Public Health

A paradigm shift has already taken place in the nursing and health sciences in recent years. In addition to the disease orientation, the focus is also on maintaining and shaping health. The two poles “health” and “illness” are already the focus in the basic training for nursing and health sciences. The academic expert program offers people with professional experience in this area focused training for new professional fields in public health. By completing the course, you will be qualified take on an independent role in primary, secondary and tertiary prevention and health promotion. The potential for professional development emerges from the demographic development of the population, which brings with it an increasing need for measures for the long-term maintenance and improvement of health and quality of life.

Department

Applied Nursing Science

Topic

Quality of life

Highlights

A focus on health promotion and prevention for different target groups and settings
Health literacy and empowerment of individuals, communities, families, schools, kindergartens and companies
New professional fields and new fields of application
Health research and epidemiology round out the spectrum
Our continuing higher education programs comply with the guidelines of the ÖGKV PFP® (Continuing Nursing Education Points brand by the Austrian Health Care and Nursing Association), which was launched in 2019 by the Austrian Health Care and Nursing Association (ÖGKV) to support continuing education options for certified nurses (DGKP).

Facts

Final degree: Academic Expert in Public Health

Duration of course: 2 Semesters

Organisational form: part-time

Tuition fee once payment € 5.600,-¹ + ÖH premium/semester

ECTS: 60 ECTS

Language of instruction: German

Application summer semester 2025: 18. September 2024 - 30. June 2025

Study places: 22

¹ Alternative modell in semester installments € 2.940,-/semester. Details on tuition fees can be found in the general fee regulations.

Before the studies

You already work in the practical field of health care and nursing or in other health professions such as midwifery and would like to deepen and expand your expertise. Health promotion and prevention are very important to you and you want to work in this area in a target group-oriented manner. You would like to provide health counseling and support families, communities, schools or companies in expanding their health skills and improving their quality of life. You are interested in further developing your professional field and opening up new fields of application with your newly acquired skills.

Relevant admission requirement

For admission you need

a completed Bachelor's degree with a professional authorization for health care and nursing or
a degree of equal or higher value from a domestic or foreign post-secondary or tertiary educational institution in nursing, health, social sciences or medicine* or
a diploma in general healthcare and nursing or child and adolescent nursing or psychiatric healthcare and nursing
and in all three cases proof of at least 2 years of professional experience in the respective field.

In case of submitting a diploma you will also need either

a general university entrance qualification, proven by a
- Austrian secondary school leaving certificate (AHS, BHS, vocational higher education entrance qualification) or
- Austrian certificate of a limited higher education entrance qualification for the respective group of studies or
- equivalent foreign certificate
or relevant additional examinations in English B2 and German B2
- the assignment from the diploma course is recognized as equivalent for the additional examination in German

Language requirements for admission

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

German - level B2.

*Subject to approval by the relevant bodies.

Legalization of foreign documents

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

Legalization of foreign documents in higher education
Federal ministry Education, Science and Research

open

Translation of your documents

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

Online application - uploading documents

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

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

Documents for your online application

Proof of identity
- passport or
- identity card or
- Austrian driving license (proof of citizenship required) or
- residence permit (proof of citizenship required)
Proof of change of name, if applicable (e.g. marriage certificate)
Proof of fulfillment of the relevant admission requirement
- Bachelor's certificate in Health Care and Nursing or
- diploma in general health care and nursing, psychiatric health care and nursing or child and adolescent nursing (incl. diploma certificate) and
  - Austrian secondary school leaving certificate (AHS, BHS, vocational higher education entrance qualification) or
  - Austrian certificate of a limited higher education entrance qualification for the respective group of studies or
  - equivalent foreign certificate or
  - proof of successful completion of the additional examinations in English B2 and German B2 (or German assignment)
Proof of German level B2 according to the Common European Framework of Reference for Languages (CEFR). The following apply as proof:
- secondary school leaving certificate from a German-language school
- completion of at least three years of studies in German
- supplementary examination pre-study course - German B2
- German certificate (not older than 3 years), e.g.:
  - Austrian German Language Diploma: ÖSD Certificate B2
  - Goethe Institute: Goethe Certificate B2
  - telc: German B2
  - German language test for university admission for foreign applicants: DSH-2
  - German Language Diploma of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany: DSD II
  - Test of German as a foreign language (Test DaF): Level TDN 4 in all parts
  - Language Center of the University of Vienna: Course and successfully passed exam at level B2
  - Proof of a higher language level is also valid.
Curriculum vitae in tabular form in German
Letter of motivation in German
Proof of employment in the higher service for health care and nursing
Legalizations and translations, if applicable (see tab “Foreign documents and degrees”)

Your application is valid once you have completely uploaded the required documents. If you do not have all the documents at the time of your online application, please submit them to the secretary's office by email as soon as you receive them.

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

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

Do you still have questions about the study program?

Make an appointment with our secretary’s office ph@fh-campuswien.ac.at and you will receive a personal consultation via Zoom with Head of the Academic Course Christina Mogg, WS 2024/25.

Inform yourself in the online info sessions (via ZOOM) about the study content and process of the academic university course. In addition, Christina Mogg, program director, will answer questions about the study program, requirements and admission procedure.

14th November 2024, 12.00-12.45 pm
10th December 2024, 10.30-11.00 am
28th January 2025, 10.00-10.45 am
6th March 2025, 13.30-13.45 pm
4th April 2025, 10.00-10.45 am

To participate, join using theZoom-Link. This Link is valid for all sessions.
Additional information appointments are possible at any time on request!

For your participation, we kindly request registration if possible at ph@fh-campuswien.ac.at.
If you have any questions, please contact Tamara Rechberger at ph@fh-campuswien.ac.at or+43 1 6066877-4007.

During the studies

The occupational field of public health is still in its infancy in Austria. Social skills as well as educational and conceptual skills are just as much in demand in this area as health care and nursing science know-how. The course covers all the necessary requirements to actively help shape and develop the new professions.

As a public health expert, you will independently promote the health literacy of individuals, families, communities and the general population through tailor-made training and education programs, following a targeted survey of needs and resources.

The know-how acquired during your training will enable you to:

Organize and coordinate preventive services within the framework of primary, secondary and tertiary prevention at the municipal level, in schools, kindergartens and companies.
Apply different counseling concepts and principles of communication for professional conversation and counseling. Plan and conduct information, training, instruction and counseling as required for individuals, groups and organizations.
Prepare health information in a way that is appropriate for the target group and implement it using eCounseling and eHealth.

In addition, you will acquire knowledge of epidemiological monitoring and data analysis in the context of health research, health statistics and epidemiology. These skills are essential building blocks in the development of health promotion and prevention programs in companies and communities. This area of activity focuses on:

Research and critical assessment of research work on problems of practical relevance.
Acquiring knowledge of qualitative and quantitative research methods for participation in data collection and data evaluation processes
Carrying out independent surveys on the need for forms of intervention, developing target group-specific measures and evaluating their effectiveness.

Curriculum

Module Health promotion and prevention

3 SWS

6 ECTS

Life style factors and determinants of health | ILV
Life style factors and determinants of health | ILV
1 SWS 2 ECTS
Content
Lifestyle - Definition of terms
Determinants of health
Influence of lifestyles on health behaviour and health
Determinants of health at the individual level, social and community level, level of living and working conditions, and overall policy level
Health behaviour and lifestyles in different target groups
Social inequality and health
Theories and models of health behaviour - e.g. Health Belief Model
Targeted health promotion measures for the discussed target groups/settings
Teaching method
Mainly activating methods
Examination
Final exam: LV-final oral or written final examination
Literature
Bormann, C. (2012). Gesundheitswissenschaften. Einführung. Konstanz/München: UKV.
Handbuch Gesundheitssoziologie (2020). Springer Verlag, DOI doi.org/10.1007/978-3-658-06477-8
Hurrelmann, K., Klotz, T., Haisch, J. (Hrsg.). (2014). Lehrbuch Gesundheitsförderung und Prävention. 4., vollst. überarb. Aufl. Bern: Huber.
Hurrelmann, K. & Razum, O. (Hrsg.). (2016). Handbuch Gesundheitswissenschaften. 6. Aufl. Weinheim u. München: Beltz Juventa.
Renneberg, B. & Hammelstein, P.(2006). Gesundheitspsychologie. Berlin, Heidelberg: Springer.
Schwartz, F.W. (Hrsg.). (2003). Das Public-Health-Buch: Gesundheit und Gesundheitswesen (2., vollst. neu bearb. u. erw. Aufl.). München: Urban & Fischer.
Wallner, H. & Blättner, B. (2011). Gesundheitswissenschaft. Eine Einführung in Grundlagen, Theorie und Anwendung (5. Aufl.). Stuttgart: Kohlhammer.
Weltgesundheitsorganisation (2004). Soziale Determinanten von Gesundheit. Die Fakten. Zweite Ausgabe. International Centre for Health and Society. www.euro.who.int/__data/assets/pdf_file/0008/98441/e81384g.pdf
Teaching language
Deutsch

1 SWS

2 ECTS

Health competence | ILV
Health competence | ILV
1 SWS 2 ECTS
Content
Health literacy - Definition of terms
Areas of health literacy
Health literacy of the Austrian population
Health as a social challenge
The promotion of health literacy among different target groups - measures and fields of action

Teaching method
Mainly activating methods
Examination
Final exam: LV-final oral or written final examination
Literature
Kickbusch, I.; Hartung, S.: Die Gesundheitsgesellschaft. Konzepte für eine gesundheitsförderliche Politik. 2. Auflage, Verlag Hans Huber, Hogrefe AG, Bern, 2014.
Pelikan, J.M. et al.: Die Gesundheitskompetenz der österreichischen Bevölkerung – nach Bundesländern und im internationalen Vergleich. Abschlussbericht der Österreichischen Gesundheitskompetenz (Health Literacy) Bundesländer-Studie. LBIHPR Forschungsbericht. 2013
Schaeffer, D., & Pelikan, J. (2017). Health Literacy. Bern: Hogrefe.
Teaching language
Deutsch

1 SWS

2 ECTS

Global health systems and politics | ILV
Global health systems and politics | ILV
1 SWS 2 ECTS
Content
Different health care systems worldwide (country examples: Switzerland, Singapore, USA, Austria, England...) - including their financing.
Comparative analysis of the individual health care systems including their advantages and disadvantages from the point of view of the states and the beneficiaries.
Health policy in the EU and in an international context
Teaching method
Mainly activating methods
Examination
Final exam: LV-final oral or written final examination
Literature
Markle, W. H., Fisher, M. A. & Smego, R. A. (2013). Understanding Global Health. (2. Aufl.). New York: McGraw Hill.
Schölkopf, M. & Pressel, H. (2017). Das Gesundheitswesen im internationalen Vergleich: Gesundheitssystemvergleich, Länderberichte und europäische Gesundheitspolitik (Health Care Management). Berlin: MWV Verlag.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Health promotion and prevention on communal level

2 SWS

4 ECTS

Health promotion and prevention with chronically sick people | ILV
Health promotion and prevention with chronically sick people | ILV
1 SWS 2 ECTS
Content
Definition of health - disease - chronic disease
Subjective theories of health and illness
Significance of chronic illness for society and for the health care system
Changes in norms and acceptance in the context of chronic illness
Importance of health literacy and participatory decision making as an aspect of public health and people with chronic disease.
Chronic Disease Self- Management Program
Chronic disease and health literacy
Health literacy in health care facilities and hospitals and healthcare organizations at the community level.
Teaching method
Mainly activating methods
Examination
Final exam: LV-final oral or written final examination
Literature
Sobczak, A., & Radinger, O. (2022). Leben mit chronischer Krankheit. Wien : Facultas.
Kickbusch, I., & Hartung, S. (2014). Die Gesundheitsgesellschaft. Bern: Huber.
Klemperer, D. (2020). Sozialmedizin-Public Health- Gesundheitswissenschaften. Bern: Hogrefe.
Schaeffer, D., & Pelikan, J. (2017). Health Literacy. Bern: Hogrefe.
Teaching language
Deutsch

1 SWS

2 ECTS

(2 ECTS of your choice)

Health promotion and prevention with older adults | ILV
Health promotion and prevention with older adults | ILV
1 SWS 2 ECTS
Content
Health, illness, quality of life and well-being in old age
Aims, tasks and guiding principles of community health promotion and prevention among older people
Areas of prevention for older people
Actors in community health promotion for older people
Models of health promotion and prevention (e.g. community readiness model) and their applicability to problems and needs of older people
Best practice models from the field
Teaching method
Mainly activating methods
Examination
Final exam: LV-final oral or written final examination
Literature
De Wit, L., Fenenga, C., Giammarchi, C., Di Furia, L., Hutter, I. & De Winter, A. (2018). Community-based initiatives improving critical health literacy: a systematic review and meta-synthesis of qualitative evidence. BMC Public Health, 18:40.
Fonds Gesundes Österreich (2011). kommunale Gesundheitsförderung mit Fokus auf ältere Menschen. fgoe.org/sites/fgoe.org/files/2017-10/2011-11-02.pdf, Wien.
Mir E., Penz H. & Dorner T. (2019). Settings der Gesundheitsförderung und Prävention für Menschen mit Demenz. In: Gebhard D., Mir E. (Hrsg.) Gesundheitsförderung und Prävention für Menschen mit Demenz. Berlin, Heidelberg: Springer.
Tanios, A.; Braunegger-Kallinger, G., Loder, C. & Renner, A. (2017). Gesundheitsförderung in Gemeinden – Evidenz und Good Practice. Wien: Gesundheit Österreich GmbH. .
Teaching language
Deutsch

1 SWS

2 ECTS

Health promotion and prevention with expectant and young families | ILV
Health promotion and prevention with expectant and young families | ILV
1 SWS 2 ECTS
Content
Basics of family theories and their concepts
Goals, tasks and guiding principles of community health promotion and prevention for expectant and young families
Actors in community health promotion for expectant and young families
Models of health promotion and prevention (e.g. community readiness model) and their applicability to challenges and needs of expectant and young families
Assessment tools for family health assessment
Concepts of resilience within young and expectant families
Interface management
Teaching method
Mainly activating methods
Examination
Final exam: LV-final oral or written final examination
Literature
De Wit, L., Fenenga, C., Giammarchi, C., Di Furia, L., Hutter, I. & De Winter, A. (2018). Community-based initiatives improving critical health literacy: a systematic review and meta-synthesis of qualitative evidence. BMC Public Health, 18:40.
Lange, A. & Kahlke D. (2019). Prävention und Gesundheitsförderung in der werdenden und jungen Familie. In: Tiemann, M. & Kohokum, M. (Hrsg) Prävention und Gesundheitsförderung, pp. 1-13. Springer.
Geene, R. (2018). Familiäre Gesundheitsheitsförderung. Ein nutzerorientierter Ansatz zur Ausrichtung kommunaler Gesundheitsförderung bei Kindern und Familien. Bundesgesundheitsblatt – Gesundheitsforschung – Gesundheitsschutz, 61: p.1289-1299. DOI: doi.org/10.1007/s00103-018-2814-z
Teaching language
Deutsch

1 SWS

2 ECTS

Module Health promotion and prevention at schools and kindergartens

3 SWS

6 ECTS

Health promotion and prevention during childhood | ILV
Health promotion and prevention during childhood | ILV
1.5 SWS 3 ECTS
Content
Definition of health promotion and prevention in childhood, incl. objectives
School health care in kindergarten and primary school; tasks and (international) examples from practice;
Influence of health promotion practiced in childhood on the health care system
Critical discourse of the interaction of health promotion and prevention on health systems and health policy
Teaching method
Mainly activating methods
Examination
Module exam
Literature
Marchwacka, Maria A. (Hrsg.): Gesundheitsförderung im Setting Schule. Springer Verlag, Wiesbaden 2013.
Wird noch erweitert.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Health promotion and prevention with adolescents | ILV
Health promotion and prevention with adolescents | ILV
1.5 SWS 3 ECTS
Content
Definition of health promotion and prevention in adolescence, incl. objectives
School health care from the 5th grade; tasks and (international) examples from practice
Influence of health promotion practiced in adolescence on the health care system
Critical discourse of health promotion and prevention in adolescence on health systems and health policy
Teaching method
Mainly activating methods
Examination
Module exam
Literature
KKH-Allianz (Hrsg.): Gesund jung?! Herausforderung für die Gesundheitsförderung und Prävention bei Jugendlichen und jungen Erwachsenen. Springer Verlag, Berlin 2011.
Wird noch erweitert.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Module Education concepts and methods

2.5 SWS

5 ECTS

Selected counseling and training methods | ILV
Selected counseling and training methods | ILV
1.5 SWS 3 ECTS
Content
Central terms of counselling, training and guidance
Legal basis of counselling according to GuKG
Understanding and roles of counselling in health care and nursing
Counselling science: Selected theories and models of counselling (person-centred counselling, systemic counselling)
Selected counselling approaches and methods (person-centred, systemic, solution-oriented, resource-oriented, etc.)
Selected nursing-relevant counselling methods
Counselling processes
Counselling settings with different target groups and settings
Conversational techniques in counselling - counselling communication and relationship building
Self-reflection and metacommunication in counselling
Use of educational materials (diabetes, stoma, injections)
Teaching method
Mainly activating methods
Examination
Final exam: Final written or oral examination at the end of the course
Literature
Becker, R. (2017). Beratung als pflegerische Aufgabe. Arbeitsmaterialien für Unterricht und Praxis. Stuttgart: Kohlhammer.
Berkling, H. (2010). Lösungsorientierte Beratung. Stuttgart: Kohlhammer.
Büggemann, H., Ehret-Ivankovic, K. & Klütmann, C. (2014). Beratung in fünf Gängen. Ein Leitfaden (2. Aufl.). Göttingen: Vandenhoeck&Ruprecht.
Engel, R. (2020). Gesundheitsberatung in der Gesundheits- und Krankenpflege (2. Aufl.). Wien: Facultas wuv.
Hallier, H. (2013). Gute Beratung. Zwischen Hybris und Bescheidenheit. BeraterInnen über sich, ihre Arbeit und ihren Anspruch an Professionalität. Berlin: Ulrich Leutner.
Hegemann, T. & Oesterreich, C. (2018). Einführung in die interkulturelle systemische Beratung und Therapie. (2. Aufl.). Heidelberg: Carl-Auer.
Kindl-Beifuß, c. (2019). Fragen können wie Küsse schmecken. Heidelberg: Carl-Auer.
Klein, R., Kann nicht, A. (2011). Einführung in die Praxis der systemischen Therapie und Beratung (2. Aufl.). Heidelberg: Carl-Auer.
Lauterbach, M. (2018). Einführung in das systemische Gesundheitscoaching (2. Aufl.). Heidelberg: Carl-Auer.
Nußbeck, S. (2014). Einführung in die Beratungspsychologie (3. Aufl). München: Ernst Reinhardt.
Plessl-Schorn, B. (2014). Patienten- und Angehörigenedukation. Aufgaben für Ausbildung und Praxis. Wien: Facultas wuv.
Radatz, S. (2018). Beratung ohne Ratschlag. Systemisches Coaching für Führungskräfte und BeraterInnen. Österreich: Literatur-VSM.
Schwarz, B. (2011). Patientenedukation kompakt. Theorie und Praxis der familienorientierten Information, Beratung und Anleitung in der Kinder- und Jugendlichenpflege. Wien: Austrian Standards plus.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Counseling of individuals, groups and organizations | ILV
Counseling of individuals, groups and organizations | ILV
1 SWS 2 ECTS
Content
Counselling Level I: Individual (collegial counselling, conflict counselling, coaching)
Consulting level II: Group (development phases, team processes, role positions, moderation)
Consulting level III: Organization (organizational development and opportunity management, organizational structures, organizational cultures, organizational learning)
Teaching method
Mainly activating methods
Examination
Final exam: Final written or oral examination at the end of the course
Literature
Becker, R. (2017). Beratung als pflegerische Aufgabe. Arbeitsmaterialien für Unterricht und Pflege. Stuttgart: Kohlhammer.
Buchinger, K. & Klinkhammer, M. (2017). Beratungskompetenz. Supervision, Coaching, Organisationsberatung. Stuttgart: Kohlhammer.
Bürgi, A. & Eberhart, H. (2006). Beratung als strukturierter und kreativer Prozess. Ein Lehrbuch für die ressourcenorientierte Pflege. Göttingen: Vandenhoeck&Ruprecht.
Engel, R. (2020). Gesundheitsberatung in der Gesundheits- und Krankenpflege. (2nd ed.). Wien: Facultas wuv.
Hegemann, T., Oesterreich, C. (2018). Einführung in die interkulturelle systemische Beratung und Therapie. (2nd ed.). Heidelberg: Carl Auer.
Klein, R., Kann nicht, A. (2011). Einführung in die Praxis der systemischen Therapie und Beratung. (2nd ed.). Heidelberg: Carl-Auer.
Loeschen, S., Strehl, G. (2008). Der Satir-Prozess. Paderborn: Junfermann.
London, F., (2010). Informieren, Schulen, Beraten. Praxishandbuch zur pflegebezogenen Patientenedukation. (2nd ed.). Bern: Hans Huber.
Maier-Gutheil, C., (2016). Beraten. Stuttgart: Kohlhammer.
McLeod, J. (2004). Counselling – eine Einführung in Beratung. Tübingen: dgvt-Verlag.
Palesch, A. (2019). Ambulante Pflegeberatung. Grundlagen und Konzepte für die Praxis. (2nd ed.). Stuttgart: Kohlhammer.
Radatz, S. (2018). Beratung ohne Ratschlag. Systemisches Coaching für Führungskräfte und BeraterInnen. Österreich: Literatur-VSM.
Reichel, R., Rabenstein, R. (2012). Kreativ beraten. Methoden, Modelle, Strategien für Beratung, Coaching und Supervision. (5th ed.). Münster: Ökotopia.
Rogers, C. (1991). Entwicklung der Persönlichkeit. Stuttgart: Klett-Cotta.
Schulz von Thun, F. (2019). Miteinander reden: 1. Störungen und Klärungen. Allgemeine Psychologie der Kommunikation. Reinbek bei Hamburg: Rowohlt.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Qualitative survey and evaluation methods

2.5 SWS

5 ECTS

Qualitative research methods | ILV
Qualitative research methods | ILV
1.5 SWS 3 ECTS
Content
Basics of qualitative research
Planning and procedure of the qualitative research process
Overview of qualitative research methods (focus group, narrative interview, episodic interview, ero-epic interview, observation -auto-ethnographic writing)
Overview of selected qualitative evaluation methods (grounded theory, content analysis, thematic analysis)
Introduction to MAXQDA: importing transcripts, coding texts, outputting codes and importing them into word processing programs, outputting code findings
Presentation of results in qualitative research
Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance review
Literature
Flick, Uwe [Hrsg.] (2010): Qualitative Forschung: ein Handbuch. 8. Aufl. Reinbek bei Hamburg: Rowohlt
Froschauer, Ulrike; Lueger, Manfred (2009): Interpretative Sozialforschung: Der Prozess. Wien: Facultas
Literatur für die Referate (Erhebungsmethoden: Fokusgruppe, narratives Interview, episodisches Interview, ero-episches Gespräch, Autoethnografie; Auswertungsmethoden: Grounded Theory, Inhaltsanalyse, Themenanalyse) wird in der LV zur Verfügung gestellt.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Scientific work | ILV
Scientific work | ILV
1 SWS 2 ECTS
Content
Criteria of scientific work
Correct citation (focus: requirement at the Department of Applied Nursing Science)
Planning of a scientific paper - the exposé
Topic identification & concretization
Literature research and procurement (online research in theory and practice)
Material selection, material evaluation
Presentation of results
Structure of a scientific publication (focus: scientific essays)
Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance review
Literature
Eco, Umberto (2010): Wie man eine wissenschaftliche Abschlußarbeit schreibt. Doktor-, Diplom- und Magisterarbeit in den Geistes- und Sozialwissenschaften. 13., unveränd. Aufl. der dt. Ausg. Wien: Facultas WUV.
Huemer, Birgit; Rheindorf, Markus; Gruber, Helmut (2012): Abstract, Exposé und Förderantrag. Eine Schreibanleitung für Studierende und junge Forschende. Wien, Köln, Weimar: Böhlau.
Niedermair, Klaus (2010): Recherchieren und Dokumentieren. Der richtige Umgang mit Literatur im Studium. Konstanz: UVK Verlagsgesellschaft mbH
Panfil, Eva-Maria (2011): Wissenschaftliches Arbeiten in der Pflege. Lehr- und Arbeitsbuch für Pflegende. Bern: Verlag Hans Huber
Weitere Literatur wird in der LV bekannt gegeben.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Quantitative survey and evaluation methods
Quantitative survey and evaluation methods
2 SWS 4 ECTS
Examination
: Written module examination

2 SWS

4 ECTS

Quantitative research methods | ILV
Quantitative research methods | ILV
1 SWS 2 ECTS
Content
Basic concepts of empirical social research
Basic rules of questionnaire construction
Basics of quantitative survey methods
Research designs
Research design
Samples
Teaching method
Mainly activating methods
Examination
Module exam
Literature
Atteslander, P. (2010). Methoden der empirischen Sozialforschung. Berlin, New York: Walter de Gruyter.
Bortz, J.; Döring, N. (2006). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler. Heidelberg: Springer Verlag.
Diekmann, A. (2011). Empirische Sozialforschung. Grundlagen, Methoden, Anwendungen. Hamburg: Rowohlt Taschenbuch Verlag.
Mayer, H. (2015). Pflegeforschung anwenden. Elemente und Basiswissen für das Studium. 4. vollständig überarbeitete Auflage. Wien: Facultas.
Raab-Steiner, E.; Benesch, M. (2012). Der Fragebogen. Von der Forschungsidee zur SPSS-Auswertung. Wien: Facultas WUV.
Schnell, R; Hill, P.; Esser, E. (2011). Methoden der empirischen Sozialforschung. 9., aktualisierte Auflage. München: Oldenburg Verlag.
Teaching language
Deutsch

1 SWS

2 ECTS

Statistics | ILV
Statistics | ILV
1 SWS 2 ECTS
Content
Fundamentals of descriptive statistics:
Statistical characteristics and measures of dispersion.
Frequency tables, cross tabulations

Basics of inferential statistics:
Significance
Correlations
Group comparison tests (t-test, U-test, ANOVA etc.)

Statistical data analysis with SPSS
Teaching method
Mainly activating methods
Examination
Module exam
Literature
Bühl, A. (2019). SPSS: Einführung in die moderne Datenanalyse ab SPSS 25. 16., aktualisierte Auflage. Hallbergmoos: Pearson.
Nicol, A.; Pexmann, P. (2010). Presenting Your Findings. A Practical Guide for Creating Tables (6th Edition). Washington, DC: American Psychological Association.
Raab-Steiner, E.; Benesch, M. (2012). Der Fragebogen. Von der Forschungsidee zur SPSS-Auswertung. Wien: Facultas WUV.
Rasch, B., Friese, M., Hofmann, W.J., Naumann, E. (2010). Quantitative Methoden 1. Einführung in die Statistik für Psychologen und Sozialwissenschaftler. 3., erweiterte Auflage. Berlin Heidelberg: Springer Verlag.
Rasch, B., Friese, M., Hofmann, W.J., Naumann, E. (2010). Quantitative Methoden Band 2. Einführung in die Statistik für Psychologen und Sozialwissenschaftler. 3., erweiterte Auflage. Berlin Heidelberg: Springer Verlag.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Project development

2 SWS

9 ECTS

Project planning in health promotion and prevention | ILV
Project planning in health promotion and prevention | ILV
1 SWS 2 ECTS
Content
Deepening of the basic concepts of project management and health promotion.
Examination of basic literature in the field of project management, planning and evaluation of health promotion projects for different settings/target groups
Elaboration of own project outlines of the students
Elaboration and presentation of a project concept based on the elaborated project outline
Discussion of the presented project concepts in the plenum
Critical discussion of the project concepts
Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance assessment (written/oral).
2 partial performances: (1) Written elaboration of a project outline, (2) Presentation of the project concept.
Literature
Führer, A. & Züger, R.-M. (2007). Projektmanagement – Management-Basiskompetenz. Theoretische Grundlagen und Methoden mit Beispielen, Repetitionsfragen und Antworten. Zürich: Compendio Bildungsmedien.
Gareis, R. (2006). Happy projects!: Projekt- und Programmmanagement; Projektportfolio-Management; Management der projektorientierten Organisation; neue Theorien, Modelle, Best Practices, Fallstudien. Wien: Manz Verlag.
Kolip, P., Ackermann, G., Ruckstuhl, B. & Studer, H. (2012). Gesundheitsförderung mit System. Bern: Huber.
Patzak, G. & Rattay, G. (2009). Projektmanagement. Leitfaden zum Management von Projekten, Projektportfolios und projektorientierten Unternehmen. Wien: Linde International.
Reichert, T. (2009). Projektmanagement. Die häufigsten Fehler, die wichtigsten Erfolgsfaktoren. Freiburg: Rudolf Haufe Verlag.
Teaching language
Deutsch

1 SWS

2 ECTS

Thesis | SE
Thesis | SE
1 SWS 5 ECTS
Content
Examination of basic literature in the field of project management, planning and evaluation of health promotion projects for different settings/target groups.
Critical examination of the own project concept
Specification of the project concept in a written elaboration (final paper)
Teaching method
Individual work, feedback, peer feedback, discussion
Examination
Final exam:
Written elaboration of the specified project concept incl. evaluation concept (final paper)

Literature
Karmasin, M. & Ribing, R. (2019): Die Gestaltung wissenschaftlicher Arbeiten. Ein Leitfaden für Facharbeit (VWA), Seminararbeiten, Bachelor-, Master- und Magisterarbeiten, Diplomarbeiten und Dissertationen.
10. überarb. und aktual. Aufl., Facultas: Wien.
Führer, A. & Züger, R.-M. (2007). Projektmanagement – Management-Basiskompetenz. Theoretische Grundlagen und Methoden mit Beispielen, Repetitionsfragen und Antworten. Zürich: Compendio Bildungsmedien.
Gareis, R. (2006). Happy projects!: Projekt- und Programmmanagement; Projektportfolio-Management; Management der projektorientierten Organisation; neue Theorien, Modelle, Best Practices, Fallstudien. Wien: Manz Verlag.
Kolip, P., Ackermann, G., Ruckstuhl, B. & Studer, H. (2012). Gesundheitsförderung mit System. Bern: Huber.
Patzak, G. & Rattay, G. (2009). Projektmanagement. Leitfaden zum Management von Projekten, Projektportfolios und projektorientierten Unternehmen. Wien: Linde International.
Reichert, T. (2009). Projektmanagement. Die häufigsten Fehler, die wichtigsten Erfolgsfaktoren. Freiburg: Rudolf Haufe Verlag.
Teaching language
Deutsch

1 SWS

5 ECTS

Final examination | AP
Final examination | AP
0 SWS 2 ECTS
Content
Presentation of the key points of the thesis
Examination discussion and proof of in-depth knowledge of a related topic relevant to the final thesis
Cross-connections to integrated forms of care for selected age groups

Teaching method
Commission final examination
Examination
Final exam: Commission final examination
Literature
Brandenburg, H., Panfil, E.M. & Mayer, H. (2007). Pflegewissenschaft 2. Lehr- und Arbeitsbuch zur Einführung in die Pflegeforschung. München: Huber.
Ertl-Schmuck, R., Unger, A., Mibs, M. & Lang, C. (2015). Wissenschaftliches Arbeiten in Gesundheit und Pflege. München: UVK Verlag.
Karmasin, M. & Ribig, R. (2019). Die Gestaltung wissenschaftlicher Arbeiten. Wien: Facultas UTB.
Teaching language
Deutsch

2 ECTS

Module Health promotion and prevention on communal level

1 SWS

2 ECTS

Health promotion and prevention with vulnerable population groups | ILV
Health promotion and prevention with vulnerable population groups | ILV
1 SWS 2 ECTS
Content
Suicide prevention: risk groups, risk screening
Addiction prevention
Stress management and crisis intervention
Stigmatisation (public & cultural, structural, personal) - focus on health care
Destigmatisation (empowerment, recovery, participation) - Peer support
Teaching method
Mainly activating methods
Examination
Final exam: LV-final oral or written final examination
Literature
Bauer, U., Reinisch, A., & Schmuhl, M. (Eds.). (2012). Prävention für Familien mit psychisch kranken Eltern. Bedarf, Koordination, Praxiserfahrung (1st ed.). Wiesbaden: Springer VS.
Bramesfeld, A., Koller, M., & Salize, H.-J. (Eds.). (2019). Public Mental Health. Steuerung der Versorgung für psychisch kranke Menschen (1st ed.). Bern: Hogrefe. doi.org/http://doi.org/10.1024/85869-000
Moreno, M. A., & Radovic, A. (Eds.). (2018). Technology and Adolescent Mental Health (1st ed.). USA: Springer. doi.org/http://doi.org/10.1007/978-3-319-99638-6
Sauter, D., Abderhalden, C., Needham, I., & Wolff, S. (Eds.). (2020). Lehrbuch Psychiatrische Pflege (4th ed.). Bern: Hogrefe.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Workplace health promotion

2 SWS

4 ECTS

Basics of workplace health management | ILV
Basics of workplace health management | ILV
1 SWS 2 ECTS
Content
Definition of Workplace Health Promotion and Workplace Health Management
Models of workplace health management / workplace health promotion
Characteristics of healthy and unhealthy organizations
Structures and processes of workplace health management / workplace health promotion
Planning workplace health promotion projects
Teaching method
Mainly activating methods
Examination
Continuous assessment
Literature
Faller, G. (Hrsg.). Lehrbuch Betriebliche Gesundheitsförderung (3. vollst. überarb. u. erw. Aufl.). Bern. Hans Huber, Hogrefe.
Schneider, C. (2018). Praxis-Guide Betriebliches Gesundheitsmanagement. Tools und Techniken für eine erfolgreiche Gesundheitsförderung am Arbeitsplatz (3. Aktual. und erg. Aufl.). Bern: Hogrefe.
Badura, B. & Hehlmann, T. (Hrsg.) (2010.) Betriebliche Gesundheitspolitik. Der Weg zur gesunden Organisation (2. Aufl.). Berlin, Heidelberg: Springer.
Teaching language
Deutsch

1 SWS

2 ECTS

Health promotion in selected businesses | ILV
Health promotion in selected businesses | ILV
1 SWS 2 ECTS
Content
Workplace health promotion in specific fields of intervention
Project examples of different settings
Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance assessment (written/oral)
Literature
Kuhn, D. et al.: Das gesunde Unternehmen. Betriebliches Gesundheitsmanagement aus der Praxis für die Praxis. Mabuse Verlag, Frankfurt am Main, 2018.
Gollner, E. et al. (Hrsg): Gesundheitsförderung konkret. Ein forschungsgeleitetes Lehrbuch für die Praxis. Verlag Holzhausen GmbH, Wien, 2018.
Teaching language
Deutsch

1 SWS

2 ECTS

Module Health communication

2 SWS

4 ECTS

Elements of health communication | ILV
Elements of health communication | ILV
1 SWS 2 ECTS
Content
Health literacy
Clarification of terms,
Connection with health
Figures/data/facts from Austria and internationally

Areas of health literacy:
Health information conveyed by media (written, websites, apps, social media,...) using the example of current health communication topics (e.g. vaccination)
Quality criteria of "Good Health Information" ("Good Health Information Austria")
Preparation of method papers on the organisational level
Checklist for assessing the quality of health information
Risk communication and fake news
open questions in the field of health information
Intercultural aspects

Quality of conversation in health care
Quality characteristics in the area of personal conversations between members of the health care professions and patients
building a patient-centred communication culture
Communication training

Citizen and patient empowerment as a transversal field of action
more participation, more self-determination through health literacy
Patients' rights

The health literate organization - a short insight
Creating frameworks and structures for more health literacy
Examples of health literate organizations

Teaching method
Mainly activating methods
Examination
Module exam
Literature
Badur, S., Ota, M., Öztürk, S., Adegbola, R., & Dutta, A. (2020). Vaccine confidence: the keys to restoring trust. Human vaccines & immunotherapeutics, 16(5), 1007-1017.
BMGF (2016): Verbesserung der Gesprächsqualität in der Krankenversorgung. Strategie zur Etablierung einer patientenzentrierten Kommunikationskultur. Wien: Bundesministerium für Gesundheit und Frauen
Kurtz, S., Silverman, J., & Draper, J. (2006). Teaching and Learning Communication Skills in Medicine. Abingdon: Radcliffe Publishing Ltd.
ÖPGK (2018a): Überblick über die 15 Qualitätskriterien für zielgruppenorientierte, evidenzbasierte Broschüren, Videos, Websites und Apps. Wien, Graz: BMASGK, Frauengesundheitszentrum, ÖPGK, 3. Auflage
ÖPGK (2018b): Gute Gesundheitsinformation Österreich. Die 15 Qualitätskriterien. Der Weg zum Methodenpapier – Anleitung für Organisationen. Wien, Graz: BMASGK, Frauengesundheitszentrum, ÖPGK, 3.Auflage
Silverman, J., Kurtz, S., & Draper, J. (2013). Skills for Communicating with Patients (3 ed.). London: Radcliffe Publishing Ltd.
Wegwarth, O., Kendel, F., Tomsic, I., von Lengerke, T., & Härter, M. Risikokommunikation unter Unsicherheit, 2020, Bremen: Kompetenznetz Public Health COVID-19.
Teaching language
Deutsch

1 SWS

2 ECTS

eCounseling and eHealth | ILV
eCounseling and eHealth | ILV
1 SWS 2 ECTS
Content
Definition and practical examples of eCounseling and eHealth methods
Relationship process, e.g. according to Peplau, and the role of the caregiver
Exemplary instruments for implementation (ICT, applications and software)
Data protection in the digital work environment
Influence of environmental conditions on health behaviour and participation in eCounseling and eHealth offers
Preventive and health-promoting offers by means of eCounseling and eHealth; examples from practice
Benefits and limitations of eHealth and eCounseling offers, e.g. Ambient Assisted Living
Teaching method
Mainly activating methods
Examination
Module exam
Literature
Bundesministerium für Soziales, Gesundheit, Pflege und Konsumentenschutz: eHealth in Österreich. Online: www.sozialministerium.at/Themen/Gesundheit/eHealth/eHealth-in-Oesterreich.html [4.6.2020]
Bundesministerium für Soziales, Gesundheit, Pflege und Konsumentenschutz (Hrsg.): Rahmenrichtlinie für die IT-Infrastruktur bei der Anwendung von Telemonitoring. Wien, 2018.
Hahn, Erik: Telemedizin – Das Recht der Fernbehandlung. Springer Verlag, Zittau 2019.
Diese Auflistung ist als vorläufig anzusehen.

Teaching language
Deutsch

1 SWS

2 ECTS

Module Applied counseling

3 SWS

6 ECTS

Content-oriented health and nursing counseling | ILV
Content-oriented health and nursing counseling | ILV
1.5 SWS 3 ECTS
Content
Analysis phase with the use of assessment instruments (fatigue, delirium, pain) in the context of counselling
Selected examples of counselling at content level (pain, migration and illness, psychiatric issues, fall prevention, cardiovascular diseases, diabetes, chronic wounds,)
Selected lifestyle factors at content level (nutrition, exercise)
Basic principles of crisis counselling (BELLA concept)
Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance review
Literature
Becker, R. (2017). Beratung als pflegerische Aufgabe. Arbeitsmaterialien für Unterricht und Praxis. Stuttgart: Kohlhammer.
Goffman, E. (2016). Stigma. Über Techniken der Bewältigung beschädigter Identität. (23rd ed.). Frankfurt am Main: Suhrkamp.
Radatz, S. (2018). Beratung ohne Ratschlag. Systemisches Coaching für Führungskräfte und BeraterInnen. Österreich: Literatur-VSM.
Schäfer, C. (2017). Patientencompliance. Adhärenz als Schlüssel für den Therapieerfolg im Versorgungsalltag. (2nd ed.). Wiesbaden: Springer.
Schaeffer, D. (2009). Bewältigung chronischer Krankheit im Lebenslauf. Bern: Hans Huber.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Case-oriented health and nursing counseling | ILV
Case-oriented health and nursing counseling | ILV
1.5 SWS 3 ECTS
Content
Practical counselling exercises with a focus on the counselling content level on selected topics such as
-Stoma,
diabetes
-medication management -adherence,
-disease management,
-amputation,
-Chronic Illness,
-relatives of the chronically ill

Practical counseling exercises focusing on conversational techniques in counseling:
-Paraphrasing,
-Reframing,
-verbalizing,
-mirroring
-Formulating questions (solution-focused, hypnosystemic, analytic, hypothetical, circular questions, aggravation questions, scaling questions, miracle questions).

Teaching method
Mainly activating methods
Examination
Continuous assessment: Immanent performance review
Literature
Büggemann, H., Ehret-Ivankovic, K., Klütmann, C. (2014). Beratung in fünf Gängen. Ein Leitfaden. (2nd ed.). Göttingen: Vandenhoeck&Ruprecht.
Hallier, H. (2013). Gute Beratung. Zwischen Hybris und Bescheidenheit. BeraterInnen über sich, ihre Arbeit und ihren Anspruch an Professionalität. Berlin: Ulrich Leutner.
Kindl-Beifuß, c. (2019). Fragen können wie Küsse schmecken. Heidelberg: Carl-Auer.
Radatz, S. (2018). Beratung ohne Ratschlag. Systemisches Coaching für Führungskräfte und BeraterInnen. Österreich: Literatur-VSM.
Teaching language
Deutsch

1.5 SWS

3 ECTS

Module Epidemiology, demographics and evaluation

2.5 SWS

5 ECTS

Epidemiology and demographics | ILV
Epidemiology and demographics | ILV
1.5 SWS 3 ECTS
Content
Basic concepts, terms and definitions of population development and its processes.
Overview of past, present and future population trends
Implications of the projected population development for Austrian health policy in general and the financial viability of the Austrian social security system in particular.
Overview and interpretation of basic epidemiological terms
Overview of the most important national and international health organisations and their respective focus on epidemiology (e.g. WHO, ECDC, RKI, Ministries of Health)
Presentation and analysis of data from different databases on sub-areas of epidemiology such as care epidemiology, social epidemiology, environmental epidemiology and discussion of the impact on the individual and collective health of people and groups of people
Apply different epidemiological data to create target group-specific and evidence-based health and care interventions, or evidence-based counselling content.
Teaching method
Mainly activating methods
Lecture, presentations, group work, discussion
Examination
Final exam: LV-final oral or written final examination
Literature
Fachbücher:
Bonita, R.; Beaglehole, R.; Kjellström, T. 2013: Einführung in die Epidemiologie, Verlag Hans Huber, Bern.
Fletcher R; Fletcher S; Fletcher G 2019: Klinische Epidemiologie, Grundlagen und Methoden. Deutschsprachige Ausgabe (HG) Haerting J; Ripoll C; Mikolajczyk, 3. Auflage, Hogrefe Verlag, Bern.
Höpflinger, F. (2012). Bevölkerungssoziologie: Eine Einführung in demographische Prozesse und bevölkerungssoziologische Ansätze. (2. Auflage). Weinheim: Beltz-Juventa.
Engelhardt, H. (2016). Grundlagen der Bevölkerungswissenschaft und Demografie. Baden Baden: Ergon.
Haller, M. (2008). Die österreichische Gesellschaft. Sozialstruktur und sozialer Wandel. Frankfurt: Campus.
Studien
Hödl, M.; Halfens, R.; Lohrmann, Ch. 2019: Effectiveness of conservative urinary incontinence management among female nursing home residents - a cluster RCT. In: Archives of Gerontology and Geriatrics, 81, S. 245-251. www.sciencedirect.com/science/article/pii/S0167494319300044
Eglseer, D.; Halfens, R.; Lohrmann, Ch. 2017: Is the presence of a validated malnutrition screening tool associated with better nutritional care in hospitalized patients? In: Nutrition, 37, S. 104-111. www.sciencedirect.com/science/article/pii/S0899900716302908
Teaching language
Deutsch

1.5 SWS

3 ECTS

Evaluation, Health Impact & Health Technology Assessment (HIA, HTA) | ILV
Evaluation, Health Impact & Health Technology Assessment (HIA, HTA) | ILV
1 SWS 2 ECTS
Content
Theoretical foundations of evaluation
Methodological foundations of evaluation
Design of evaluation projects in health promotion

Basic principles of HTA and HIA
Importance and application of HTA and HIA in Austria and Europe
Components of and methods in HTA and HIA
Conception of HTA and HIA
Teaching method
Mainly activating methods, lecture, presentations, group work, discussion
Examination
Final exam: LV-final written or oral final examination
Literature
Bortz, J.; Döring, N. (2006). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler. Heidelberg: Springer Verlag.
Gollwitzer, M., Jäger, R.S. (2014). Evaluation kompakt. Weinheim: Beltz.
Holling, H., Schmitz, B. (Hrsg.). (2010). Handbuch Statistik, Methoden und Evaluation. Göttingen: Hogrefe.
Aschemann, R., Neuhold, B., Gruber, G. & Türscherl, E. (2015). Gesundheitsfolgenabschätzung in Österreich - ein aktueller Überblick. UVP-Report, 29(4). Zugriff am 21. August 2020 unter jasmin.goeg.at/341/1/Aschemann%20et%20al_UVP_report_4_2015.pdf
Fröschl B. et al. (2012). Methodenhandbuch für Health Technology Assessment, Version 1.2012. Wien: Gesundheit Österreich GmbH Bundesinstitut für Qualität im Gesundheitswesen. Zugriff am 21. August 2020 unter: hta.lbg.ac.at/uploads/tableTool/UllCmsPage/gallery/Methodenhandbuch.pdf
Gruber, G. & Türschl, E. (2016). HTA und GFA (HIA) in Österreich – Gemeinsamkeiten und Unterschiede. GMS Health Technol Assess, 12:Doc02. doi: 10.3205/hta000125
Linden, S. & Töppich, J. (2016). Health Impact Assessment (HIA). BZgA. Leitbegriffe der Gesundheitsförderung, doi:10.17623/BZGA:224-i064-1.0
Perleth, M. et al. (Hrsg., 2014). Health Technology Assessment. Konzepte, Methoden, Praxis für Wissenschaft und Entscheidungsfindung (2. Aufl.). Berlin: Medizinisch Wissenschaftliche Verlagsgesellschaft.
Teaching language
Deutsch

1 SWS

2 ECTS

Number of teaching weeks
14

Teaching times
1-2 times a month blocked:
Thursday afternoon
Friday and Saturday all day

Start of studies
Winter semester 2025/26

Schedule PH SoSe 2025 (Content in German)
pdf, 139 KB

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After graduation

As a graduate of this program, a wide range of occupational fields and career opportunities are open to you. Find out here where your path can take you.

As a graduate, you will contribute your expertise to the exciting task of helping to build up and continuously develop this emerging professional field.

Positions:

School nurse
Community Health Nurse
Community and family caregiver
Public Health Nurse (Family Health Nurse, School Nurse, Community Nurse)
Public Health Expert
Public Health Practitioner

Occupational fields:

Educational institutions (schools, kindergartens)
Community Health Centers
Community centers and neighborhood centers
(Health) and counseling institutions
Occupational medicine
Primary care institutions
Freelance work
Official medical services
Ministries and international organizations
Health Policy Organizations (NGOs)

Master studies (for bachelor graduates)

A maximum of 30 ECTS of the completed academic course modules can be credited for the Master "Advanced Nursing Practice" and "Advanced Nursing Counseling" in order to enter the 2^nd semester, after a successful admission interview with the head of the program.

Studying made easy

Funding & Scholarships

More information here

Time abroad

Expertise, language skills, broadening horizons

Fish jumps out of fishbowl into another fishbowl

Open Lectures

Find out more, in German

Center for academic writing

Intensive German course

Start-up Service

Validation

Accessibility

queer @ FH Campus Wien

Networking with graduates and organizations

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

Contact

Head of Program

FH-Prof. Mag. Dr. Christina Mogg, MPH

Head of Program Public Health; Academic Staff
+43 1 606 68 77-4014
christina.mogg@fh-campuswien.ac.at

Secretary's office

Michaela Fucik, MSc

Favoritenstraße 222, F.1.06
1100 Wien
+43 1 6066877-4131
+43 1 6066877-4009
michaela.fucik@fh-campuswien.ac.at
ph@fh-campuswien.ac.at

Map Main Campus Favoriten (Google Maps)

Opening hours
Tuesday and Thursday by appointment

Academic Expert Program

Public Health

At a glance

A focus on health promotion and prevention for different target groups and settings

Health literacy and empowerment of individuals, communities, families, schools, kindergartens and companies

New professional fields and new fields of application

Health research and epidemiology round out the spectrum

Facts

Admission requirements

Relevant admission requirement

Language requirements for admission

Foreign Documents and Degrees

Online application - uploading documents

Application

Documents for your online application

Admission procedure

Personal consultation via Zoom

Online-Infosessions

What you will learn in this program

1. Semester

Module Health promotion and prevention

Life style factors and determinants of health | ILV

Content

Teaching method

Examination

Literature

Teaching language

Health competence | ILV

Content

Teaching method

Examination

Literature

Teaching language

Global health systems and politics | ILV

Content

Teaching method

Examination

Literature

Teaching language

Module Health promotion and prevention on communal level

Health promotion and prevention with chronically sick people | ILV

Content

Teaching method

Examination

Literature

Teaching language

(2 ECTS of your choice)

Health promotion and prevention with older adults | ILV

Content

Teaching method

Examination

Literature

Teaching language

Health promotion and prevention with expectant and young families | ILV

Content

Teaching method

Examination

Literature

Teaching language

Module Health promotion and prevention at schools and kindergartens

Health promotion and prevention during childhood | ILV

Content

Teaching method

Examination

Literature

Teaching language

Health promotion and prevention with adolescents | ILV

Content

Teaching method

Examination

Literature

Teaching language

Module Education concepts and methods

Selected counseling and training methods | ILV

Content

Teaching method

Examination

Literature

Teaching language