Academic Expert Program,

Gerontological Health Care and Nursing

Gerontological Health Care and Nursing

part-time

 
 

Gerontological Health Care and Nursing

The academic expert program Gerontological Health Care and Nursing prepares you for a specialized role in geriatric health care. It focuses on the topics of integrated care models, geriatric syndromes, gerontopsychiatric diseases, psychogeriatric Health Care and Nursing, and psychosocial support.

Department
Applied Nursing Science
Thema
Quality of life

Highlights

  • Active participation in shaping gerontological health care and nursing as an independent field of expertise

  • Expanded expertise in health promotion and prevention as well as in gerontological and gerontopsychiatric health care and nursing

  • Focus on applied nursing research and epidemiology

  • Acquisition of the ability to prescribe medical devices for the first time by certified health and nursing professionals (DGKP) in accordance with § 15a GuKG. This qualification is offered in cooperation with the Austrian Health Care and Nursing Association (ÖGKV).

  • complies with the guidelines of the ÖGKV PFP®

     

    Facts

    Final degree

    Academic Expert in Gerontological Health Care and Nursing

    Duration of course
    2 semesters
    Organisational form
    part-time

    Tuition fee

    once payment € 6.300,-1

    + ÖH contribution + costs for optional additional services, if applicable2 / semester

    ECTS
    60 ECTS
    Language of instruction
    German

    Currently no application possible

    Study places

    22

    1 Alternative modell in semester installments € 3.300,– per semester. 
    2 The costs depend on the additional services selected from the University of Applied Sciences Campus Vienna, such as work clothing, licenses, tutorials, or excursions.

    Before the studies

    You are already working in the higher service for health care and nursing and would like to deepen your skills in geriatric and gerontopsychiatric care. Your goal is to take on a key role in geriatric care and use your expertise to help optimize the quality of treatment and care. In addition, your focus is on the evidence-based further development of nursing standards and the promotion of health prevention and promotion in a gerontological context. You are seeking to deepen your research skills in the areas of epidemiological monitoring, data-based care analyses, and scientifically sound geriatric health care and nursing.

    Relevant admission requirement

    For admission, you need

    • a completed bachelor's degree with professional qualification in health care and nursing or
    • an equal or higher degree from a domestic or foreign post-secondary or tertiary educational institution in nursing and health sciences, or
    • a diploma in general health care and nursing or pediatric and adolescent care or psychiatric health care and nursing

    If you submit a diploma, you must also have proof of 

    • a general university entrance qualification, proven by an
      • Austrian secondary school leaving certificate (AHS, BHS, higher education entrance qualification) or
      • certificate of a limited higher education entrance qualification confirming eligibility to study in the relevant field of study or
      • equivalent foreign certificate
    • or, alternatively, relevant additional examinations in English and German.

    A defined level of professional experience is not required. Both first-time entrants and those switching in health care and nursing can apply.

    Language requirements for admission

    The required language level according to the Common European Framework of Reference for Languages (CEFR) is at least

    • German - level B2.

    Wird keiner dieser Nachweise vorgelegt, behalten wir uns vor, Ihre Sprachkenntnisse im Zuge des Aufnahmegesprächs zu überprüfen.

    Legalization of foreign documents

    Applicants may require legalization of documents from countries other than Austria in order for them to have the evidential value of domestic public documents. Information on the required legalizations can be found here in PDF format.

    Translation of your documents

    For documents that are neither in German nor English, a translation by a sworn and court-certified interpreter is required. Your original documents should have all the necessary legalization stamps before translation so that the stamps are also translated. The translation must be firmly attached to the original document or a legalized copy.

    Online application - uploading documents

    As part of your online application, upload scans of your original documents including all required legalization stamps. For documents not issued in German or English, scans of the corresponding translations must also be uploaded. The head of the study program decides on the equivalence of international (higher) education qualifications. Therefore, your documents can only be checked as part of the ongoing application process.

    Your path to studying at Hochschule Campus Wien (HCW) begins with your registration on our application platform. In your online account, you can start your application directly or activate a reminder if the application phase has not yet started.

    Documents for your online application

    Proof of identity

    • passport or
    • identity card or
    • Austrian driving license (proof of citizenship required) or
    • residence permit (proof of citizenship required)

    Change of name - proof

    • e.g. marriage certificate - only required if your current name does not match the name on your proof of identity or on the documents required to prove the admission requirements

    Proof of fulfillment of the relevant admission requirement

    • bachelor's degree in Health Care and Nursing 

      or

    • diploma in general health care and nursing, psychiatric health care and nursing, or pediatric and adolescent nursing (including diploma certificate) and
      • Austrian secondary school leaving certificate (AHS, BHS, higher education entrance qualification) or
      • certificate of a limited higher education entrance qualification for the relevant field of study or
      • equivalent foreign certificate or
      • proof of successful completion of additional examinations in English and German (or German subject-specific thesis) 

    Proof of language skills German B2

    For admission, German language skills of at least level B2 of the Common European Framework of Reference for Languages (CEFR) must be provided.

    The following applies as proof:

    • secondary school leaving certificate from a German-language school
    • completion of at least three years of studies in German
    • supplementary examination pre-study course - German B2
    • German certificate (not older than 3 years), for example:
      • Austrian German Language Diploma: ÖSD Certificate B2
      • Goethe Institute: Goethe Certificate B2
      • telc: German B2
      • German language test for university admission for foreign applicants: DSH-2
      • German Language Diploma of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany: DSD II
      • Test of German as a foreign language (Test DaF): Level TDN 4 in all parts
      • Language Center of the University of Vienna: Course and successfully passed exam at level B2

    Proof of a higher language level is also valid.

    Curriculum vitae in tabular form in German

    Letter of motivation in English

    Legalizations and translations, if applicable

    • see tab “Foreign documents and degrees” above

    Your application is valid once you have completely uploaded the required documents. If you do not have all the documents at the time of your online application, please submit them immediately upon receipt by email to the administration of your study program (see section “Contact”).

    After completing your online application, you will receive an email confirmation with information on the next steps.

    • The admissions procedure consists of two stages. The first stage is your online application. The documents submitted will be reviewed to determine if all the formal admission requirements are fulfilled. The second stage is an admission interview, in which we would like to learn more about your motives, skills and knowledge.
    • Applicants with only a diploma are required to attend the preparatory course for nursing science and research in order to make up for the scientific work and ensure their knowledge is at the same level as the other participants. This course is offered for students free of charge at Hochschule Campus Wien (content only available in German).

    Do you still have questions about the study program?

    Make an appointment with our administration office phcn@hcw.ac.at and you will receive a personal consultation via Zoom with Head of the Academic Course.

    During the studies

    Hochschule Campus Wien (HCW) is now the largest university of applied sciences for nursing and health sciences in Austria. We were the first university of applied sciences in Austria to launch the bachelor's degree program Health Care and Nursing more than 15 years ago, and we have continuously built up a large network in the health sector. Our students benefit from this network and from our many years of teaching expertise. Our cooperation partners also include the University of Vienna, with which we collaborate as part of a teaching network.

    Important educational partners include the Vienna Healthcare Group, the Vinzenz Group, and the Barmherzige Brüder, with whom we jointly offer the bachelor's degree program Health Care and Nursing.

    With our master's programs (continuing education) Advanced Nursing Counseling, Advanced Nursing Education, and Advanced Nursing Practice (focus on nursing management) we cover a broad spectrum of advanced qualifications for the higher service for health care and nursing.

    In addition to teaching, we are actively involved in research and development. R&D projects at the Center for Applied Nursing Research offer you the opportunity to learn about application-oriented research in practice.

    The program in continuing education is designed so that you can continue to work while studying. This allows you to immediately transfer what you have learned to your field of practice.

    The program has four main areas of focus:

    1. Gerontological health care and nursing
      • Focus areas: discourses on aging, integrated care models, quality of life in old age
    2. Psychogeriatric health care and nursing
      • Focus areas: psychosocial support, gerontological assessments, geriatric diseases
    3. Health promotion and prevention in a gerontological setting
      • Focus areas: health promotion and prevention in family, community, and in-patient settings, suicide and violence prevention
    4. Applied nursing science and nursing research
      • Focus areas: scientific work, qualitative and quantitative research, reflective practice

    These modules integrate theoretical and practical learning methods and prepare you for a key role in geriatric health care and nursing.
     

    Module Discourse on Aging and Integrated Care
    2.5 SWS
    5 ECTS
    Theories and Models of Aging  | ILV

    Theories and Models of Aging  | ILV

    1 SWS   2 ECTS

    Content

    • 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.

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    Backes, G., & Clemens, W. (1998). Lebensphase Alter: Eine Einführung in die sozialwissenschaftliche Alternsforschung. Juventa-Verlag.

    Bauer, J. M., Becker, C., Denkinger, M. D., & Wirth, R. (Hrsg.). (2024). Geriatrie: Das gesamte Spektrum der Altersmedizin für Klinik und Praxis (1. Auflage). Verlag W. Kohlhammer.

    Endreß, M. (2012). Soziologische Theorien kompakt. Oldenbourg.

    Fernández-Ballesteros, R., Benetos, A., & Robine, J.-M. (2019). The Cambridge handbook of successful aging. Cambridge university press.

    Hien, P., Pilgrim, R. R., & Neubart, R. (2013). Moderne Geriatrie und Akutmedizin: Geriatrisch-internistische Strategien in Notaufnahme und Klinik. Springer Verlag.

    Matolycz, E. (2016). Pflege von alten Menschen (2. Auflage). Springer Verlag.

    Pfaller, L., & Schweda, M. (Hrsg.). (2024). “Successful Aging”? Leitbilder des Alterns in der Diskussion. Springer VS.

    Steidl, S., & Nigg, B. (2014). Gerontologie, Geriatrie und Gerontopsychiatrie: Ein Lehrbuch für Pflege- und Gesundheitsberufe (4., überarb. Aufl). Facultas.wuv.

    Wahl, H.-W., Tesch-Römer, C., & Ziegelmann, J. P. (Hrsg.). (2012). Angewandte Gerontologie: Interventionen für ein gutes Altern in 100 Schlüsselbegriffen. (2., vollst. überarb. und erw. Aufl). Verlag W. Kohlhammer.

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Setting-Specific Structures and Integrated Care Models  | ILV

    Setting-Specific Structures and Integrated Care Models  | ILV

    1.5 SWS   3 ECTS

    Content

    • 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.

    Teaching method

    Predominantly activating methods

    Examination

    Continuous assessment

    Literature

    Bachner, F., Bobek, J., Habimana, K., Ladurner, J., Lepuschütz, L., Ostermann, H., ... & Winkelmann, J. (2019). Das österreichische Gesundheitssystem. Akteure, Daten, Analysen.

    Hofmarcher, M. M., & Rack, H. M. (2006). Gesundheitssysteme im Wandel. Österreich. European Observatory on Health Systems and Policies. MWV Medizinisch Wissenschaftliche Verlagsgesellschaft Berlin.

    Kraus, M. (2014). Institut für Höhere Studien (IHS), Wien. Research Report.

    Laimböck, M. (2009). Die Zukunft des österreichischen Gesundheitssystems: Wettbewerbsorientierte Patientenversorgung im internationalen Vergleich. Springer Verlag.

    Lausch, A. P. (2018). Organisation und Betriebführung im Gesundheitswesen: Für Pflege- Gesundheits- und Sozialberufe (8., überarbeitete Auflage). Facultas Verlag.

    Pöttler, G. (2020). Gesundheitswesen in Österreich: Organisationen, Leistungen, Finanzierung und Reformen übersichtlich dargestellt (3. überarbeitete Auflage [inkl. Gesundheits-und Sozialversicherungsreform 2019]). Goldegg Verlag.

    Rathmann, K., Dadaczynski, K., Okan, O., & Messer, M. (Hrsg.). (2023). Gesundheitskompetenz: Mit 132 Abbildungen und 94 Tabellen. Springer Verlag.

    Schroeder, K. (Hrsg.). (2013). Sustainable healthcare. John Wiley & Sons.

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Module Quality of Life in Old Age
    2.5 SWS
    5 ECTS
    Quality of Life  | ILV

    Quality of Life  | ILV

    1.5 SWS   3 ECTS

    Content

    • 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.)

    Teaching method

    Predominantly activating methods

    Examination

    Continuous assessment

    Literature

    • Wolfersdorf, M., Etzersdorfer, E. (2022). Suizid und Suizidprävention. Ein Handbuch für die medizinische und psychosoziale Praxis.  Kohlhammer Verlag.
    • Hurrelmann, K., Klotz, T., & Haisch, J. (2018). Referenzwerk Prävention und Gesundheitsförderung: Grundlagen, Konzepte und Umsetzungsstrategien. Hogrefe Verlag.
    • Reitinger, E., Vedder, U., Chiangong, P. (2018). Alter und Geschlecht. Soziale Verhältnisse und kulturelle Repräsentationen. Springer Verlag.
    • Schirra-Weirich, L., Wiegelmann, H. (2016). Altern und Teilhabe. Herausforderung für Individuum und Gesellschaft. Barbara Budrich Verlag

    Studien:

    Bouman, W. P., Arcelus, J., & Benbow, S. M. (2006). Nottingham study of sexuality & ageing (NoSSA I). Attitudes regarding sexuality and older people: A review of the literature. Sexual and Relationship Therapy, 21(2), 149–161. doi.org/10.1080/14681990600618879

    Gewirtz-Meydan, A., Hafford-Letchfield, T., Ayalon, L., Benyamini, Y., Biermann, V., Coffey, A., Jackson, J., Phelan, A., Voß, P., Geiger Zeman, M., & Zeman, Z. (2019). How do older people discuss their own sexuality? A systematic review of qualitative research studies. Culture, Health & Sexuality, 21(3), 293–308. doi.org/10.1080/13691058.2018.1465203

    Hughes, M. (2018). Health and well being of lesbian, gay, bisexual, transgender and intersex people aged 50 years and over. Australian Health Review, 42(2), 146. doi.org/10.1071/AH16200

    Johnson, B. K. (2013). Sexually Transmitted Infections and Older Adults. Journal of Gerontological Nursing, 39(11), 53–60. doi.org/10.3928/00989134-20130918-01

    Kneale, D., Henley, J., Thomas, J., & French, R. (2021). Inequalities in older LGBT people’s health and care needs in the United Kingdom: A systematic scoping review. Ageing and Society, 41(3), 493–515. doi.org/10.1017/S0144686X19001326

    Reimers, E. (2006). Merryn Gott (2005). Sexuality, Sexual Health and Ageing. Berkshire: Open University Press, 176 pp. ISBN 0-335-21018- X (pbk). International Journal of Ageing and Later Life, 1(1), 119–122. doi.org/10.3384/ijal.1652-8670.0611119

    Simpson, P., Horne, M., Brown, L. J. E., Wilson, C. B., Dickinson, T., & Torkington, K. (2017). Old(er) care home residents and sexual/intimate citizenship. Ageing and Society, 37(2), 243–265. doi.org/10.1017/S0144686X15001105

    Goffman, E. (2020). Stigma: Über Techniken der Bewältigung beschädigter Identität (F. Haug, Übers.; 25. Auflage). Suhrkamp.

    Pachankis, J. E., & Bränström, R. (2018). Hidden from happiness: Structural stigma, sexual orientation concealment, and life satisfaction across 28 countries. Journal of Consulting and Clinical Psychology, 86(5), 403–415. doi.org/10.1037/ccp0000299

    McCormack, B., & McCance, T. (Hrsg.). (2017). Person-centred practice in nursing and health care: Theory and practice (Second edition). Wiley Blackwell.

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    A | ILV

    A | ILV

    1 SWS   2 ECTS

    Content

    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

    Teaching method

    Predominantly activating methods

    Examination

    Continuous assessment

    Literature

    Wisniewski, R. (2021). Phänomene und Perspekiven des Alterns. Philisophische, psychologische und sozioökonomische Reflexionen. LIT Verlag.

    Kolland, F., Amann, A. (2014). Das erzwungene Paradies des Alters? Weitere Fragen an eine kritische Gerontologie. Springer Verlag

    Kürsten, K., Kautz, H., Brandenburg, K. (2022). Gerontologie kompakt. Kurzlehrbuch für professionelle Pflege und soziale Arbeit. Hogrefe Verlag.

    Nelson, T. (2017). Ageism. Stereotyping and Prejudice against older persons. MIT Press Verlag.

    Fellgiebel, A., Hautzinger, M. (2017). Altersdepression. Ein interdisziplinäres Handbuch. Springer Verlag.

    Kießig, S., Möde, E. (2024). Einsamkeit im Alter. Facetten, Konzeptionen und Praxisfelder. Herder Verlag.

    Ewers, A., Gnass, I., Nestler, N., Schüßler, N., Sirsch, E. (2022). Kompendium Schmerz.  Hogrefe Verlag.

    Wolter, D. (2016). Schmerzen und Schmerzmittelanhängigkeit im Alter. Die gerontopsychiatrische Perspektive. Kohlhammer Verlag.

    Studien:

    Barreira, L. F., Paiva, A., Araújo, B., & Campos, M. J. (2023). Challenges to Systems of Long-Term Care: Mapping of the Central Concepts from an Umbrella Review. International Journal of Environmental Research and Public Health, 20(3), 1698. doi.org/10.3390/ijerph20031698

    Beard, J. R., Officer, A., De Carvalho, I. A., Sadana, R., Pot, A. M., Michel, J.-P., Lloyd-Sherlock, P., Epping-Jordan, J. E., Peeters, G. M. E. E. (Geeske), Mahanani, W. R., Thiyagarajan, J. A., & Chatterji, S. (2016). The World report on ageing and health: A policy framework for healthy ageing. The Lancet, 387(10033), 2145–2154. doi.org/10.1016/S0140-6736(15)00516-4

    Czaja, S. J., Boot, W. R., Charness, N., & Rogers, W. A. (2019). Designing for Older Adults: Principles and Creative Human Factors Approaches (3. Aufl.). CRC Press. doi.org/10.1201/b22189

    Marmot, M. G., & Wilkinson, R. G. (Hrsg.). (2011). Social determinants of health (2. ed., reprinted). Oxford Univ. Press.

    Salanova, M., Llorens, S., & Cifre, E. (2013). The dark side of technologies: Technostress among users of information and communication technologies. International Journal of Psychology, 48(3), 422–436. doi.org/10.1080/00207594.2012.680460

    Stone, R. I. (2004). The Direct Care Worker: The Third Rail of Home Care Policy. Annual Review of Public Health, 25(1), 521–537. doi.org/10.1146/annurev.publhealth.25.102802.124343

    Taylor, R. (2011). Ageing, health and innovation: Policy reforms to facilitate healthy and active ageing in OECD countries. In OECD, Health Reform (S. 37–79). OECD. doi.org/10.1787/9789264122314-5-en

    Vullnetari, J. (o. J.). ALBANIAN MIGRATION AND DEVELOPMENT: STATE OF THE ART REVIEW.

    Warnes, A. M., Friedrich, K., Kellaher, L., & Torres, S. (2004). The diversity and welfare of older migrants in Europe. Ageing and Society, 24(3), 307–326. doi.org/10.1017/S0144686X04002296

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Module E
    2.5 SWS
    5 ECTS
    P | ILV

    P | ILV

    1 SWS   2 ECTS

    Content

    • 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

    Teaching method

    Mainly activating methods

    Examination

    Continuous assessment

    Literature

    Al-Abtah, J., & Baumgärtel, F. (2015). I care Pflege. Georg Thieme Verlag

    Schilder, V., Bauer, M., & Dichter, M. (2018). Menschen mit Demenz: Ein interdisziplinäres Praxisbuch: Pflege, Betreuung, Anleitung von Angehörigen (1. Auflage). Kohlhammer Verlag.

    Schossmaier, G. (2019). Psychosoziale Pflege: Grundlagen - Modelle - Interventionen. Facultas Verlag.

    Steidl, S., & Nigg, B. (2014). Gerontologie, Geriatrie und Gerontopsychiatrie: Ein Lehrbuch für Pflege- und Gesundheitsberufe (4., überarb. Aufl.). Facultas Verlag.

    Vitek, D. (2020). Gerontologische und gerontopsychiatrische Gesundheits- und Krankenpflege: Ein Lehrbuch für Pflegeberufe. Facultas Verlag.

     

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Gerontologische Assessments | ILV

    Gerontologische Assessments | ILV

    1.5 SWS   3 ECTS

    Content

    • 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)

    Teaching method

    - Lecture/presentation with activating methods

    Examination

    Continuous assessment: Work assignments with feedback

     

    Discussion rounds

    Literature

    • Al-Abtah, J., & Baumgärtel, F. (2015). I care Pflege. Georg Thieme Verlag
    • Frohnhofen, H., Pantel, J. (Series Ed.), & Püllen, R. (Series Ed.). (2021). Geriatrisches Assessment: Grundlagen und Handlungsanweisungen für die Praxis (Altersmedizin in der Praxis). Elsevier.
    • Gunzelmann, T., Kuhlmey, A., Lautenschläger, M., & Kolb, G. (Eds.). (2005). Gerontologische Diagnostik und Assessment (1. Aufl.). Kohlhammer Verlag.
    • Hager, K. (Ed.), & Krause, O. (Ed.). (2021). Elsevier Essentials Geriatrie: Das Wichtigste für Ärztinnen und Ärzte aller Fachrichtungen. Elsevier.
    • Vitek, D. (2020). Gerontologische und gerontopsychiatrische Gesundheits- und Krankenpflege: Ein Lehrbuch für Pflegeberufe. Facultas Verlag.

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Module A
    2.5 SWS
    5 ECTS
    Multimorbidität und geriatrische Syndrome | ILV

    Multimorbidität und geriatrische Syndrome | ILV

    1 SWS   2 ECTS

    Content

    • 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)

     

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    Attanasio, P., Bahrmann, A., Baron, R., Bartels, C., Becher, K., Becker, L., ... & Schneider, N. (2024). Geriatrie: das gesamte Spektrum der Altersmedizin für Klinik und Praxis. Stuttgart: Kohlhammer Verlag.

    Vitek, D. (2020). Gerontologische Pflege: Lehrbuch für Pflegeberufe. Wien: Facultas.

    Huhn, S. (Ed.). (2020). Leitfaden Geriatrie Pflege: Interprofessionelles Arbeiten in Medizin, Pflege, Physiotherapie. Elsevier Health Sciences.

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Gerontopsychiatrische Erkrankungen | ILV

    Gerontopsychiatrische Erkrankungen | ILV

    1.5 SWS   3 ECTS

    Content

    • 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.

     

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    van Elst, L. T., Schramm, E., Berger, M., Agyemang, A., Angenendt, J., Antes, G., ... & Batra, A. (2024). Psychiatrie und Psychotherapie: Klinik und Therapie psychischer Erkrankungen. München: Elsevier.

    Bloom, B. S. (2010). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.Laux, G., & Dietmaier, O. (2020). Praktische Psychopharmakotherapie (7. Auflage). München: Elsevier.

    Sauter, D., Needham, I., Abderhalden, C., & Wolff, S. (Eds.). (2023). Lehrbuch Psychiatrische Pflege. Göttingen: Hogrefe AG.

    Sauter, D., Ahrens, R., Needham, I., & Wolff, S. (2011). Lehrbuch psychiatrische Pflege (3., vollst. überarb. und erw. Aufl). Bern: Huber.

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Module Prevention
    2.5 SWS
    5 ECTS
    Prävention im familien- und gemeindenahen Setting | ILV

    Prävention im familien- und gemeindenahen Setting | ILV

    1 SWS   2 ECTS

    Content

    • 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)

     

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    • Diegmann-Hornig, K., & Jurgschat-Geer, H. (2023). Pflegegutachten:​Lehrbuch für Sachverständige und Gutachter in der Pflege. (2nd ed.). Bern: Hogrefe.
    • Friedemann, M.-L., & Köhlen, C. (2018). Familien- und umweltbezogene Pflege. Die Theorie des systemischen Gleichgewichtes (4th ed.). Bern: Hogrefe.
    • Hurrelmann, K., Klotz, T., & Haisch, J. (2018). Referenzwerk Prävention und Gesundheitsförderung: Grundlagen, Konzepte und Umsetzungsstrategien (5th ed.). Bern: Hogrefe.
    • Mir, E., Penz, H., & Dorner, T. (2019). Settings der Gesundheitsförderung und Prävention für Menschen mit Demenz. In D. Gebhard & E. Mir (Hrsg.), Gesundheitsförderung und Prävention für Menschen mit Demenz (S. 123-145). Berlin, Heidelberg: Springer.
    • Steinbach, A. (2022). Gesundheitsförderung und Prävention für Pflege- und andere Gesundheitsberufe (6th ed.). Wien: Facultas.
    • Tanios, A., Braunegger-Kallinger, G., Loder, C., & Renner, A. (2017). Gesundheitsförderung in Gemeinden – Evidenz und Good Practice. Wien: Gesundheit Österreich GmbH.

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Prävention im Akut- und Langzeitpflegesetting | ILV

    Prävention im Akut- und Langzeitpflegesetting | ILV

    1.5 SWS   3 ECTS

    Content

    • 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)

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    • Hurrelmann, K., Klotz, T., & Haisch, J. (2018). Referenzwerk Prävention und Gesundheitsförderung: Grundlagen, Konzepte und Umsetzungsstrategien (5th ed.). Bern: Hogrefe.
    • Mir, E., Penz, H., & Dorner, T. (2019). Settings der Gesundheitsförderung und Prävention für Menschen mit Demenz. In D. Gebhard & E. Mir (Hrsg.), Gesundheitsförderung und Prävention für Menschen mit Demenz (S. 123-145). Berlin, Heidelberg: Springer.
    • Steinbach, A. (2022). Gesundheitsförderung und Prävention für Pflege- und andere Gesundheitsberufe (6th ed.). Wien: Facultas.

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Module Nursing Science 1
    2.5 SWS
    5 ECTS
    Wissenschaftliches Arbeiten | ILV

    Wissenschaftliches Arbeiten | ILV

    0.5 SWS   1 ECTS

    Content

    • 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

    Teaching method

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

    Examination

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

    Literature

    Eco, U. (2010). Wie man eine wissenschaftliche Abschlussarbeit schreibt. Doktor-, Diplom- und Magisterarbeit in der Geistes- und Sozialwissenschaften (13th ed.). Wien: Facultas WUV.

    Döring, N. & Bortz, J. (2016). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (5th ed.). Berlin Heidelberg: Springer. 

    Mayer, H. (2022). Pflegeforschung anwenden: Elemente und Basiswissen für Studium und Weiterbildung (5th ed.). Wien: Facultas WUV.

    Mayer, H., Raphaelis, S., & Kobleder, A. (2023). Literaturreviews für Gesundheitsberufe - Recherchieren - Bewerten - Erstellen (2nd ed.). Facultas. 

    Panfil, E.-M. (2017). Wissenschaftliches Arbeiten in der Pflege. Lehr- und Arbeitsbuch für Pflegende (3rd ed.). Bern: Hogrefe.

    Teaching language

    Deutsch

    0.5 SWS
    1 ECTS
    Quantitative Forschung und Statistik | ILV

    Quantitative Forschung und Statistik | ILV

    1.5 SWS   3 ECTS

    Content

    • 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®)

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    Döring, N. & Bortz, J. (2016). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (5th ed.). Berlin Heidelberg: Springer. 

    LoBiondo-Wood, G. & Haber, J. (2005). Pflegeforschung. Methoden, Bewertung, Anwendung (2nd ed.). München: Urban & Fischer

    Mayer, H. (2022). Pflegeforschung anwenden: Elemente und Basiswissen für Studium und Weiterbildung (6th ed.). Wien: Facultas WUV.

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Qualitative Forschung | ILV

    Qualitative Forschung | ILV

    0.5 SWS   1 ECTS

    Content

    • 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®)

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    Döring, N. & Bortz, J. (2016). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (5th ed.). Berlin Heidelberg: Springer. 

    LoBiondo-Wood, G. & Haber, J. (2005). Pflegeforschung. Methoden, Bewertung, Anwendung (2nd ed.). München: Urban & Fischer

    Mayer, H. (2022). Pflegeforschung anwenden: Elemente und Basiswissen für Studium und Weiterbildung (6th ed.). Wien: Facultas WUV.

    Teaching language

    Deutsch

    0.5 SWS
    1 ECTS

    Module Interaction and Communication
    2.5 SWS
    5 ECTS
    Communication and Counseling | ILV

    Communication and Counseling | ILV

    1 SWS   2 ECTS

    Content

    • 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

    Teaching method

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

    Examination

    Continuous assessment

    Literature

    Burkhart B. et al. (Hrsg) (2006). Verstehende Beratung alter Menschen. S. Roderer-Verlag.

    Kitwood T. & Brooker D. (Hrsg) (2022). Demenz. Hogrefe Verlag.

    Mollenhammer R. & Meier zu Verl C. (Hrsg.) (2023). Interaktion und Kommunikation im Alter. Velbrück Verlag.

    Sauter et al. (2023). Lehrbuch Psychiatrische Pflege. Hogrefe Verlag.

    Schmidt G. (2022). Einführung in die hypnosystemische Therapie und Beratung. Carl Auer Verlag.

    Vogt M. (Hrsg.) (2014). Lebens- und Bedarfslagen im Alter. ZIEL-Verlag.

    Freidrich-Hett T. et al. (Hrsg) (2024). Systemisches Arbeiten mit älteren Menschen. Carl Auer Verlag.

     

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Digital Health | ILV

    Digital Health | ILV

    1.5 SWS   3 ECTS

    Content

    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

    Teaching method

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

    Examination

    Continuous assessment

    Literature

    Bundesministerium für Soziales, Gesundheit, Pflege und Konsumentenschutz: eHealth in Österreich. Online: www.sozialministerium.at/Themen/Gesundheit/eHealth/eHealth-in-Oesterreich.html [4.6.2020]

    Bundesministerium für Soziales, Gesundheit, Pflege und Konsumentenschutz (Hrsg.): Rahmenrichtlinie für die IT-Infrastruktur bei der Anwendung von Telemonitoring. Wien, 2018.

    Marx, G., Rossaint, R., & Marx, N. (2020). Telemedizin: Grundlagen und praktische Anwendung in stationären und ambulanten Einrichtungen. Springer Verlag.

    Bartmann, F. J., Breitschwerdt, R., Dierks, C., Pohl, A. L., Riggert, W., Lehr, B., ... & Zippel-Schultz, B. (2018). Praxisbuch eHealth: von der Idee zur Umsetzung. Kohlhammer Verlag.

    D’Onofrio, S. (2022). Der digitale Wandel im Gesundheitswesen. HMD Praxis der Wirtschaftsinformatik, 59(6), 1448-1460.

    Haslinger-Baumann, E., Werner, F., Zeidler, D., Galanos, T., & Nopp, K. (2022). Linked Care: Mit IKT die Zusammenarbeit verbessern. Pflegezeitschrift, 75, 58-61.

    Studien:

    Molinari-Ulate M, Mahmoudi A, Parra-Vidales E, Muñoz-Sánchez J-L, Franco-Martín MA, van der Roest HG. Digital health technologies supporting the application of comprehensive geriatric assessments in long-term care settings or community care: A systematic review. DIGITAL HEALTH. 2023;9. doi:10.1177/20552076231191008 

    Barreira, L. F., Paiva, A., Araújo, B., & Campos, M. J. (2023). Challenges to Systems of Long-Term Care: Mapping of the Central Concepts from an Umbrella Review. International Journal of Environmental Research and Public Health, 20(3), 1698. doi.org/10.3390/ijerph20031698

    Beard, J. R., Officer, A., De Carvalho, I. A., Sadana, R., Pot, A. M., Michel, J.-P., Lloyd-Sherlock, P., Epping-Jordan, J. E., Peeters, G. M. E. E. (Geeske), Mahanani, W. R., Thiyagarajan, J. A., & Chatterji, S. (2016). The World report on ageing and health: A policy framework for healthy ageing. The Lancet, 387(10033), 2145–2154. doi.org/10.1016/S0140-6736(15)00516-4

    Czaja, S. J., Boot, W. R., Charness, N., & Rogers, W. A. (2019). Designing for Older Adults: Principles and Creative Human Factors Approaches (3. Aufl.). CRC Press. doi.org/10.1201/b22189

    Friedman, C. P., & Wyatt, J. C. (2006). Evaluation Methods in Biomedical Informatics (K. J. Hannah & M. J. Ball, Hrsg.). Springer New York. doi.org/10.1007/0-387-30677-3

    Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual Reality Clinical Research: Promises and Challenges. JMIR Serious Games, 6(4), e10839. doi.org/10.2196/10839

    Hollis, V., Konrad, A., Springer, A., Antoun, M., Antoun, C., Martin, R., & Whittaker, S. (2017). What Does All This Data Mean for My Future Mood? Actionable Analytics and Targeted Reflection for Emotional Well-Being. Human–Computer Interaction, 32(5–6), 208–267. doi.org/10.1080/07370024.2016.1277724

    Luxton, D. D. (2016). An Introduction to Artificial Intelligence in Behavioral and Mental Health Care. In Artificial Intelligence in Behavioral and Mental Health Care (S. 1–26). Elsevier. doi.org/10.1016/B978-0-12-420248-1.00001-5

    Marmot, M. G., & Wilkinson, R. G. (Hrsg.). (2011). Social determinants of health (2. ed., reprinted). Oxford Univ. Press.

    McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge (5th ed). Jones & Bartlett learning.

    Riva, G. (2022). Virtual Reality in Clinical Psychology. In Comprehensive Clinical Psychology (S. 91–105). Elsevier. doi.org/10.1016/B978-0-12-818697-8.00006-6

    Salanova, M., Llorens, S., & Cifre, E. (2013). The dark side of technologies: Technostress among users of information and communication technologies. International Journal of Psychology, 48(3), 422–436. doi.org/10.1080/00207594.2012.680460

    Stone, R. I. (2004). The Direct Care Worker: The Third Rail of Home Care Policy. Annual Review of Public Health, 25(1), 521–537. doi.org/10.1146/annurev.publhealth.25.102802.124343

    Taylor, R. (2011). Ageing, health and innovation: Policy reforms to facilitate healthy and active ageing in OECD countries. In OECD, Health Reform (S. 37–79). OECD. doi.org/10.1787/9789264122314-5-en

    Vullnetari, J. (o. J.). ALBANIAN MIGRATION AND DEVELOPMENT: STATE OF THE ART REVIEW.

    Warnes, A. M., Friedrich, K., Kellaher, L., & Torres, S. (2004). The diversity and welfare of older migrants in Europe. Ageing and Society, 24(3), 307–326. doi.org/10.1017/S0144686X04002296

     

     

     

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Module G
    2.5 SWS
    5 ECTS
    Komplementäre Pflegemethoden | ILV

    Komplementäre Pflegemethoden | ILV

    1 SWS   2 ECTS

    Content

    • 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

    Teaching method

    Predominantly activating methods

    Examination

    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).

     

    Literature

    Schmid, W., & Bernhofer, E. (2019). Komplementäre Methoden in der Pflege: Praxishandbuch. Springer.

    Wolff, A. (2017). Ganzheitliche Pflege: Grundlagen und Anwendung. Facultas.

    Studien:

    Barreira, L. F., Paiva, A., Araújo, B., & Campos, M. J. (2023). Challenges to Systems of Long-Term Care: Mapping of the Central Concepts from an Umbrella Review. International Journal of Environmental Research and Public Health, 20(3), 1698. doi.org/10.3390/ijerph20031698

    Barrett, B., Marchand, L., Scheder, J., Plane, M. B., Maberry, R., Appelbaum, D., Rakel, D., & Rabago, D. (2003). Themes of Holism, Empowerment, Access, and Legitimacy Define Complementary, Alternative, and Integrative Medicine in Relation to Conventional Biomedicine. The Journal of Alternative and Complementary Medicine, 9(6), 937–947. doi.org/10.1089/107555303771952271

    Beard, J. R., Officer, A., De Carvalho, I. A., Sadana, R., Pot, A. M., Michel, J.-P., Lloyd-Sherlock, P., Epping-Jordan, J. E., Peeters, G. M. E. E. (Geeske), Mahanani, W. R., Thiyagarajan, J. A., & Chatterji, S. (2016). The World report on ageing and health: A policy framework for healthy ageing. The Lancet, 387(10033), 2145–2154. doi.org/10.1016/S0140-6736(15)00516-4

    Cohen-Katz, J., Wiley, S. D., Capuano, T., Baker, D. M., & Shapiro, S. (2005). The Effects of Mindfulness-based Stress Reduction on Nurse Stress and Burnout, Part II: A Quantitative and Qualitative Study. Holistic Nursing Practice, 19(1), 26–35. doi.org/10.1097/00004650-200501000-00008

    Czaja, S. J., Boot, W. R., Charness, N., & Rogers, W. A. (2019). Designing for Older Adults: Principles and Creative Human Factors Approaches (3. Aufl.). CRC Press. doi.org/10.1201/b22189

    Dossey, B. M., Keegan, L., Shields, D., Helming, M. A. B., Barrere, C., & Avino, K. (Hrsg.). (2016). Holistic nursing: A handbook for practice (Seventh edition). Jones & Bartlett Learning.

    Ernst, E. (1998). The prevalence of complementary/Alternative medicine in cancer: A systematic review. Cancer, 83(4), 777–782. doi.org/10.1002/(SICI)1097-0142(19980815)83:4<777::AID-CNCR22>3.0.CO;2-O

    Marmot, M. G., & Wilkinson, R. G. (Hrsg.). (2011). Social determinants of health (2. ed., reprinted). Oxford Univ. Press.

    McAllister, M., & McKinnon, J. (2009). The importance of teaching and learning resilience in the health disciplines: A critical review of the literature. Nurse Education Today, 29(4), 371–379. doi.org/10.1016/j.nedt.2008.10.011

    Rome, R. B., Luminais, H. H., Bourgeois, D. A., & Blais, C. M. (o. J.). The Role of Palliative Care at the End of Life.

    Salanova, M., Llorens, S., & Cifre, E. (2013). The dark side of technologies: Technostress among users of information and communication technologies. International Journal of Psychology, 48(3), 422–436. doi.org/10.1080/00207594.2012.680460

    Stone, R. I. (2004). The Direct Care Worker: The Third Rail of Home Care Policy. Annual Review of Public Health, 25(1), 521–537. doi.org/10.1146/annurev.publhealth.25.102802.124343

    Taylor, R. (2011). Ageing, health and innovation: Policy reforms to facilitate healthy and active ageing in OECD countries. In OECD, Health Reform (S. 37–79). OECD. doi.org/10.1787/9789264122314-5-en

    Vullnetari, J. (o. J.). ALBANIAN MIGRATION AND DEVELOPMENT: STATE OF THE ART REVIEW.

    Warnes, A. M., Friedrich, K., Kellaher, L., & Torres, S. (2004). The diversity and welfare of older migrants in Europe. Ageing and Society, 24(3), 307–326. doi.org/10.1017/S0144686X04002296

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Palliative Care und Advanced Care Planning | ILV

    Palliative Care und Advanced Care Planning | ILV

    1.5 SWS   3 ECTS

    Content

    • 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)

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    • Stiel, S., Radbruch, L., & Bertram, L. (2018). Palliative Care: Grundlagen und Praxis. Springer.
    • Hofmann, J. C., & Wenger, N. S. (2017). Advance Care Planning: Communicating about Matters of Life and Death. Springer.
    • Thoresen, L. (2020). Kommunikation in der Palliative Care: Grundlagen und Praxis. Kohlhammer.

    Studien:

    Barreira, L. F., Paiva, A., Araújo, B., & Campos, M. J. (2023). Challenges to Systems of Long-Term Care: Mapping of the Central Concepts from an Umbrella Review. International Journal of Environmental Research and Public Health, 20(3), 1698. doi.org/10.3390/ijerph20031698

    Beard, J. R., Officer, A., De Carvalho, I. A., Sadana, R., Pot, A. M., Michel, J.-P., Lloyd-Sherlock, P., Epping-Jordan, J. E., Peeters, G. M. E. E. (Geeske), Mahanani, W. R., Thiyagarajan, J. A., & Chatterji, S. (2016). The World report on ageing and health: A policy framework for healthy ageing. The Lancet, 387(10033), 2145–2154. doi.org/10.1016/S0140-6736(15)00516-4

    Czaja, S. J., Boot, W. R., Charness, N., & Rogers, W. A. (2019). Designing for Older Adults: Principles and Creative Human Factors Approaches (3. Aufl.). CRC Press. doi.org/10.1201/b22189

    Kagawa-Singer, M., & Blackhall, L. J. (2001). Negotiating Cross-Cultural Issues at the End of Life: „You Got to Go Where He Lives“. JAMA, 286(23), 2993. doi.org/10.1001/jama.286.23.2993

    Lo, B. (2013). Resolving ethical dilemmas: A guide for clinicians (Fifth edition). Lippincott Williams & Wilkins.

    Marmot, M. G., & Wilkinson, R. G. (Hrsg.). (2011). Social determinants of health (2. ed., reprinted). Oxford Univ. Press.

    Quill, T. E., & Miller, F. G. (Hrsg.). (2014). Palliative care and ethics. Oxford University Press.

    Rogne, L., & McCune, S. L. (Hrsg.). (2014). Advance care planning: Communicating about matters of life and death. Springer.

    Salanova, M., Llorens, S., & Cifre, E. (2013). The dark side of technologies: Technostress among users of information and communication technologies. International Journal of Psychology, 48(3), 422–436. doi.org/10.1080/00207594.2012.680460

    Solomon, M. Z., O’Donnell, L., Jennings, B., Guilfoy, V., Wolf, S. M., Nolan, K., Jackson, R., Koch-Weser, D., & Donnelley, S. (1993). Decisions near the end of life: Professional views on life-sustaining treatments. American Journal of Public Health, 83(1), 14–23. doi.org/10.2105/AJPH.83.1.14

    Stone, R. I. (2004). The Direct Care Worker: The Third Rail of Home Care Policy. Annual Review of Public Health, 25(1), 521–537. doi.org/10.1146/annurev.publhealth.25.102802.124343

    Taylor, R. (2011). Ageing, health and innovation: Policy reforms to facilitate healthy and active ageing in OECD countries. In OECD, Health Reform (S. 37–79). OECD. doi.org/10.1787/9789264122314-5-en

    Vullnetari, J. (o. J.). ALBANIAN MIGRATION AND DEVELOPMENT: STATE OF THE ART REVIEW.

    Warnes, A. M., Friedrich, K., Kellaher, L., & Torres, S. (2004). The diversity and welfare of older migrants in Europe. Ageing and Society, 24(3), 307–326. doi.org/10.1017/S0144686X04002296

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Module GF
    2.5 SWS
    5 ECTS
    Gesundheitsförderung im Akut- und Langzeitpflegesetting  | ILV

    Gesundheitsförderung im Akut- und Langzeitpflegesetting  | ILV

    1 SWS   2 ECTS

    Content

    • 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.

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    ​

    • Coviello, J. S. (2019). Health promotion and disease prevention in clinical practice. Lippincott Williams & Wilkins.
    • Haber, D. (2020). Health promotion and aging: Practical applications for health professionals. (Eighth edition). Springer Publishing Company.
    • Tiemann, M., Mohokum, M., & Kickbusch, I. (Hrsg.). (2021). Prävention und Gesundheitsförderung. Band 2. Springer. doi.org/10.1007/978-3-662-62426-5

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Gesundheitsförderung im familien- und gemeindenahen Setting | ILV

    Gesundheitsförderung im familien- und gemeindenahen Setting | ILV

    1.5 SWS   3 ECTS

    Content

    • 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

     

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    Bauer, J. M., Becker, C., Denkinger, M. D., & Wirth, R. (Hrsg.). (2024). Geriatrie: Das gesamte Spektrum der Altersmedizin für Klinik und Praxis. (1. Auflage). Verlag W. Kohlhammer.

    Koch, K. (Ed.). (2020). Handbuch Seniorenchorleitung: Grundlagen-Erfahrungen-Praxis. Bärenreiter-Verlag.

    Heindel, A. (2008). Empowerment in der Arbeit mit geistig behinderten Menschen: Möglichkeiten zur Förderung selbstbestimmten Lebens in Wohnheimen der Behindertenhilfe. DVM Verlag Dr. Müller.

    Meier-Baumgartner, H. P., Dapp, U., & Anders, J. (2006). Aktive Gesundheitsförderung im Alter: ein neuartiges Präventionsprogramm für Senioren. W. Kohlhammer Verlag.

    Pohlmann, S. (2011). Sozialgerontologie. Reinhardt.

    Tesch-Römer, C. (2010). Soziale Beziehungen alter Menschen. (1. Aufl). Kohlhammer.

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Module z
    2.5 SWS
    5 ECTS
    Suicide and Violence Prevention | ILV

    Suicide and Violence Prevention | ILV

    1 SWS   2 ECTS

    Content

    • 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.

    Teaching method

    Predominantly activating methods

    Examination

    Continuous assessment

    Literature

    Hurrelmann, K. (2018). Referenzwerk Prävention und Gesundheitsförderung: Grundlagen, Konzepte und Umsetzungsstrategien. 5., vollständig überarbeitete Auflage). Hogrefe.

    Berndt, C. (2024). Resilienz: Das Geheimnis der psychischen Widerstandskraft: was uns stark macht gegen Stress, Depressionen und Burn-out. (Überarbeitete und aktualisierte Neuausgabe). Dtv Verlag.

    Bronisch, T. (2014). Der Suizid: Ursachen, Warnsignale, Prävention. (Originalausgabe, 6., überarbeitete Auflage). Verlag C.H. Beck.

    Büttner, M. (Hrsg.). (2020). Handbuch häusliche Gewalt. Schattauer Verlag.

    Hirsch, R. D., Kranzhoff, E. U. (Hrsg.). (2014). Handeln statt Mißhandeln - Bonner Initiative gegen Gewalt im Alter in:Prävention von Gewalt gegen alte Menschen: Im häuslichen Bereich und in Einrichtungen (2. Auflage). Mabuse-Verlag.

    Körner, S., Staller, M., & Wasserfuhr, R. A. (2022). Verhalten bei Gewalt – Selbstschutz für Erwachsene: Dein persönliches Konzept für Gewaltprävention und Selbstverteidigung. Springer Verlag.

    Künkler, T., & Santos, C. dos. (2023). Analyse und Prävention von Gewalt: Ein Studienbuch für die Soziale Arbeit. Verlag Julius Klinkhardt.

    Nau, J., Oud, N., & Walter, G. (2018). Gewaltfreie Pflege: Praxishandbuch zum Umgang mit aggressiven und potenziell gewalttätigen Patienten. (1. Auflage). Hogrefe.

    Steinbach, H. (2022). Gesundheitsförderung und Prävention: Für Pflege- und andere Gesundheitsberufe. (6., überarbeitete Auflage). facultas.

    Suhr, R., & Kuhlmey, A. (Hrsg.). (2020). Gewalt und Alter. De Gruyter.

    Tiemann, M., Mohokum, M., & Kickbusch, I. (Hrsg.). (2021). Prävention und Gesundheitsförderung. Band 2. Springer.

    Wahl, K. (2013). Aggression und Gewalt: Ein biologischer, psychologischer und sozialwissenschaftlicher Überblick. Spektrum.

    Zitzmann, C., & Huber, A. (Hrsg.). (2021). Gewaltprävention durch Bedrohungsmanagement: Erkennen, einschätzen, entschärfen. (1. Auflage). Beltz Juventa.

     

    Teaching language

    Deutsch

    1 SWS
    2 ECTS
    Health Promotion and Prevention for People with Chronic Illnesses and Vulnerabilities | ILV

    Health Promotion and Prevention for People with Chronic Illnesses and Vulnerabilities | ILV

    1.5 SWS   3 ECTS

    Content

    • 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

    Teaching method

    Predominantly activating methods

    Examination

    Final exam

    Literature

    Bauer, U., Bittlingmayer, U. H., & Richter, M. (2008). Determinanten und Mechanismen gesundheitlicher Ungleichheit. Die Herausforderung einer erklärenden Perspektive. Health Inequalities. Determinanten und Mechanismen gesundheitlicher Ungleichheit, 13-56.,VS Verl. für Sozialwissenschaften.

    Bhopal, R. S. (2014). Migration, ethnicity, race, and health in multicultural societies (2. ed). Oxford Univ. Press.

    für Altersfragen, D. Z. (2001). Personale, gesundheitliche und Umweltressourcen im Alter: Expertisen zum Dritten Altenbericht der Bundesregierung--Band I. VS Verlag für Sozialwissenschaften.

    Konopik, N. (2019). Gesundheitskompetenz im Alter. Erweiterung von Health Literacy: Unter Berücksichtigung Biografischer und Umweltbezogener Aspekte. Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH.

    Schaefer, J.-E. & Geriatrisches Zentrum (Hrsg.). (2009). Alter und Migration: Tagungsband der 15. Gerontopsychiatrischen Arbeitstagung des Geriatrischen Zentrums an der Universitätsklinik Tübingen. Gerontopsychiatrische Arbeitstagung, Frankfurt am Main: Mabuse-Verlag.

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Module Nursing Science 2
    2.5 SWS
    10 ECTS
    Reflektierte Praxis | PR

    Reflektierte Praxis | PR

    1.5 SWS   3 ECTS

    Content

    • 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.

    Teaching method

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

    Examination

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

    Literature

    Eco, U. (2010). Wie man eine wissenschaftliche Abschlussarbeit schreibt. Doktor-, Diplom- und Magisterarbeit in der Geistes- und Sozialwissenschaften (13th ed.). Wien: Facultas WUV.

    Döring, N. & Bortz, J. (2016). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (5th ed.). Berlin Heidelberg: Springer. 

    Mayer, H. (2022). Pflegeforschung anwenden: Elemente und Basiswissen für Studium und Weiterbildung (5th ed.). Wien: Facultas WUV.

    Mayer, H., Raphaelis, S., & Kobleder, A. (2023). Literaturreviews für Gesundheitsberufe - Recherchieren - Bewerten - Erstellen (2nd ed.). Facultas.

    Panfil, E.-M. (2017). Wissenschaftliches Arbeiten in der Pflege. Lehr- und Arbeitsbuch für Pflegende (3rd ed.). Bern: Hogrefe.

    Teaching language

    Deutsch

    1.5 SWS
    3 ECTS
    Thesis | SE

    Thesis | SE

    1 SWS   5 ECTS

    Content

    • 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

    Teaching method

    Individual work with feedback discussions in the accompanying seminar

    Examination

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

    Literature

    Eco, U. (2010). Wie man eine wissenschaftliche Abschlussarbeit schreibt. Doktor-, Diplom- und Magisterarbeit in der Geistes- und Sozialwissenschaften (13th ed.). Wien: Facultas WUV.

    Döring, N. & Bortz, J. (2016). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (5th ed.). Berlin Heidelberg: Springer. 

    Mayer, H. (2022). Pflegeforschung anwenden: Elemente und Basiswissen für Studium und Weiterbildung (5th ed.). Wien: Facultas WUV.

    Mayer, H., Raphaelis, S., & Kobleder, A. (2023). Literaturreviews für Gesundheitsberufe - Recherchieren - Bewerten - Erstellen (2nd ed.). Facultas.

    Panfil, E.-M. (2017). Wissenschaftliches Arbeiten in der Pflege. Lehr- und Arbeitsbuch für Pflegende (3rd ed.). Bern: Hogrefe.

    Teaching language

    Deutsch

    1 SWS
    5 ECTS
    Kommissionelle Abschlussprüfung | AP

    Kommissionelle Abschlussprüfung | AP

    0 SWS   2 ECTS

    Content

    • 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

    Examination

    Final exam: Commissioned final examination

    Literature

    Eco, U. (2010). Wie man eine wissenschaftliche Abschlussarbeit schreibt. Doktor-, Diplom- und Magisterarbeit in der Geistes- und Sozialwissenschaften (13th ed.). Wien: Facultas WUV.

    Döring, N. & Bortz, J. (2016). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (5th ed.). Berlin Heidelberg: Springer. 

    Mayer, H. (2022). Pflegeforschung anwenden: Elemente und Basiswissen für Studium und Weiterbildung (5th ed.). Wien: Facultas WUV.

    Mayer, H., Raphaelis, S., & Kobleder, A. (2023). Literaturreviews für Gesundheitsberufe - Recherchieren - Bewerten - Erstellen (2nd ed.). Facultas.

    Panfil, E.-M. (2017). Wissenschaftliches Arbeiten in der Pflege. Lehr- und Arbeitsbuch für Pflegende (3rd ed.). Bern: Hogrefe.

    Teaching language

    Deutsch

    2 ECTS

    After graduation

    As a graduate of this program, you will have access to a wide range of professional fields and career opportunities, including on a global level. As an expert in gerontological health care and nursing, you will actively work to improve health care for older people and ensure continuous and coordinated care by using your expertise to identify the needs and requirements of older people and integrate them into their care and support.

    The know-how you acquire during your training will enable you to perform tasks such as:

    • You contribute to promoting quality of life and act as multipliers for diversity-competent action
    • You act as pioneers in the field of digital health and integrate digital health technologies into the setting of gerontological health care and nursing
    • You shape needs-based psychosocial support and care in the gerontopsychiatric health spectrum and in palliative settings, based on a holistic assessment of the needs of the people you care for
    • You inform, train, and advise both healthy and sick population groups in the context of gerontological health care and nursing
    • You develop innovative concepts for health promotion and prevention in various settings and contribute to the development of health literacy of individuals in the context of gerontological health care and nursing
    • You participate in project, risk, and knowledge management and are actively involved in multi-professional coordination processes.
    • You design case and care management, as well as the planned care chain for individuals in the context of gerontological Health Care and Nursing

    As a graduate, you will use your expertise to help build and continuously develop this new professional field.

    Graduates work as employees in mobile, non-inpatient, semi-inpatient, and in-patient health care and nursing with a focus on geriatric psychiatry and/or in freelance positions.

    In addition, in positions as:

    • lecturers

    • researchers

    • primary health nurse

    • community health nurse

    • corridor nurse

    • case and care managers

    • experts in health and nursing practices and counseling centers

      • quality assurance for personal caregivers

      • expert assessors

      • care assessors

      • diabetes counselors

      • care experts

      • care advisors

        Advanced master courses (for bachelor graduates)

        Apply now

        Master’s Program (CE)

        Advanced Nursing Counseling

        part-time³

        Completed academic program contents can be credited towards the master's program (Continuing Education) Advanced Nursing Counseling. After a successful admission interview with the head of program, the lectures that will actually be credited will be announced.

        Networking with graduates and organizations

        We closely cooperate with the Vienna Healthcare Group, the Vinzentinum Vienna, the Barmherzige Brüder Vienna, the University of Vienna, the Professional Association and other health care institutions. Our cooperations ensure that you have points of contact for your career or your participation in research and development activities. You will find many of our cooperations in the Campusnetzwerk. A look at them is always worthwhile and may lead you to a new job or to an interesting event of our cooperation partners!

        Downloads

        Themenfolder Angewandte Pflegewissenschaft
        pdf, 1 MB
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        Contact

        Head of program

        Administration

        Katrin Serafina Arielle Eder

        Favoritenstraße 222, F.1.29
        1100 Wien
        +43 1 6066877-4680
        gerguk@hcw.ac.at

        Main location (Favoriten) on Google Maps

        Office hours
        Mon, Fri: 8.00am - 1.00pm
        Tue, Thur: 1.00pm - 5.00pm

         

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