Healthcare and Nursing

General anatomy and physiology The student - knows the morphological and functional relationships of the healthy body - is familiar with medical terminology - has basic knowledge of the development and structure of the human organism - knows the basics of physiology - explains the function of organ systems and their interactionGeneral pathology The student - has knowledge about the development of diseases - knows about the causes and effects of deviating cell and tissue structures and functions in the organismHygiene The student - knows standards of hygiene, infection prevention and epidemiology and derives prophylactic measures from them - takes hygiene requirements into account and recognises the importance of hygiene in the healthcare sectorHealth promotion and prevention in the healthcare professions The student - Explains the basic concepts of health promotion, resilience, health literacy, climate literacy, health literacy and prevention within and outside its own division - describes the importance of health-promoting measures both for themselves personally and for clients/patients - knows the basic principle of primary care in Austria and its tasks in connection with public health and health promotionEmergency management The student - Recognises life-threatening conditions and provides appropriate first aid - creates the basic monitoring and interprets these basic values - Carries out initial measures in airway managementLegal bases 1 and healthcare The student - knows the job profiles and areas of expertise of the healthcare professions in Austria - recognises the limits of independent professional practice and makes reference to the relevant legal regulations - knows the organisational structures and political spheres of influence of the Austrian healthcare system as well as the basic principles of hospital managementDigitisation The student - can explain selected basic terms from the field of digitalisation in healthcare - can explain selected information systems in the healthcare sector

Basics of quality and data management The student - explains the basics of data and quality management in the healthcare sector - analyses and applies documentation standards in the various settings, reflects on them and supports quality-related activities (e.g. interface management, quality reporting, outcome quality measurement)Legal basis 2 The student - knows and understands the basic principles of the legal foundations and laws specific to the profession - knows and understands the relevant job-specific aspects of data securityFamily and patient education The student - knows the basics of professional information and educational talks - recognises the importance of a basis of trust with clients/patients and their relatives - knows the respective professional laws and the competences and responsibilities they containDigital healthcare and teletherapeutic concepts The student - recognises the potential applications of digital healthcare and teletherapeutic concepts - analyses the digital treatment concepts in the context of digital transformation - understands initiating change processes - develops a reflective attitude

The student - explains the development of a care theory - understands health and nursing care as a human encounter and social mission in equal measure and develops a reflected understanding of the role - has an approach to people that is characterised by empathy, appreciation and congruence - can build a basis of trust and social relationships with people and develops understanding and tolerance towards others - Describes methods of patient observation - names observation criteria and applies these according to the level of training - observes the state of health of patients and refers pathological deviations that require clarification in accordance with the level of training - explains selected assessment tools and applies them - uses standardised measurement techniques, equipment and tools to derive diagnostic observation and monitoring measures in relation to the specified content and documents the results to ensure quality - knows nursing interventions related to the content listed and can apply and discuss these in terms of patient autonomy versus standardised care - is aware of his/her own responsibility when carrying out the nursing interventions listed and is able to take nursing action in accordance with the legal framework conditions - understands the care process as a reciprocal relationship and problem-solving process and discusses the legal basis - is a positive model of perception through her*his behaviour - documents care-relevant data and information on the basis of given documentation systems - consciously initiates and reflects on social relationships in a professional context

The student - can use the nursing history and suitable assessment tools to determine the developmental status, health risk factors and indicators, problems, requirements, needs, development potential and resources of people of all ages and families, taking into account the cultural and ideological context, and process these in the nursing diagnostic process - can formulate care goals on the basis of a nursing diagnosis in cooperation with the person concerned or their care system andplanthe necessary nursing interventions and strategieson this basis, taking into account the wishes of the person concerned and respecting their dignity - can select nursing interventions based on the totality of nursing knowledge and the preferences and resources of people, taking into account physical, psychological, religious, spiritual, sociocultural, gender-related and ethical aspects - professionally orientates nursing interventions to the criteria of effectiveness, well-being, safety, economy and ecology - can recognise and implement their documentation obligations in the respective field of activity - can document care-relevant data and information using given documentation systems - can recognise pathological changes and abnormalities in people of all ages on the basis of their scientific and medical knowledge - can use standardised measurement techniques, devices and aids to carry out diagnostic and therapeutic observation and monitoring measures and document the results to ensure quality - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders - can inform people or their care system about the necessary diagnostic or therapeutic measures in an encouraging and empowering way, so that fear and uncertainty are removed or at least reduced - can perform competences in the field of medical diagnostics and therapy in accordance with professional regulations and carry out activities on a doctor's orders - can recognise in the situation whether he/she has the necessary professional competence to carry out the doctor's order and decides whether to accept it in full knowledge of the consequences under liability law, in particular with regard to negligence in admitting a medical condition - can understand communication barriers and conflicts - can independently make professionally justified decisions and justify their own decisions responsibly - can explain the psychosocial requirements of the respective field of activity

The student - can use the nursing history and suitable assessment tools to determine the developmental status, health risk factors and indicators, problems, requirements, needs, development potential and resources of people of all ages and families, taking into account the cultural and ideological context, and process these in the nursing diagnostic process - can formulate care goals on the basis of a nursing diagnosis in cooperation with the person concerned or their care system andplan the necessary nursing interventions and strategieson this basis, taking into account the wishes of the person concerned and respecting their dignity - can anticipate possible effects of functional impairments, damage, illness, diagnostics and therapy on people of all ages and work towards compensation in cooperation with those affected or their reference system - can evaluate the care results - can instruct people according to their needs and requirements to take on partial or complete self-care or external care activities - can organise health and nursing care according to the principles of patient and process orientation and take on administrative tasks arising in this context - can assess the delegability of individual care interventions to lay carers on the basis of a comprehensive individualised assessment of the situation using the care process - can recognise pathological changes and abnormalities in people of all ages on the basis of their scientific and medical knowledge and interpret these with regard to nursing consequences - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders - can guide people to partially or fully take over diagnostic or therapeutic measures according to their needs and requirements - knows the legally relevant provisions in connection with medical diagnostics and therapy as well as with regard to medical devices and derives recommendations for action from these and implements them in nursing practice - can proceed according to the competences from the field of medical diagnostics and therapy in accordance with the professional regulations as well as take over the implementation of medical activities on order and bear the responsibility for implementation - can recognise in the situation whether he/she has the necessary professional competence to carry out the doctor's order and decides whether to accept it in full knowledge of the consequences under liability law, in particular with regard to negligence in admitting a medical condition - can make professionally justified decisions independently - can take responsibility for their own decisions, actions and their consequences - is aware of his/her own role within the framework of professional development and can actively contribute to the further development of the profession

The student - can use the nursing history and suitable assessment tools to determine the developmental status, health risk factors and indicators, problems, requirements, needs, development potential and resources of people of all ages and families, taking into account the cultural and ideological context, and process these in the nursing diagnostic process - can interpret the structural, process and outcome quality of care and contribute to the quality work in the respective institution in a reasoned manner - can formulate care goals on the basis of a nursing diagnosis in cooperation with the person concerned or their care system andplanthe necessary nursing interventions and strategieson this basis, taking into account the wishes of the person concerned and respecting their dignity - can anticipate possible effects of functional impairments, damage, illness, diagnostics and therapy on people of all ages and work towards compensation in cooperation with those affected or their reference system - can evaluate the care results - can instruct people according to their needs and requirements to take on partial or complete self-care or external care activities - can organise health and nursing care according to the principles of patient and process orientation and take on administrative tasks arising in this context - can assess the delegability of individual care interventions to lay carers on the basis of a comprehensive individualised assessment of the situation using the care process - can recognise pathological changes and abnormalities in people of all ages on the basis of their scientific and medical knowledge and interpret these with regard to nursing consequences - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders - can guide people to partially or fully take over diagnostic or therapeutic measures according to their needs and requirements - knows the legally relevant provisions in connection with medical diagnostics and therapy as well as with regard to medical devices and derives recommendations for action from these and implements them in nursing practice - can assume competences in the field of medical diagnostics and therapy in accordance with the professional regulations as well as the implementation of medical activities on order and bear the responsibility for implementation - can recognise in the situation whether he/she has the necessary professional competence to carry out the doctor's order and decides whether to accept it in full knowledge of the consequences under liability law, in particular with regard to negligence in admitting a medical condition - can make professionally justified decisions independently - can take responsibility for their own decisions, actions and their consequences - is aware of his/her own role within the framework of professional development and can actively contribute to the further development of the profession

The student - can use the nursing history and suitable assessment tools to determine the developmental status, health risk factors and indicators, problems, requirements, needs, development potential and resources of people of all ages and families, taking into account the cultural and ideological context, and process these in the nursing diagnostic process - can interpret the structural, process and result quality of care and contribute to the quality work in the respective institution in a substantiated manner - can formulate care goals on the basis of a nursing diagnosis in cooperation with the person concerned or their care system andplanthe necessary nursing interventions and strategieson this basis, taking into account the wishes of the person concerned and respecting their dignity - can anticipate possible effects of functional impairments, damage, illness, diagnostics and therapy on people of all ages and work towards compensation in cooperation with those affected or their reference system - can evaluate care outcomes and justify them in relation to current scientific findings - can instruct people according to their needs and requirements to take on partial or complete self-care or external care activities - can document care-relevant data and information using given documentation systems and assess the quality of the documentation according to verifiable standards - can organise health and nursing care according to the principles of patient and process orientation and take on administrative tasks arising in this context - can recognise pathological changes and abnormalities in people of all ages on the basis of their scientific and medical knowledge and interpret these with regard to nursing consequences - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders - can guide people to partially or fully take over diagnostic or therapeutic measures according to their needs and requirements - knows the legally relevant provisions in connection with medical diagnostics and therapy as well as with regard to medical devices and derives recommendations for action from these and implements them in nursing practice - can proceed according to the competences from the field of medical diagnostics and therapy in accordance with the professional regulations as well as take over the implementation of medical activities on order and bear the responsibility for implementation - can recognise in the situation whether he/she has the necessary professional competence to carry out the doctor's order and decides whether to accept it in full knowledge of the consequences under liability law, in particular with regard to negligence in admission - can participate in the evaluation of health-promoting and disease-preventing measures and strategies on site and organise this evaluation themselves - is aware of his/her own role within the framework of professional development and can actively contribute to the further development of the profession - has a basic knowledge of nursing science and research and has a scientific and research-based framework for decision-making, action and argumentation in health and nursing care - fulfils the pedagogical tasks of health and nursing care, in particular instruction, counselling and training based on the findings and methods of educational science and social and human science

The student - can understand the main structures and institutions of the Austrian health and social system on the basis of their knowledge and recognise their interrelationships and the various roles and tasks of the respective actors in these systems - has basic knowledge of normative ethics and ethics in the health professions - can understand nursing care as a service in the health and social care system - is able to act professionally in accordance with the legal framework - is aware of his/her own role in professional development - can recognise life-threatening conditions as such, provide first aid and take immediate life-saving measures until the doctor arrives - can guide people, families and groups towards health-promoting and disease-preventing lifestyles - can participate in the evaluation of health-promoting and disease-preventing measures and strategies on site - can act with an understanding of nursing care as a service in the health and social care sector and organise it in a team and customer-oriented manner - can reflect the professional activity, especially in the case of freelance professional practice - can present care and health-specific information and educational work in a target group-orientated way using communication science techniques - can discuss the nursing perspective on health, functional impairment or damage, illness, dying or death in the socio-political discourse - can reflect on their own values and standards as well as their own behaviour and actions and align their attitude and behaviour with the internationally recognised professional code of conduct - can compare professional ethics at national and international level

The student - takes human and patient rights into account in the context of health and nursing care and advocates their observance - can support and accompany those affected or their care system in coping with and dealing with functional limitations, illness, crises and the dying process - can differentiate cultural differences in the limitations of quality of life and well-being in all phases of life - can recognise and implement their documentation obligations in the respective field of activity - can inform people or their care system about the necessary diagnostic or therapeutic measures in an encouraging and empowering way, so that fear and uncertainty are removed or at least reduced - may, after a thorough assessment of the situation, decide on the possibility of delegating a medical order to authorised persons and supervises or monitors its implementation - can weigh up decisions in dilemma situations arising from the conflict between professional ethics, economic efficiency and individuality to the best of their knowledge and belief - can develop a quality assurance system in cooperation with the person being cared for or their legal representative or authorised representative and the lay carer, which enables the timely recognition of circumstances that no longer allow care to be provided by lay carers - can recognise communication barriers and conflicts and initiate possible solutions and coping strategies - can assess the psychosocial requirements of the respective field of activity and deal with them constructively - is aware of his/her own role within the framework of professional development and can actively contribute to the further development of the profession - can act and react quickly, confidently and flexibly in routine situations

The student - can refer to the findings and methods of psychology, sociology and the health sciences in health promotion and prevention in the context of health and nursing care - can build a relationship of trust with people of all ages and families, in particular to promote compliance - can motivate, instruct and advise people, families and groups on health-promoting and disease-preventing lifestyles - can participate in the evaluation of health-promoting and disease-preventing measures and strategies on site and organise this evaluation themselves - is familiar with the possible range of tasks of healthcare and nursing staff, particularly in schools, childcare facilities, companies and communities, and develops innovative concepts for their deployment in these areas - can carry out care and health-specific information and educational work using communication science techniques in a target group-orientated manner

The student - can take over the accompanying control and the function and role of the case and care manager in the context of the nursing care of people in need of care by lay carers - is able to induce a clear distribution of roles and functions in the multi-professional team based on his/her basic knowledge of disease, case and care management and actively participate in planning and shaping the supply chain for the care and treatment of people of all ages - knows the field of application as well as the principles, instruments and methods of project management and can plan, implement and evaluate simple care-related projects - can understand the main structures and institutions of the Austrian health and social system on the basis of their knowledge and recognise their interrelationships and the various roles and tasks of the respective actors in these systems - can recognise the need for information, the problems, the resources and the need for action in relation to the care needs and the health and social care of the population and identify possible solutions from the perspective of health and nursing care - can contribute the nursing perspective on health, functional impairment or damage, illness, dying or death to the socio-political discourse and participate in or organise related events, campaigns, working groups, programmes and projects

The student - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - can inform people or their care system about the necessary diagnostic or therapeutic measures in an encouraging and empowering way - can explain diagnostic or therapeutic measures to people according to their needs and requirements - can carry out activities in the field of medical diagnostics and therapy in accordance with professional regulations and on a doctor's orders

The student - can observe the holistic state of health of people of all ages, recognise deviations that require clarification or intervention - can anticipate possible effects of functional impairments, damage, illness, diagnostics and therapy on people of all ages and work towards compensation in cooperation with those affected or their reference system - can identify the physical and psychological needs, risks and resources, taking into account any socio-cultural aspects, and assess people or families in a planned manner with regard to the promotion, maintenance and restoration of health and the prevention of illness in the given context - can recognise pathological changes and abnormalities in people of all ages on the basis of their scientific and medical knowledge and interpret these with regard to nursing consequences - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders

The student - can observe the holistic state of health of people of all ages, recognise deviations that require clarification or intervention - can anticipate possible effects of functional impairments, damage, illness, diagnostics and therapy on people of all ages and work towards compensation in cooperation with those affected or their reference system - can identify physical and psychological needs, risks and resources, taking into account any socio-cultural aspects, and assess people or families in a planned manner with regard to the promotion, maintenance and restoration of health and the prevention of illness in the given context - can recognise pathological changes and abnormalities in people of all ages on the basis of their scientific and medical knowledge and interpret these with regard to nursing consequences - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders

The student - can observe the holistic state of health of people of all ages, recognise deviations that require clarification or intervention - can anticipate possible effects of functional impairments, damage, illness, diagnostics and therapy on people of all ages and work towards compensation in cooperation with those affected or their reference system - can identify the physical and psychological needs, risks and resources, taking into account any socio-cultural aspects, and assess people or families in a planned manner with regard to the promotion, maintenance and restoration of health and the prevention of illness in the given context - can recognise pathological changes and abnormalities in people of all ages on the basis of their scientific and medical knowledge and interpret these with regard to nursing consequences - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders

The student - defends the Bachelor's thesis including the scientific competences - establishes cross-connections to all specialist areas of healthcare and nursing

The student - can integrate central concepts, models, theories, principles, action sequences, methods and techniques of nursing care into health and nursing care in a situation- and individual-related manner after critical examination - can refer to the findings and methods of psychology, sociology and the health sciences in health promotion and prevention in the context of health and nursing care - fulfils the pedagogical tasks of health and nursing care, in particular instruction, counselling and training based on the findings and methods of educational science and social and human science - discusses basic knowledge of normative ethics and ethics in the health professions and can recognise ethical conflicts in the professional field of action - can build a relationship of trust with people of all ages and families, in particular to promote compliance - can explain the possible effects of functional impairments, damage, illness, diagnostics and therapy on people of all ages - can recognise the need for psychosocial care in people of all ages and can meet this need themselves as part of the care process or recognise whether the involvement of other health or social professions is necessary - can name complex and problematic care situations - can assess the delegability of individual care interventions to lay carers on the basis of a comprehensive individualised assessment of the situation using the care process - can explain individually defined care activities to lay carers in a quality-assured manner - can identify a quality assurance system in cooperation with the person being cared for or their legal representative or authorised representative and the lay carer, which enables the timely recognition of circumstances that no longer allow care to be provided by lay carers - points to a multidisciplinary and interprofessional approach to solving health problems - can participate in interdisciplinary and interprofessional discourse and dialogue - can explain the use of care-specific forms of organisation and work in the various care settings or care areas - can act with an understanding of nursing care as a service in the health and social care sector and organise it in a team- and customer-oriented and economical manner - can recognise the need for information, the problems, the resources and the need for action in relation to the care needs and the health and social care of the population and identify possible solutions from the perspective of health and nursing care - can summarise care and health-specific information and education work in a target group-oriented manner using communication science techniques - has intercultural competence in dealing with people from different cultures and integrates this into the professional field of activity - supports the integration of diversity and develops an awareness of inclusion - adapts interaction and communication with people from different cultures and with regard to diversity according to the situation - can express themselves clearly, comprehensibly and purposefully in the intra- and inter-professional transfer of information and knowledge of the respective institution - can assess professional information and communication tasks according to the situation - can explain professional and care situations in a conceptual and theoretical manner, make differentiated judgements and draw conclusions for further professional action - has an integrative attitude and an integrative understanding

The student - has basic knowledge of normative ethics and ethics in the healthcare professions and can recognise ethical conflicts in the professional field of action, addresses them and develops possible solutions in the nursing team or in the multi-professional team - can weigh up decisions in dilemma situations arising from the conflict between professional ethics, economic efficiency and individuality to the best of their knowledge and belief - can consciously and reflectively establish, maintain and resolve social relationships in a professional context - is skilled in giving and accepting differentiated and constructive feedback - can manage professional information and communication tasks according to the situation - can make professionally justified decisions independently and represent their own decisions responsibly to the outside world - can take responsibility for their own decisions, actions and their consequences - can assess the psychosocial requirements of the respective field of activity and deal with them constructively - can recognise their own professional and personal capabilities and limitations and apply personally effective coping strategies in the event of stress - can recognise complex and problematic care situations as such and manage and reflect on them in a profession-specific manner, if necessary with the involvement of other health and social professions - can instruct care assistants and members of the social care professions to take over care activities or support basic care and supervise or monitor the performance of activities - can argue the use of care-specific forms of organisation and work in the different care settings or care areas - can assess the delegability of individual care interventions to lay carers on the basis of a comprehensive individualised assessment of the situation using the care process - can develop a quality assurance system in cooperation with the person being cared for or their legal representative or authorised representative and the lay carer, which enables the timely recognition of circumstances that no longer allow care to be provided by lay carers - can act with an understanding of nursing care as a service in the health and social care sector and organise it in a team- and customer-oriented and economical manner

The student - applies technologies in the healthcare sector, taking into account a critical analysis - recognises the responsibility of other healthcare professions and other professions and works in a multi-professional team - analyses the public impact of their own behaviour in everyday professional life - develops health literacy, i.e. the ability to find, understand, evaluate and apply health information in order to make appropriate health decisions in everyday life - integrates target group-specific climate communication in stakeholder dialogues - transfers own decisions responsibly to the outside world - possesses social communication skills and self-competences, in particular the ability to communicate, criticise and deal with conflict, as well as empathy, frustration tolerance, role distance, self-determination and self-reflection skills - recognises a professional self-image for the practice of the profession and the ability to actively shape and co-determine everyday professional life

The student - carries out research into relevant legal principles and synthesises professional action strategies with current health and socio-political developments - assesses the effects and consequences of actions in the professional and personal environment with regard to ecological and economic aspects based on scientific findings - takes climate-sensitive health communication into account - selects a professional demeanour (with their understanding of their profession), takes reflective responsibility for their own professional actions and represents their own professional group internally and externally - develops problem-solving strategies for job-specific requirements - derives communicative and organisational skills that are necessary for coping with complex interdisciplinary tasks or designs communication for complex tasks in the interprofessional structure (incl. problem-solving strategies)

The student - recognises different types of behaviour and reflects on them in a professional context - can communicate appropriately with the other person - designs and reflects on communicative and interactive processes in heterogeneous, diverse and interprofessional groups - interprets and reflects on what he/she has learnt, describes it to an appropriate extent and applies/accepts feedback and feed-forward concretely and actively - can independently reflect on professional actions and explain them to others in a clear and precise manner

The student - explains selected terms, concepts and principles in the context of science and research (evidence, evidence hierarchy, research paradigms, etc.) - differentiates between selected types of literature on the basis of their characteristics and categorises them according to the corresponding research methodology and evidence - distinguishes between systematic and unsystematic searches and selects suitable resources and search terms according to the project - is aware of the need for an ethical, moral and responsible attitude and uses an example to explain how this can be realised in scientific work - obtains the information and documents relevant to the realisation of academic work from the electronic resources provided by the institution - can explain the process of evidence-based practice - can explain the possible applications and potentials of artificial intelligence in scientific work - can consider the risks and legal framework conditions of both applications of artificial intelligence in scientific work

The student - explains selected terms, concepts and principles in the context of science and research (evidence, evidence hierarchy, research paradigms, etc.) - differentiates between selected types of literature on the basis of their characteristics and categorises them according to the corresponding research methodology and evidence - differentiates between systematic and unsystematic searches and selects suitable resources and search terms according to the project - is aware of the need for an ethical, moral and responsible attitude and uses an example to explain how this can be realised in scientific work - obtains the information and documents relevant to the realisation of academic work from the electronic resources provided by the institution - can explain the process of evidence-based practice - can explain the possible applications and potentials of artificial intelligence in scientific work - can consider the risks and legal framework conditions when using artificial intelligence in scientific work

The student - selects relevant scientific research methods, prepares the data for answering the question(s), analyses and interprets them - has basic knowledge of statistical test procedures and carries out descriptive data analysis using suitable software - explains the most important components of resource planning and explains the organisational processes for conducting studies - describes the ethical and legal standards of clinical trials - selects the required study documents according to the scientific/international specifications of different study types and explains them - explains the methodological planning of studies on the basis of scientific standards - has basic knowledge of quantitative and qualitative nursing research, understands research work on practice-relevant problems and assesses these critically - selects relevant scientific research methods, applies them and prepares the collected data to answer the questions - makes scientific findings and phenomena usable for professional and scientific development - participates in research work and in the implementation of best practice examples and applies research findings - utilises scientific findings and methods in the development of evidence-based interventions, norms, standards, guidelines and directives for healthcare and nursing as well as in the context of research processes - participates in scientific discourse and understands and processes specialised literature and research reports - researches current scientific findings in the national and international field, in particular on evidence-based reflection, evaluation and argumentation in the health professions in a fundamental form - formulates research-relevant questions and hypotheses from the profession-specific area

On the basis of a health science question, the student can - Search for and summarise literature on a specific topic - formulate a problem and derive the objective and the question - plan the appropriate methodology taking into account norms, standards, guidelines and directives - formulate a corresponding outlook

The student has acquired knowledge in various areas of scientific work that goes beyond the knowledge imparted in the associated courses or exercises.Ethics applications The student - takes into account the ethical requirements when conducting empirical studies - independently completes and submits applications to an ethics committee, taking into account the respective quality criteriaStudy planning The student - has advanced knowledge of different study designs in clinical research - drafts a time, budget and resource plan for an empirical study - plans a scientific empirical work according to international standards - plans the implementation of measurements and interventions depending on the chosen study designQuestionnaire creation The student - uses relevant validated questionnaires in a standardised way in empirical work - selects suitable scale levels and formulations for specific questions - develops a questionnaire based on a specific question and subjects it to a reliability test - implements an analogue and digital surveyLiterature research and evaluation The student - creates a search protocol for a systematic literature search according to international standards - conducts a systematic literature search according to international standards and documents it - adapts the search syntax depending on the respective literature source - evaluates the articles found within a systematised literature search with the help of (international) evidence-based assessmentsInference statistics The student - carries out relevant hypothesis tests depending on the question and prerequisites - carries out inferential statistical analyses with the help of selected softwareReading and writing scientific papers The student - identifies the general structure and logical organisation of an article in English - writes an English-language article in a structured and logical manner depending on the respective specifications - recognises the specific structure of an English-language abstract - uses different logical chains of argumentation when writing a discussion depending on the topic - takes into account the special features of English writing when writing articlesQualitative research The student - draws up an interview or observation guide (according to the relevant criteria) on the basis of a question and depending on methodological requirements - plans to carry out qualitative surveys - takes expert information into account when conducting qualitative surveys - analyses the data collected in a qualitative survey

The student can, on the basis of his/her health science research question - write the introduction, the theoretical background and the problem statement - implement the relevant methodology, taking into account norms, standards, guidelines and directives - analyse and discuss the results, draw conclusions and present them in written form

The student - understands health and nursing care as a human encounter and social mission in equal measure and develops a reflected understanding of the role - has an approach to people that is characterised by empathy, appreciation and congruence - can build a basis of trust and social relationships with people and develops understanding and tolerance towards others - Carries out methods of patient observation - names observation criteria and applies these according to the level of training - observes the state of health of patients and refers pathological deviations that require clarification in accordance with the level of training - knows selected assessment tools and applies them - uses standardised measurement techniques, equipment and tools to derive diagnostic observation and monitoring measures in relation to the specified content and documents the results to ensure quality - knows nursing interventions related to the content listed and can apply and discuss these in terms of patient autonomy vs. standardised care - is aware of his/her own responsibility when carrying out the nursing interventions listed and is able to take nursing action in accordance with the legal framework conditions - understands the care process as a reciprocal relationship and problem-solving process and discusses the legal basis - is a positive model of perception through her*his behaviour - documents care-relevant data and information using given documentation systems - consciously initiates and reflects on social relationships in a professional context

The student - can use the nursing history and suitable assessment tools to determine the developmental status, health risk factors and indicators, problems, requirements, needs, development potential and resources of people of all ages and families, taking into account the cultural and ideological context, and process these in the nursing diagnostic process - can formulate care goals on the basis of a nursing diagnosis in cooperation with the person concerned or their care system andplanthe necessary nursing interventions and strategieson this basis, taking into account the wishes of the person concerned and respecting their dignity - can select nursing interventions based on the totality of nursing knowledge and the preferences and resources of people, taking into account physical, psychological, religious, spiritual, sociocultural, gender-related and ethical aspects - professionally orientates care interventions to the criteria of effectiveness, well-being, safety, economy and ecology - can recognise and implement their documentation obligations in the respective field of activity - can document care-relevant data and information using given documentation systems - can recognise pathological changes and abnormalities in people of all ages on the basis of their scientific and medical knowledge - can use standardised measurement techniques, devices and aids to carry out diagnostic and therapeutic observation and monitoring measures and document the results to ensure quality - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders - can inform people or their care system about the necessary diagnostic or therapeutic measures in an encouraging and empowering way, so that their fear and uncertainty are taken away or at least reduced - can carry out activities in the field of medical diagnostics and therapy in accordance with professional regulations and on a doctor's orders - can recognise in the situation whether he/she has the necessary professional competence to carry out the doctor's order and decides whether to accept it in full knowledge of the consequences under liability law, in particular with regard to negligence in admitting a medical condition - can understand communication barriers and conflicts - can independently make professionally justified decisions and justify their own decisions responsibly - can explain the psychosocial requirements of the respective field of activity

The student - can use the nursing history and suitable assessment tools to determine the developmental status, health risk factors and indicators, problems, requirements, needs, development potential and resources of people of all ages and families, taking into account the cultural and ideological context, and process these in the nursing diagnostic process - can formulate care goals on the basis of a nursing diagnosis in cooperation with the person concerned or their care system andplanthe necessary nursing interventions and strategieson this basis,taking into account the wishes of theperson concerned and respecting their dignity - can anticipate possible effects of functional impairments, damage, illness, diagnostics and therapy on people of all ages and work towards compensation in cooperation with those affected or their reference system - can evaluate the care results - can instruct people according to their needs and requirements to take on partial or complete self-care or external care activities - can organise health and nursing care according to the principles of patient and process orientation and take on administrative tasks arising in this context - can assess the delegability of individual care interventions to lay carers on the basis of a comprehensive individualised assessment of the situation using the care process - can recognise pathological changes and abnormalities in people of all ages on the basis of their scientific and medical knowledge and interpret these with regard to nursing consequences - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders - can guide people to partially or fully take over diagnostic or therapeutic measures according to their needs and requirements - knows the legally relevant provisions in connection with medical diagnostics and therapy as well as with regard to medical devices and derives recommendations for action from these and implements them in nursing practice - can proceed according to the competences from the field of medical diagnostics and therapy in accordance with the professional regulations as well as take over the implementation of medical activities on order and bear the responsibility for implementation - can recognise in the situation whether he/she has the necessary professional competence to carry out the doctor's order and decides whether to accept it in full knowledge of the consequences under liability law, in particular with regard to negligence in admitting a medical condition - can make professionally justified decisions independently - can take responsibility for their own decisions, actions and their consequences - is aware of his/her own role within the framework of professional development and can actively contribute to the further development of the profession - can support and accompany those affected or their care system in coping with and dealing with functional limitations, illness, crises and the dying process - can assess the psychosocial requirements of the respective field of activity and deal with them constructively

The student - can use the nursing history and suitable assessment tools to determine the developmental status, health risk factors and indicators, problems, requirements, needs, development potential and resources of people of all ages and families, taking into account the cultural and ideological context, and process these in the nursing diagnostic process - can interpret the structural, process and result quality of care and contribute to the quality work in the respective institution in a substantiated manner - an formulate care goals on the basis of a nursing diagnosis in cooperation with the person concerned or their care system and planthe necessary nursing interventions and strategieson this basis, taking into account the wishes of the person concerned and respecting their dignity - can anticipate possible effects of functional impairments, damage, illness, diagnostics and therapy on people of all ages and work towards compensation in cooperation with those affected or their reference system - can evaluate the care results - can instruct people according to their needs and requirements to take on partial or complete self-care or external care activities - can organise health and nursing care according to the principles of patient and process orientation and take on administrative tasks arising in this context - can assess the delegability of individual care interventions to lay carers on the basis of a comprehensive individualised assessment of the situation using the care process - can recognise pathological changes and abnormalities in people of all ages on the basis of their scientific and medical knowledge and interpret these with regard to nursing consequences - has factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders - can guide people to partially or fully take over diagnostic or therapeutic measures according to their needs and requirements - knows the legally relevant provisions in connection with medical diagnostics and therapy as well as with regard to medical devices and derives recommendations for action from these and implements them in nursing practice - can assume competences in the field of medical diagnostics and therapy in accordance with the professional regulations as well as the implementation of medical activities on order and bear the responsibility for implementation - can recognise in the situation whether he/she has the necessary professional competence to carry out the doctor's orders and decides whether to accept them in full knowledge of the consequences under liability law, in particular with regard to negligence in admitting to hospital - can make professionally justified decisions independently - can take responsibility for their own decisions, actions and their consequences - is aware of his/her own role within the framework of professional development and can actively contribute to the further development of the profession - can build a relationship of trust with people of all ages and families, in particular to promote compliance - can motivate, instruct and advise people, families and groups on health-promoting and disease-preventing lifestyles - can participate in the evaluation of health-promoting and disease-preventing measures and strategies on site and organise this evaluation themselves

The student - can weigh up decisions in dilemma situations arising from the conflict between professional ethics, economic efficiency and individuality to the best of their knowledge and belief - can consciously and reflectively establish, maintain and resolve social relationships in a professional context - is skilled in giving and accepting differentiated and constructive feedback - can manage professional information and communication tasks according to the situation - can independently make professionally justified decisions and represent their own decisions responsibly to the outside world - can take responsibility for their own decisions, actions and their consequences - can assess the psychosocial requirements of the respective field of activity and deal with them constructively - can recognise their own professional and personal capabilities and limitations and apply personally effective coping strategies in the event of stress - can recognise complex and problematic care situations as such and manage and reflect on them in a profession-specific manner, if necessary with the involvement of other health and social professions - can instruct care assistants and members of the social care professions to take over care activities or support basic care and supervise or monitor the implementation of the activities - can argue the use of care-specific forms of organisation and work in the different care settings or care areas - can assess the delegability of individual care interventions to lay carers on the basis of a comprehensive individualised assessment of the situation using the care process - can develop a quality assurance system in cooperation with the person being cared for or their legal representative or authorised representative and the lay carer, which enables the timely recognition of circumstances that no longer allow care to be provided by lay carers - can act with an understanding of nursing care as a service in the health and social care sector and organise it in a team- and customer-oriented and economical manner - selects central concepts, models, theories, principles, action sequences, methods and techniques of nursing care after critical examination and integrates them into health and nursing care according to the situation and the individual. - uses the nursing history and suitable assessment tools to determine the developmental status, health risk factors and indicators, problems, requirements, needs, development potential and resources of people of all ages and families, taking into account the cultural and ideological context, and processes these in the nursing diagnostic process - formulates care goals on the basis of the care diagnosis made in collaboration with the person concerned or their care system and plans the necessary care interventions and strategieson this basis,taking into account the wishes of the person concerned and theirdignity - Anticipates possible effects and functional impairments, damage, illness, diagnostics and therapy on people of all ages in different settings and works towards compensation in cooperation with those affected or with their reference systems - can recognise the need for psychosocial care in people of all ages, can meet this need themselves as part of the care process or recognise whether the relationship of other health or social professions is required - organises health and nursing care according to the principles of patient and process orientation and takes on administrative tasks arising in this context - weighs up decisions in dilemma situations arising from the conflicting priorities of professional ethics, economic efficiency and individuality to the best of his or her knowledge and belief - is skilled in giving and accepting differentiated and constructive feedback - makes independent, professionally justified decisions and represents these responsibly to the outside world - assesses the psychosocial requirements of the respective field of activity and deals with them constructively - recognises their own professional and personal capabilities and limitations and applies personally effective coping strategies when under pressure - influences equal opportunities for care recipients through its work - refers to recognised values and norms of society when making decisions - applies intercultural, ethical, generational and gender-specific aspects of health care

The student - can use the nursing history and suitable assessment tools to determine the developmental status, health risk factors and indicators, problems, requirements, needs, development potential and resources of people of all ages and families, taking into account the cultural and ideological context, and process these in the nursing diagnostic process - can formulate care goals on the basis of a nursing diagnosis in cooperation with the person concerned or their care system andplanthe necessary nursing interventions and strategieson this basis, taking into account the wishes of the person concerned and respecting their dignity - can evaluate care outcomes and justify them in relation to current scientific findings - can instruct people according to their needs and requirements to take on partial or complete self-care or external care activities - can document care-relevant data and information using given documentation systems and assess the quality of the documentation according to verifiable standards - can organise health and nursing care according to the principles of patient and process orientation and take on administrative tasks arising in this context - possesses factual, methodological and reasoning knowledge of the objectives, modes of action, implementation modalities, risks and complications of medical diagnostics and therapy when carrying out diagnostically or therapeutically relevant interventions and care techniques for people of all ages - masters the skills, techniques and strategies required to carry out therapeutic and diagnostic measures according to medical orders - can guide people to partially or fully take over diagnostic or therapeutic measures according to their needs and requirements - knows the legally relevant provisions in connection with medical diagnostics and therapy as well as with regard to medical devices and derives recommendations for action from these and implements them in nursing practice - can proceed according to the competences from the field of medical diagnostics and therapy in accordance with the professional regulations as well as take over the implementation of medical activities on order and bear the responsibility for implementation - can recognise in the situation whether he/she has the necessary professional competence to carry out the doctor's orders and decides whether to accept them in full knowledge of the consequences under liability law, in particular with regard to negligence in admitting to hospital - can participate in the evaluation of health-promoting and disease-preventing measures and strategies on site and organise this evaluation themselves - is aware of his/her own role within the framework of professional development and can actively contribute to the further development of the profession - has a basic knowledge of nursing science and research and has a scientific and research-based framework for decision-making, action and argumentation in health and nursing care - fulfils the pedagogical tasks of health and nursing care, in particular instruction, counselling and training based on the findings and methods of educational science and social and human science - can instruct trainees of different qualification levels in healthcare and nursing in a goal-orientated and systematic manner and evaluate the respective learning outcomes - can develop personally effective learning and working strategies using different problem-solving, decision-making and creativity techniques - can learn from personal experience and fulfil the requirements of lifelong learning and the professional development obligation by continuously adapting professional activities to nursing science, medical science and social science findings