Management for Health Professionals - main focus on hospital management

The student is able to analyse and differentiate the healthcare system from a macro- and microeconomic perspective.The student recognises the macroeconomic effects of individual actions of actors in the healthcare system and can derive new behaviours from this.The student is familiar with the functioning of internationally used healthcare models as well as their advantages and disadvantages and can compare them.The student is able to understand and support cross-facility and cross-sector processes in the healthcare system in their entirety and derive optimisation initiatives from the consideration of performance parameters.The student is familiar with the legal bases for healthcare professions and can assign them appropriately to problems.The student knows the concept of ‘case management’ from the perspective of health and social services and can transfer this to projects (centre coordination) and case & care management.The student knows the basics of data collection in the context of healthcare. The student is able to analyse and optimise care models in terms of digital information channels .The student can define health literacy. They can find and assess health information via various communication channels.

The student has knowledge of the fundamental aspects of business administration, including legal forms, target systems and service provision, and can apply selected aspects to the hospital sector.The student knows the basics and functions of management and can apply these to a specific organisation.The student is able to describe selected integrated management systems and analyse their strengths and weaknesses.The student has knowledge of the basics of structural and process organisation and is able to recognise problems that arise in the interaction of structures and processes.The student is able to describe different forms of organisation and evaluate their strengths and weaknesses, as well as analyse selected companies in this respect.The student is able to recognise and compare IT systems in the healthcare sector.The student learns to professionally manage, successfully plan, implement and finalise projects.The student knows the basic function and objectives of business accounting.The student has basic knowledge of financial accounting and cost accounting and is able to explain the interrelationships and dependencies.The student is able to derive the aspects of accounting relevant to his/her area of responsibility and apply them in his/her own area of responsibility.The student has basic knowledge of the typical course of a planning and budgeting process and is able to help shape it from the perspective of a person responsible for a sub-budget (e.g. a department).The student has a basic knowledge of financing and investment in order to be able to understand the special circumstances of hospital financing and planning.The student has basic marketing knowledge and knows the importance of marketing activities for the hospital organisation.The student develops an understanding of the basics required to manage IT operations.The student is able to design targeted social media contributions as part of content marketing.

The student has basic knowledge of professional and medical law, including liability law, data protection law, the Medical Devices Ordinance, and is able to apply them in the context of selected circumstances.The student is able to derive the aspects of accounting relevant to his/her area of responsibility and apply them in his/her own field of activity.The student is familiar with the system of hospital financing in Austria and can critically examine it.The student understands the benefits of internal auditing as an essential part of the company's internal monitoring system.The student is familiar with common is familiar with methods for personnel planning (e.g. PPR) and personnel requirements determination and recruitment as well as working conditions and can apply them according to his/her area of responsibility.The student records the professional and role models as well as the professional development in the European context, discusses current professional policy issues, takes a stand on them and develops future perspectives.The student develops an understanding of the tasks and challenges of strategic personnel development.The student is familiar with personnel development tools and can use them adequately from the perspective of a manager.The student has basic knowledge of procurement management and recognizes connections to his/her direct working environment.The student has basic knowledge of public procurement law.The student develops an understanding of planning and technical specifications – especially in hospitals – and can participate in the planning and investment from the user's point of view.The student has basic marketing knowledge and knows about the importance of marketing activities for the hospital as a company.The student is able to write a marketing concept for his own area of application.The student is able to recognize a critical situation and control external and internal communication accordingly.The student is familiar with the legal framework for hospital marketing.The student recognizes dangers and risks in projects at an early stage and can solve them promptly.The student knows methods to ensure the transfer of knowledge from the project to the line.The student recognizes dynamics in the project team and masters unpredictable changes in the course of the project.The student is able to integrate project management into the company organizationally.The student knows the functions and tasks of managers and is able to continuously reflect on the connection between leadership and personality.The student knows strategies for motivating employees.The student is aware of the importance of a manager's personnel development function.The student learns to manage projects professionally, to plan professionally, to carry out and to complete them in an agile manner.The student has an understanding of agile process management and can apply it to case studies.The student can develop workflows and implement them in information technology.The student is familiar with onboarding concepts and can integrate international professionals with their cultural setting into them.The student has knowledge of the Primary Care Act.The student has knowledge of sustainability in all core and support processes and can classify them according to the EU Taxonomy Regulation.

The student is aware of the responsible use of power and influence.The student knows the principles and goals of coaching and is able to apply them - if appropriate.The student knows the goals of mentoring and the tasks associated with it.The student is able to apply the principles of communication to the areas of conversation and negotiation.The student recognizes the need for preparation and structure for discussions/negotiations.The student uses fair argumentation and negotiation techniques.The student is able to recognize unfair argumentation techniques as well as unfair negotiation strategies in the long term and to react appropriately.The student develops an understanding of inclusion and diversity.The student is able to define the term resilience and relate it to personal and corporate resilience and reflect on it.The student is familiar with generational models and can plan and apply them in employee management.

The student has the necessary knowledge background to be able to describe the strategic orientation of a selected company.The student can use an analysis tool to describe the market position of a selected company.The student can describe the terms corporate mission statement and corporate culture and explain their significance for the management of a company.The student is able to reflect on life-phase-oriented corporate development as a strategic focus.The student recognizes the contribution of IT to the achievement of the company's goal.The student is aware of the responsible use of power and influence.The student is able to reflect on his/her actions from an ethical point of view, to integrate them into a multi-professional or intercultural perspective and to further develop his/her professional ethical attitude in a targeted manner.The student can recognize and compare IT systems in the healthcare sector.The student develops an understanding of sustainability strategies and management in healthcare.The student is able to recognize and analyze bullying in the work environment and to develop preventive and interventional measures.

The student is able to evaluate and classify theoretical principles of nursing according to recognised criteria, discuss them critically and use them for management.The student can systematically expand conceptual nursing knowledge and use it for theory and practice, reflect on and critically discuss current topics in nursing practice from a scientific perspective and derive consequences for action.The student is able to identify ethical problem areas in nursing, discuss them against the background of individual attitudes and scientific results and justify and derive consequences for action.Based on professionalisation concepts, the student is able to lead the professionalisation debate for nursing in a well-founded manner and promote professionalisation.The student applies programmes and instruments for quality development and assurance and initiates and promotes quality assurance measures.The student creates, implements and evaluates concepts and benchmarks for nursing quality.The student is able to assess the effects of various care models and concepts, decide on their use and create the necessary framework conditions.The student is able to review methods and instruments of nursing work for their efficiency in nursing practice and derive consequences.

The student is familiar with the terms and vocabulary of quality management.The student is familiar with the key aspects of various QM systems.The student is familiar with basic QM techniques such as quality circles.The student is familiar with the current standards in the field of quality management, in particular the ISO family, and can interpret standard texts in a situation-orientated manner.The student is familiar with TQM models, both general models such as EFQM and specific models for the healthcare sector such as KTQ

The student is able to plan and support the process of creating clinical pathways using evidence-based results from medical and nursing guidelines in projects.The student is able to select and use quality management tools in a task- and solution-orientated manner.The student is able to implement quality management systems in accordance with the specific requirements of healthcare facilities.The student has an overview of the methods used in evaluation research, can assess the appropriateness of their use and evaluate the results with regard to their significance.The student is able to use the results of evaluation research correctly in decision-making and to justify issues by referring to relevant results.The student knows the methods of workplace health promotion and can evaluate and assess behavioural and situational prevention measures.

The student is able to carry out a project with practical relevance independently or in a group with other course participants and to clarify the necessary resources for this.The student is able to handle a project in real life using the methods of project management.The student can present the project or parts of it in a way that is appropriate for the target group.The student is able to evaluate, analyze and evaluate the project result with regard to the objectives and the contribution of the project to the client in the healthcare sector.

The student is able to generate care-relevant questions in the context of clinics and primary care.The student knows and understands primary care in its various forms and its development processThe student is able to derive initiatives for the establishment of care units from the health objectives and the care situation.The student is able to identify the relevant stakeholders of healthcare facilities. identify the relevant stakeholders of care facilities.The student knows how they are embedded in the healthcare system and can analyse location-relevant issues at the level of healthcare and municipal policy.The student understands the operation of a PVE and can plan resource management (personnel, accounting, IT, etc.).The student is able to analyse a multi-client capable IT system including its necessary components in a process-oriented manner. (incl. data protection).The student can define and apply interprofessional communication structures and processes.The student develops an understanding of entrepreneurship, entrepreneurial thinking, decision-making and action.The student understands the connections between health promotion and prevention and can derive goals for primary care.

The student can contribute to the promotion of cooperation through active involvement and has the ability to utilise interprofessional competences for common goals.The student is able to contribute actively and constructively to interprofessional team structures, integrate different professional competences and make joint solution-oriented decisions.The student is able to understand and apply management tools in their significance for organisational development and quality management.The student is able to understand organisational theory and transfer it to the healthcare sector.The student is able to assess methods and instruments of effective organisational development and apply them appropriately to the situation.The student is able to understand operational planning and control as a central organisational dimension.The student will be able to describe and evaluate approaches to corporate positioning and apply them with a focus on the special features of a healthcare organisation in an operational environment.The student will familiarise themself with implementation options for structural changes in hospitals and will be able to critically examine their applicability in their own environment.The student is able to recognise culture-specific and subject-specific phenomena of communication and design interprofessional and intercultural discussion situations and meetings with intercultural competence.The student is able to communicate, plan, implement and evaluate digital transformation projects with regard to ‘sense-making’.The student is able to reflect on their own role and recognise the importance of interprofessionalism for optimising patient care.The student develops an understanding of the leadership of intercultural and interprofessional teams.The student is able to address and discuss digital interface issues in interprofessional teams (beyond health professionals!) and contribute to solutions.The student is able to apply intercultural competence with regard to cognition, emotions and behaviour.The student is able to recognise communication barriers within interprofessional and intercultural teams in order to ensure constructive cooperation.The student is familiar with occupational group-specific and interprofessional networks in the healthcare sector and takes part in an interprofessional event (congress, meeting, etc.).

The student has knowledge of selected currents in scientific theory, the associated representatives and their basic positions.The student has methodological foundations for the theory and practice of research in healthcare. An understanding of scientific theory supports reflection on professional practice.The student has an understanding of the basic skills of scientific work and is able to actively apply these basic skills.The student is able to create frequency distributions and calculate key figures.The graduate is able to assess the quality of the preparation of such data in publications.The student understands the principles of probability distributions.

The student has knowledge of the research process.The student has a basic knowledge of the development of relevant research questions in the field of healthcare.The student knows the characteristics and possible applications of the most important research methods in the health sciences.The student is familiar with common evaluation methods and forms of presentation of qualitative and quantitative research.The student is able to understand the results of scientific studies and relate the results to professional practice.The student develops an in-depth understanding of the overall research process.The student knows the difference between qualitative and quantitative research work.The student is able to develop a quantitative research approach including skills for constructing a questionnaire.The student knows the quality criteria of measurement instruments and can use them appropriately.The student acquires basic knowledge of qualitative and quantitative data analysis.The student is able to test hypotheses using empirical data.The student is able to select suitable statistical measurement methods for specific research problems.The student is able to carry out tests for significant differences as well as correlation and regression tests and interpret their results in relation to their own professional practice.The student knows areas of application for measuring the relationship between several dependent variables.The student is able to present the results in a way that is appropriate for the target group.The student is able to understand basic concepts of AI and use them in research processes.The student is familiar with the current AI legal situation.The student is familiar with big data (data warehouse) and can understand the contribution of epidemiological data to research.The student can view AI on a meta-level and knows the limits and criticism of AI in healthcare.The student can critically reflect on ethical and social issues in connection with AI and make an informed judgement on the use of AI in various scientific contexts.

The student is able to plan a research process in compliance with a wide variety of framework conditions (e.g. time, finance, submission to the ethics committee) and gender medicine.The student has initial experience in writing a research proposal with the assistance of an expert.The student knows the specifics of conducting clinical trials.The student is able to carry out analyses of variance, factors and reliability using SPSS and to interpret the results.

The student develops an understanding of how AI models work and how they react to different inputs.The student analyses existing processes in the hospital to identify weaknesses and opportunities for optimisation.The student develops strategies for the implementation, realisation, evaluation and further development of digital processes.The student reflects on the effects of digital process changes on organisations and employees.The student can apply different moderation techniques in an online setting depending on the situation.The student models a process that is to be digitalised.

The student is able to show originality in the development of solutions in the course of working on a given or self-chosen specialised topic.The student is able to write a comprehensive scientific paper independently. The graduate is able to deal with topics in a content-related manner and using scientific methods.The student makes a contribution to theory, empiricism and/or method with his/her academic work.The student is capable of research-led further learning.The student is able to write a contribution (abstract) to the target group-oriented publication of his/her Master's thesis.The student is familiar with platforms for scientific funding applications and can prepare the necessary documents for submission to a call.

The student has the ability to prepare a presentation in front of a specialised audience in such a way that the student is understood.The student selects presentation aids in such a way that they effectively emphasise the presentation.The student is able to lead meetings constructively and profitably for everyone. The student is familiar with theoretical and practical techniques of individual work organisation and is able to apply these in a professional context.The student is able to recognise their own potential and limitations and to organise their everyday student and professional work effectively and efficiently through the systematic use of proven learning methods.The student recognises the needs, attitudes, characteristics and skills of colleagues and employees in an appreciative manner and incorporates these constructively into the work process.The student has the ability to analyse group processes, respond to group members and implement interventions so that an effective work result can be achieved.The student is able to read and understand English-language academic texts in detail and use foreign-language translation tools.

The student recognizes conflicts and crises.The student takes adequate measures to cope with conflicts and crises.The student knows the principles and goals of coaching and is able to apply them - if appropriate.The student knows the goals of mentoring and the tasks associated with it.The student is able to moderate demanding / challenging / conflict-ridden meeting situations.