Psychiatric Healthcare and Mental Health Nursing

The student • recognises the scope of the entire treatment, care and support process and acts independently in accordance with it • analyses the individual situation of people in need of care and their care systems, advises and informs them about their rights and obligations by using digital reference sources and sees itself as an instrument for actively shaping relationships • recognises and evaluates risks, sometimes makes rapid assessments of the situation, initiates appropriate nursing measures and recognises the implications of the decisions made • prepares individualised care diagnoses and plans, taking into account environmental factors and interactions between impairments and social systems • integrates global expertise from various disciplines into nursing decision-making and practice, including the application of specialised, target group-oriented nursing methods and medical therapies • operates specialist medical-technical equipment, collects monitoring parameters, recognises deviations and responds appropriately • reflects on culturally sensitive and global ethical challenges for themselves and in the interprofessional team in relation to quality work and decision-making structures in professional practice as well as developments in society as a whole • promotes knowledge transfer and works with an interprofessional team to scientifically analyse practical issues, practical and digital processes, use of resources and guidelines, standards and new concepts for nursing care • independently manage their own learning process and the acquisition of knowledge and experience and independently maintain internship documentation and records • reflects on professional practice in a conceptualised manner and draws conclusions for future professional action

The student • recognises the scope of the entire treatment, care and support process and acts autonomously accordingly • analyses the individual situation of people in need of care and their care systems, advises and informs them about their rights and obligations by using digital reference sources and sees itself as an instrument for actively shaping relationships • recognises and evaluates risks, sometimes makes rapid assessments of the situation, initiates appropriate nursing measures and recognises the implications of the decisions made • prepares individualised care diagnoses and plans, taking into account environmental factors and interactions between impairments and social systems • integrates transnational expertise from different disciplines into nursing decision-making and practice, including the application of specialised, target group-oriented nursing methods and medical therapies • operates specialist medical-technical equipment, collects monitoring parameters, recognises deviations and responds appropriately • reflects on culturally sensitive and global ethical challenges for themselves and in the team in relation to quality work and decision-making structures in professional practice as well as developments in society as a whole • promotes knowledge transfer and works with an interprofessional team to scientifically analyse practical issues, procedures, use of resources, guidelines, standards and new care concepts • independently manage their own learning process and the acquisition of knowledge and experience and independently maintain internship documentation and records • reflects on professional practice in a conceptualised manner and draws conclusions for future professional action • implements principles of case and specialist management or case and care management in the context of professional activities, demonstrates the assumption of leadership and management tasks in a uni- or multi-professional team • plans the deployment, guidance and supervision of employees (skill and grade mix) with regard to personal and institutional (organisational) development, taking into account the legal framework for delegation and sub-delegation

The student • recognises the scope of the entire treatment, care and support process and acts accordingly on his/her own responsibility • analyses the individual situation of people in need of care and their reference systems, advises and informs them about their rights and obligations by using digital reference sources and sees itself as an instrument for actively shaping relationships • recognises and evaluates risks, sometimes makes rapid assessments of the situation, initiates appropriate nursing measures and recognises the implications of the decisions made • prepares individualised care diagnoses and plans, taking into account environmental factors and interactions between impairments and social systems • integrates global expertise from various disciplines into nursing decision-making and practice, including the application of specialised, target group-oriented nursing methods and medical therapies • operates specialist medical-technical equipment, collects monitoring parameters, recognises deviations and responds appropriately • reflects on culturally sensitive and global ethical challenges for themselves and in the team in relation to quality work and decision-making structures in professional practice as well as developments in society as a whole • promotes the transfer of knowledge and works with an interprofessional team to scientifically analyse practical issues, practical and digital processes, the use of resources and guidelines, standards and new concepts for nursing care • independently manage their own learning process and the acquisition of knowledge and experience and independently maintain internship documentation and records • reflects on professional practice in a conceptualised manner and draws conclusions for future professional action

The student • takes up questions from practice and formulates profes-sionally relevant (research) questions from them • plans a research process taking into account relevant framework conditions as well as the factors of time, ethical and legal framework conditions • develops a topic- and database-specific search strategy and applies a scientifically structured approach according to specified standards for data collection and documenta-tion • identifies different research designs and clarifies their pos-sible applications • compares survey and evaluation methods of quantitative and qualitative research • is able to understand und in-terpret data as part of the research process • knows the requirements for the thesis (guidelines, etc.) • takes a differentiated approach to English-language litera-ture

The student • plans a literature thesis according to international standards • prepares research results - including practical knowledge - as a basis for evidence-based decisions in practice, uses evidence syntheses • applies artificial intelligence in a differentiated manner, taking into account specifications and legal framework conditions • is able to participate in research projects • argues the need for an ethical, moral and responsible attitude and uses an example to explain how this can be realised in scientific work • evaluates the work found within a literature search with the help of international assessments, analyses the results, discusses the conclusions and presents them in written form • writes a profession-specific thesis according to specified criteria • presents the results of the thesis in a comprehensible manner and discusses them

The student • reflects on stigmatising behaviour and thus contributes to destigmatisation and inclusion (e.g. through empowerment, recovery and psychoeducation) • recognises interactions between impairments and social sys-tems in various stress situations • interprets nursing diagnoses and individual care plans using appropriate methods for decision-making • describes the development of everyday life and health skills in the care process as well as person-centred lifestyle plan-ning that takes transition phases into account • outlines communication techniques to better understand the needs of those affected, to creatively organise the care pro-cess and to implement appropriate interventions • recognises and assesses risk situations, knows about appro-priate measures for prevention (promoting adherence) and infusion and drug therapies (on order) for people with chal-lenging behaviour • records and draws conclusions from practical and digital processes, use of resources as well as guidelines, standards and concepts for care and promotes further development

The student • knows the scope of the entire treatment, care and support process, taking into account special life situations of people of all ages and the applicable legal situation • recognises the connections between the interests of those affected and their reference systems in the care process as well as their influence on the design of the care • recognises and differentiates between rights and obligations in the care context using digital reference sources • analyses social systems, taking into account the needs and expectations of all those involved, and derives communication measures and psychosocial care needs • describes the support of people in the context of delirious development, taking into account the psychological problems and other challenges • emphasises own professional identity in the care process and professional development in the team • reflects on culturally sensitive, global ethical and moral issues and takes a critical look at their role as a role model and mentor in the care team • recognises psychosocial emergencies and initiates interprofessional measures to ensure home care as part of discharge management

The student • recognises the scope of the entire treatment, care and support process and the resulting personal responsibil-ity • describes the need to accompany people who have been handed over and their care systems and to en-sure that their interests are protected in the treatment, care and support process • recognises the relevance of integrating supportive so-cial (reference) systems into care practice, taking into account possible interactions and individual coping strategies • reflects on culturally sensitive and global ethical is-sues, recognises participatory decision-making pro-cesses and discusses professional, cultural and politi-cal values and norms • outlines communication techniques to better under-stand the needs of those affected, to creatively organ-ise the care process and to implement appropriate in-terventions • understands transparent conflict resolution, taking into account the autonomy of individuals • interprets individual nursing diagnoses and names as-sessment and evaluation tools for the development of preventive measures to reduce mental stress in differ-ent settings • presents target group-orientated care concepts and methods (interventions) to promote life skills and symptom management • describes person-centred life planning in the care pro-cess that takes transition phases into account • recognises and assesses potential risks, explains pre-ventive measures to reduce risks in order to ensure the safety of those affected, employees and the envi-ronment • knows specialised medical-technical devices, inter-prets monitoring parameters and their deviations • recognises and draws conclusions from care stand-ards, instruments and concepts of care and reflects on these in the light of their own framework of action and digital sources of reference • describes setting-specific interprofessional collabora-tion and knowledge transfer in psychiatric care • identifies stress reactions in themselves and others, names strategies for coping and prevention • assesses people's individual support needs, takes into account influencing factors (life situation, crisis events, gender-specific socialisation, etc.)

The student • aligns professional behaviour with ethical principles and relevant legal materials to ensure high-quality and safe care • reflects on and analyses the historical, culturally sensitive and international treatment of people in our society who do not conform to the norm as well as stigmatising behaviour, thus actively contributing to the final stigmatisation and inclusion of people with mental illness and acting accordingly • knows the scope of the entire treatment, care and support process in different settings and acts autonomously accordingly • supports and encourages patients in the development of life skills as well as their everyday life and health skills and adapts standards to specific needs and applies them to specific situations • applies advanced knowledge of communication and dialogue skills, especially in crisis management, and uses targeted interventions to actively shape relationships • selects medical-technical equipment, monitors parameters, analyses deviations and derives any necessary interventions • administers medication and infusion therapies to alleviate symptoms on order and adapts these to individual needs and clinical indications • recognises and assesses potential risks, selects support tools for difficult situations and initiates preventive measures to reduce risks in order to ensure the safety of patients, staff and the environment • recognises changes in older patients in the development of life skills and their everyday life and health skills, adapts standards to specific needs and applies them to specific situations • knows the nursing care framework in the context of delirious development, taking into account the psychological problems and challenges • compares and analyses target group-oriented theories and concepts for social psychiatric settings and applies them in a professional context • analyses practical and digital processes, use of resources, guidelines and standards, recognises correlations and any need for further development • emphasises the transfer of knowledge and professional development in the interprofessional team • identifies care situations that are suitable for the use of digital tools, describes the benefits of e.g. telemedicine, telecare, teletherapy, mobile health applications, digital diagnostic and monitoring devices and other technologies used in health care

The student • recognises - based on anatomical, physiological and neuropathological fundamentals - the scope of the entire treatment, care and support process and takes responsibility for it • recognises the individual situation and needs of those affected and their reference systems • recognises risks, assesses the individual situations and presents the corresponding nursing care consequences • explains the delegation of medical-therapeutic or medical-diagnostic interventions as well as the preparation and assistance in carrying them out • knows specialised medical-technical devices, interprets monitoring parameters and their deviations • names drug therapies with different psychopharmacological modes of action as well as infusion therapies (on order) and explains the monitoring process • derives special positioning from a defined therapeutic goal, recognises the effectiveness and reflects on the findings in interprofessional discourse • records and draws conclusions from practical and digital action sequences, use of resources and deals with guidelines, standards and concepts for care and recognises the need for further development if necessary

The student • selects professional behaviour based on ethical principles and relevant legal matters by using digital reference sources • emphasises the scope of the entire treatment, care and support process and implements it independently • recognises the connections between the interests of those affected and their reference systems in the care process and thus the influence on the design of the care relationship • analyses the individual situation of people in need of care and their care systems and compares their rights and obligations in the care context • recognises specific illnesses, impairments and risk groups and derives specific target group-related concepts and measures for preventive risk minimisation • differentiates between selected international concepts (e.g. empowerment, recovery, psychoeducation, ...) to promote adherence • recognises complications in the course of treatment and deduces appropriate action steps and, if necessary, derives adjustments to the treatment pathway and medical interventions in complex contexts • differentiates between the delegation of medical-therapeutic and medical-diagnostic interventions and structures measures for preparation and follow-up • recognises the indication for over-the-counter medicines, advises and supports those affected in their use, implementation and monitoring • selects specialist medical-technical equipment, knows monitoring parameters, recognises deviations and responds appropriately • differentiates and reflects on ethical challenges, analyses their influencing factors, recognises the importance of quality work • reviews practical and digital processes, use of resources, guidelines and standards, adapts them and develops them further • promotes knowledge transfer and professional development in the interprofessional team