a gerontological context and determine the need for action for professional gerontological health and nursing care.

• Students identify problems and challenges relating to the quality of life of older people and derive targeted care measures from this.

• Students apply appropriate assessment tools to practical case studies in order to record and evaluate gerontological phenomena.

• Students derive appropriate interventions based on the care process and evaluate these according to individual needs.

Predominantly activating methods

Continuous assessment

• Basics
  • Definition and importance of psychosocial support
  • Role of the gerontological health and nursing professional
  • Ethical aspects
    • Knowing the psychosocial needs of gerontological patients, residents, customers or clients and understanding their importance
    • Psychosocial challenges (isolation, emotional stress, neglect ...) and ethical conflicts (autonomy vs. care, justice vs. resource distribution, confidentiality vs. information disclosure, cultural differences, etc.)
• Core competencies of gerontological health and nursing care in the psychosocial support of older people
  • Psychosocial interventions
    • Deriving evidence-based nursing interventions from the assessment results
    • Development of care and support plans based on available data and their successful implementation
    • Empowerment in psychosocial support

• Students apply assessment tools confidently, reflect critically on nursing interventions and improve their skills through continuous feedback and reflection.

• Students explain the function of assessment instruments, apply them correctly and correct errors professionally in simulated interdisciplinary teams

• Students are familiar with the psychosocial needs of older people, respond to them empathetically and professionally, recognize problems at an early stage and initiate appropriate interventions, while integrating psychosocial support into their role as gerontological health and nursing staff.

• The students provide advice on care options, help with the selection process, integrate the social environment of those affected into the care process and offer training and support.

• Students reflect on their own boundaries, communicate these clearly within the interdisciplinary team, know when and where to seek support and derive appropriate actions from ethical conflicts in accordance with professional principles.

Mainly activating methods

Continuous assessment

• Definition, types, significance/relevance, areas of application and objectives/limitations/possibilities of assessments in the geriatric setting
• Legal and ethical aspects (distinction between medicine/gerontological health and nursing care, data protection, consent ...)
• Geriatric screening according to Lachs,
• Identification of seniors at risk, geriatric check,
• decubitus ulcers,
• Mini Nutritional Assessment (MNA)
• Frailty Index, Clinical Frailty Scale (CFS)
• Timed-Up-and-Go-Test (TUG),
• Tinetti Test, Morse Fall Scale
• Geriatric Nutritional Risk Index (GNRI)
• Confusion Assessment Method (CAM),
• Delirium Observation Scale (DOS)
• Mini Mental Status Examination (MMSE),
• DemTect,
• Neuropsychiatric Inventory (NPI)
• Geriatric Depression Scale (GDS),
• Nurses' Global Assessment of Suicide Risk (NGASR)
• BESD scale,
• Doloplus-2 scale
• Multidimensional Scale of Perceived Social Support (MSPSS),
• Zarit Burden Interview (ZBI)

• Students understand the basic principles of gerontological assessments and their areas of application, analyze advantages and disadvantages as well as risks, select suitable assessments and apply them in specific nursing situations

• Students are familiar with care phenomena and suitable assessment instruments, identify relevant results from screening examinations and select suitable assessments for further monitoring.

• Students analyze the results of geriatric assessments, interpret their relevance for nursing practice, derive evidence-based interventions and discuss the results in the team as well as with those affected and their social environment.

• Students define their area of competence, carry out tasks independently, reflect on their role in the interdisciplinary team, adapt their communication strategy and coordinate further action.

• Students protect the rights of older people during data collection, reflect on the ethical consequences of inadequate assessments and ensure informed consent when using assessments in care practice.

- Lecture/presentation with activating methods

Continuous assessment: Work assignments with feedback

Discussion rounds

• Frailty
• Instability and falling sickness
• Immobility syndrome
• Failure-to-thrive syndrome (e.g. unintentional weight loss, malnutrition, functional decline, apathy, depression)
• Postural hypotension
• Incontinence
• Internal syndromes (heart failure, COPD, exsiccosis and electrolyte disorders, pneumonia, urinary tract infections and other infections, late-onset diabetic syndrome, PAD, chronic bone and joint diseases)
• Neurological syndromes (cerebrovascular diseases, extrapyramidal motor disorders, communication disorders, dysphagia, dementia)
• Psychiatric syndromes (drive disorders, psychoses, delirium)

• Students recognize geriatric syndromes such as immobility syndrome, frailty, incontinence, pressure sores, chronic pain and sleep disorders, understand their effects and develop appropriate preventive and therapeutic measures.

• Students recognize and explain internal syndromes such as heart failure, COPD, exsiccosis, electrolyte disorders, pneumonia, urinary tract infections, diabetic late-onset syndrome and PAD in elderly patients, discuss them in an interdisciplinary manner and place them in the context of the nursing process.

• Students recognize neurological syndromes such as cerebrovascular diseases, extrapyramidal motor disorders, dysphagia and dementia, discuss them in an interdisciplinary manner and place them in the context of the care process.

• The students identify psychiatric syndromes such as drive disorders, mental illnesses and delirium in elderly patients, discuss them in an interdisciplinary manner and place them in the context of the care process.

• Students master complex health challenges in geriatric patients by recognizing iatrogenic disorders and polypharmacy, nutritional disorders, postural hypotension and communication disorders, exchanging information on these in an interdisciplinary manner and placing them in the context of the nursing process.

Predominantly activating methods

Final exam

• Psychiatric interview
• The nursing process in the psychiatric setting
• Diagnostics in psychiatry and classification systems
• Non-drug therapy methods
• Psychotropic drugs (e.g. phase prophylactics, antidepressants, antipsychotics, anxiolytics, hypnotics, anti-dementia drugs, psychostimulants)
• Organic mental disorders (dementia)
• Addictive disorders
• Schizophrenia
• Affective disorders (manic episodes, bipolar affective disorders, depressive episodes, persistent affective disorders)
• Anxiety disorders (phobias, panic disorders, generalized anxiety disorders)
• Obsessive-compulsive disorders (obsessive thoughts, compulsive actions)
• Stress and adjustment disorders (acute stress disorder, post-traumatic stress disorder, adjustment disorders)
• Dissociative disorders
• Somatoform disorders (somatization disorder, hypochondriacal disorder, somatoform autonomic dysfunction, somatoform pain disorder)
• Sleep disorders (non-organic insomnia, primary hypersomnia, sleep-wake rhythm disorder, parasomnia)
• Sexual disorders (sexual dysfunction, gender identity disorder, sexual preference disorders)
• Personality disorders (Paranoid personality disorder, Schizoid personality disorder, Dissocial/antisocial personality disorder, Emotionally unstable personality disorder, Histrionic personality disorder, Anankastic personality disorder, Anxious/avoidant/self-conscious personality disorder, Dependent/dependent personality disorder, Narcissistic personality disorder, Schizotypal personality disorder)
• Abnormal habits and impulse control disorders (pathological gambling, pyromania, kleptomania, trichotillomania, other abnormal habits and impulse control disorders, abnormal habits and impulse control disorders, unspecified)
• Geriatric psychiatric emergencies (suicidal tendencies or acute self-endangerment, acute endangerment of others, agitated states, hypoactive states, serious adverse effects of psychotropic drugs, intoxications)
• Differential diagnosis, risk factors, types, aetiology, symptoms and nursing diagnoses of geriatric psychiatric disorders
• Crisis intervention
• Measures restricting freedom, sedation
• Ethical challenges, in particular care vs. autonomy
• Legal issues (responsibility, consent to treatment, accommodation law, adult protection law)
• The recovery model.

• Students describe diagnostic criteria and procedures for recognizing geriatric psychiatric illnesses, evaluate symptoms and select suitable nursing interventions.

• Students will explain various therapeutic approaches and treatment options, including pharmacological and non-pharmacological interventions.

• Students develop care plans, apply effective communication strategies, design therapeutic group activities and promote adherence through empowerment, psychoeducation and motivational interviewing.

• Students explain the basic concepts and definitions of geriatric psychiatric disorders.

• Students discuss the ethical and legal framework for dealing with patients with geriatric psychiatric illnesses, are able to apply measures that restrict freedom and liberty, use preventive interventions, use aids and carry out de-escalation management.

Predominantly activating methods

Final exam

• Goals, tasks and guiding principles of family and community-based prevention for geriatric patients
• Primary, secondary and tertiary prevention in a family and community-based context
• Legal framework for prevention in family and community-based settings
• Ethical considerations in the planning and implementation of prevention measures
• Roles in family and community-based prevention for geriatric people
  • Role of those affected
  • Role of relatives and caregivers
  • Role of voluntary organizations
  • Role of health and care facilities
• Prevention approaches in home and community-based settings for older people (such as early detection and prevention of dementia and depression, prevention of social isolation and loneliness, prevention of abuse and neglect)
• Resources and support in the community (such as community-based prevention programs)

• Students describe geriatric people in family and community settings as a vulnerable population group in the context of prevention and identify their specific needs.

• Students apply theoretical prevention models to practical case studies in family and community settings and explain their relevance for these settings.

• Students develop preventive measures taking into account legal and ethical aspects, including the social environment.

• Students differentiate between basic prevention approaches and derive evidence-based primary, secondary and tertiary prevention measures for geriatric people, which can be planned and implemented specifically at a family and community level.

• Students evaluate the effectiveness of preventive measures and make targeted adjustments to optimize them on the basis of evidence-based findings.

• Students recognize the importance of social networks and local resources for family and community-based prevention and integrate them specifically into the planning and implementation of prevention measures.

Predominantly activating methods

Final exam

• Goals, tasks and guiding principles of prevention in acute and long-term care settings for geriatric patients
• Primary, secondary and tertiary prevention in the context of acute and long-term care
• Ethical and legal considerations in the planning and implementation of prevention measures in acute and long-term care settings
• Roles in acute and long-term care prevention for older people
  • Role of those affected
  • Role of the gerontological healthcare and nursing staff
  • Role in the context of interdisciplinary cooperation
  • Role of relatives and caregivers

• Preventive approaches in acute and long-term care settings for geriatric people (such as prophylaxis, avoidance of rehospitalization, prevention of malnutrition)

• Students describe geriatric people in acute and long-term care settings as a vulnerable population group in the context of prevention and identify their specific needs.

• Students apply theoretical prevention models to practical case studies in acute and long-term care settings and explain their relevance for these settings.

• Students differentiate between basic prevention approaches and derive evidence-based primary, secondary and tertiary prevention measures for geriatric patients that can be planned and implemented specifically in acute and long-term care settings.

• Students evaluate the effectiveness of preventive measures and make targeted adjustments to optimize them on the basis of evidence-based findings.

• Students analyze the role of technology in prevention and evaluate the implementation options for older people in acute and long-term care settings.

Predominantly activating methods

Final exam

• Formal, content-related, methodological and structural aspects of the thesis
• Criteria for scientific work and scientific writing skills
• Correct citation according to the guidelines of the Department of Applied Nursing Science
• Finding and specifying a topic
• Literature research and procurement
• Structure of scientific publications with the EMED format and research process
• Standardized evaluation tools for the quality of scientific publications
• Planning a scientific paper and preparing an exposé

• Students master the basic criteria of scientific work.

• Students distinguish between different types of publication, both print and digital media, and discuss their academic quality.

• Students cite correctly according to the guidelines of the Department of Applied Nursing Science.

• Students carry out online literature research on a freely chosen topic in relevant databases and prepare it in a comprehensible form for third parties.

• Students use various standardized assessment instruments to determine academic quality.

• The students evaluate the literature findings obtained through the research with regard to their usefulness for their research topic and scientific quality.

Mainly activating methods with group work, discussion, (peer) feedback, work assignments with feedback, group exercises

Continuous assessment: Immanent performance assessment with the writing of an exposé for the final written examination

• 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)
• Presentation of software programs for quantitative data analysis (SPSS®)

• Students explain the fundamental implications of quantitative research.

• Students describe the quantitative research process and distinguish quality criteria in quantitative research.

• Students name different quantitative research designs in nursing science, including digital software programs for evaluation, and evaluate their application-related advantages and disadvantages.

• Students distinguish between descriptive and inferential statistics and explain these differences with reference to the research process.

Predominantly activating methods

Final exam

• Basics of qualitative research
• Quality criteria of qualitative research
• Overview of qualitative survey methods in nursing science (focus groups, narrative interview, episodic interview, observation)
• Overview of selected qualitative evaluation methods in nursing science (grounded theory, content analysis, thematic analysis)
• Exemplary evaluation of interview excerpts using content analysis methods
• Presentation of software programs for qualitative data analysis (MAXQDA®, ATLAS.ti®)

• Students explain the basic implications of qualitative research.

• Students describe the qualitative research process and distinguish quality criteria in qualitative research.

• Students name different qualitative survey methods in nursing science and discuss their application-related advantages and disadvantages.

• Students name different qualitative survey methods in nursing science and discuss their application-related advantages and disadvantages.

Predominantly activating methods

Final exam

• Central concepts of communication with a focus on "communication in old age"
• Understanding counseling and its role in the healthcare and nursing setting
• Selected counseling approaches (systemic, person-centered, hypnosystemic, understanding counseling)
• Selected nursing phenomena
• Selected methods for dealing with one's own attitude to ageing and transience
• Conversation techniques in context
• Project planning and implementation - selected concepts

• Students are familiar with different counseling approaches in a gerontological context, which can be applied in both individual and group settings.

• The students develop and structure concrete offers (group offers for older people, self-help offers, counseling offers) and implement them.

• When communicating with affected gerontological clients, students differentiate between their own "affectedness" and the needs and phenomena of the clients.

• Students establish a link between the fundamentals of ageing theory and the communication models they have worked on in order to make them usable in practice.

Mix of methods with keynote speeches, guided group exercises, case solutions

Continuous assessment

Definition and practical examples of eCounseling and eHealth methods

Relationship process, e.g. according to Peplau, and the role of the caregiver

Exemplary tools for implementation (ICT, applications and software)

Data protection in the digital field of work

Influence of environmental conditions on health behavior and participation in eCounseling and eHealth services

Preventive and health-promoting services using eCounseling and eHealth; practical examples

Benefits and limitations of eHealth and eCounseling services, e.g. Ambient Assisted Living

Digital health projects and their implementation (e.g. linked care)

Interoperability of systems and data security

Virtual reality (VR) and augmented reality (AR) in health promotion

Health apps and wearables in a gerontological context (Medisafe, Pill Reminder - All in One, Cognifit, Fitbit, Withings Health Mate, Lively Mobile Plus, Doro smartphone apps, Omron HeartGuide, Garmin vívofit, etc.)

Presentation and discussion of current technological trends in healthcare. Critical analysis of current research topics and journal publications in relation to the gerontological context

• Students define and differentiate the terms associated with digital health (eCounseling and eHealth, telemonitoring, teletherapy, teleconference, teleconference, etc.) and their objectives; they also discuss their possible applications in the gerontological setting.

• Students reflect on their role in the relationship process, record the living environment of patients, residents, customers or clients, taking into account the environment, and adapt the care plan and the use of digital support options accordingly.

• Students master the data protection regulations in connection with ICT, use strategies for health promotion and prevention by means of eCounseling and eHealth, consider the objectives, content and measures of eCounseling and eHealth in a differentiated manner and apply them (using exemplary examples) within the scope of the possibilities of patients, residents, customers or clients.

• Students analyze trends and developments in the field of digital health, identify new problem areas in the gerontological setting and develop suggestions for optimization; they discuss the importance and possibilities for implementing digital health measures and projects in the context of gerontological health and nursing care.

Group work, discussion, work assignments with feedback, group exercises, peer feedback, case solutions, problem-based learning...

Continuous assessment

• Introduction to complementary care approaches (e.g. aromatherapy, music therapy) in the gerontological setting
• Cultural aspects of complementary care methods
• Evidence-based application and evaluation of complementary methods in the gerontological setting
• Integration of complementary approaches in palliative care
• Application and limitations of complementary methods in end-of-life care
• Self-care and resilience for care professionals
• Case studies on application in practice

• Students analyze the evidence base of complementary care methods and evaluate their possible applications in the last phase of life.

• Students plan and implement complementary care approaches that contribute to improving the well-being and quality of life of patients, residents, customers or clients.

• Students evaluate the effectiveness of complementary care approaches on the basis of case studies and their integration into existing care concepts.

Predominantly activating methods

Continuous assessment: Project work:

- Presentation of the concept for the integration of complementary care methods (50% of the overall grade).

- Written submission of the concept (50% of the overall grade).

• Principles and practice of palliative care
• Creation and implementation of individual palliative care plans
• Conducting and documenting care dialogues
• Advanced care planning: legal, ethical and communicative aspects
• Interprofessional collaboration and communication
• Implementation and documentation of care dialogues
• Cultural sensitivity in palliative care
• Ethical case discussions and working with ethics committees (Kagawa-Singer & Blackhall, 2001; Lo, 2013; Quill & Miller, 2014; Rogne & McCune, 2014; Solomon et al., 1993)

• Students create and implement palliative care plans that are individually tailored to the needs of patients, residents, clients and their families and are supported by care dialogues.

• Students conduct structured precautionary dialogs that take into account the legal, ethical and cultural aspects of palliative care.

• Students use digital tools for documentation and communication in palliative care and to support preventive care dialogs.

• Students promote interprofessional collaboration through the application of advanced care planning and care dialogs.

Predominantly activating methods

Final exam

• Definition and objectives of health promotion and prevention for older people.
• Impact of health promotion and prevention for older people on the health system.
• Critically examine the interactions between health promotion, disease prevention and their impact on health systems and health policy for older people.
• Health promotion and health care for older people, including roles and international best practice examples.

• Students explain health promotion and prevention for older people and explain their objectives and application in gerontological health and nursing care.

• Students describe health, nursing phenomena and plan, organize and coordinate interventions from the perspective of health promotion for older people.

• Students carry out the tasks of healthcare for older people and describe the effects on the healthcare system and healthcare policy.

• Students explain health promotion and prevention for older people in the context of public health and in acute and long-term care settings and implement these aspects.

Predominantly activating methods

Final exam

• Definition and concepts of health, illness, quality of life and well-being in old age
• Fundamentals of family theories and their concepts in relation to geriatric people
• Goals, areas of responsibility and guiding principles of health promotion and prevention for the older generation
• Prevention approaches for older people
• Actors in community health promotion for older people
• Models for health promotion and prevention (e.g. community readiness model) and their applicability to the problems and needs of the older generation
• Definition and concepts of health, illness, quality of life and well-being in old age
• Fundamentals of family theories and their concepts in relation to older people
• Goals, areas of responsibility and guiding principles of health promotion and prevention for the older generation
• Prevention approaches for older people
• Actors in community health promotion for older people
• Models for health promotion and prevention (e.g. community readiness model) and their applicability to the problems and needs of the older generation
• Best practice models from practice for older people

• Students describe and identify geriatric people and their relatives as a vulnerable population group in the context of health promotion and prevention.

• Students plan, coordinate and organize the care of older people across the various levels of care.

• The students recognize and name situations that are overstraining and stressful for geriatric patients and plan, organize and accompany necessary measures.

• Students describe empowerment and participation of older people through collaborative learning incentives at community level, taking into account the social network.

Predominantly activating methods

Final exam

• Introduction to primary, secondary and tertiary prevention and their application in the field of suicide and violence prevention.
• Importance and role of health promotion in strengthening the resilience of people who have experienced suicide or violence.
• Differences and similarities between the concepts of health promotion and prevention and their application in the context of suicide and violence prevention
• Promoting the individual health literacy of those affected in order to strengthen their self-care and act preventively against further experiences of violence.
• Development of measures aimed at individual victims or population groups with experience of suicide or violence in order to improve their health literacy.
• Application of health-promoting measures in the aftercare of those affected in order to ensure their long-term mental and physical health.
• Analysis of special needs in hospitals, care facilities, home care and support as well as in geriatric facilities and services.
• Strategies for implementing violence and suicide prevention in specific facilities and for specific target groups.
• Primary, secondary and tertiary prevention measures in the respective settings.

• Students are familiar with the concepts of prevention and health promotion in connection with suicide and violence prevention, recognize their differences and similarities and explain their relevance to the prevention of suicide and violence.

• Students identify and implement health promotion strategies aimed at improving the health literacy of individuals in the context of suicidal or violent experiences.

• Students analyze strategies for suicide and violence prevention in various settings (hospital, nursing home, home care and other geriatric settings), taking into account the levels of prevention.

• Students develop a preventive or aftercare strategy for the prevention of suicide or violence and for the aftercare of victims and witnesses.

Predominantly activating methods

Continuous assessment

• Multimorbidity and chronic diseases in old age
• Resilience in the chronically ill in old age
• Social determinants of health in old age
• Cultural and demographic factors in old age
• Health literacy (health competence) in old age

• Students recognize multiple chronic diseases and their complex interactions, develop interdisciplinary prevention strategies and implement them.

• Students develop resilience support programs for people with chronic illnesses and evaluate their effectiveness.

• Students analyze the social determinants of health in chronically ill and vulnerable population groups and design targeted prevention measures.

• Students adapt prevention and health promotion strategies to the cultural, demographic and social characteristics of population groups with chronic diseases and evaluate their effectiveness.

• Students develop and implement programs to increase health literacy in people with chronic illnesses in order to improve their self-care.

• Students initiate and coordinate community-based support networks that are specifically geared towards the needs of people with chronic illnesses and their families.

Predominantly activating methods

Final exam

• Professional internship (practical learning phase) in mobile, municipal or institutionalized care facilities for older people
• Supervision
• Problem-based reflection processes through either:
  • Writing a reflection report through a gerontological or gerontopsychiatric case analysis, where the entire care process is mapped for a person receiving care or
  • Planning, implementation and evaluation of a counselling or educational sequence as part of an individualized, group or population-based health promotion and prevention measure for older people.

• Students implement the care process professionally in a gerontological and gerontopsychiatric setting, reflect on their role, discuss current challenges and areas of potential, and derive future research and action requirements with reference to the current social situation.

• Students identify needs and levels of approach in the course of health promotion and prevention for older people and their relatives at an individual, family or population-related level and discuss appropriate strategies.

Work placement (practical learning phase), problem-based learning, individual work, discussion, (peer) feedback,

Continuous assessment: Work placement (practical learning phase), problem-based learning, individual work, discussion, (peer) feedback,

• Formal, content-related, methodological and structural aspects of the thesis
• Guidelines for writing academic theses in the Department of Applied Nursing Science
• Students draw on the skills acquired in the Nursing Science 1 module and independently implement the following steps to design their thesis:
  • Developing and narrowing down a workable and topic-specific question
  • Carrying out a systematic literature search
  • Identification and procurement of necessary topic-specific scientific literature
  • Critical evaluation of literature findings
  • Conception of a written thesis according to scientific criteria and the guidelines of the Department of Applied Nursing Science

• Students write a thesis that meets academic standards and the formal requirements of the Department of Applied Nursing Science.

• The students present the results of their final thesis in an informative way, referring to the current social situation and thus identifying future needs for research and action in the context of nursing science and professional gerontological health and nursing care.

Individual work with feedback discussions in the accompanying seminar

Final exam: Final examination through the completion of a written thesis

• Presentation of the key points of the thesis
• Examination interview and proof of in-depth knowledge of a topic relevant to the thesis
• Cross-references to gerontological, psychogeriatric health and nursing care as well as health promotion and prevention of older population groups from a nursing science perspective

• Students create a final presentation that presents the key messages in a coherent, coherent and informative way and integrate the knowledge gained from it into the professional argumentation framework of gerontological health and nursing care.

• During the examination discussion, students link relevant references to gerontological health and nursing care as well as health promotion and prevention for older population groups and derive the framework for action and for their professional nursing practice in the gerontological setting - with reference to nursing science.

Final exam: Commissioned final examination