• historical development of professional nursing
• Training objectives according to § 37 PflBG
• Nursing as a profession
• Professionalization theories
• Fields of activity and job profiles of professional nurses
• Fundamentals of the nursing process
• Reserved tasks
• ICF
• Foundations of ethics and morality and codes of ethics (ICN; fundamental rights; UN Convention on Human Rights; Charter of the Rights of People in Need of Assistance and Care)
• Creating and managing a portfolio

Extended medical tasks according to Annex 5 BI PflAPrV:

• Areas of responsibility and jurisdiction in medical practice
• Legal basis of medical tasks, substitution, delegation, financing

This module aims to establish a fundamental understanding of professional nursing practice. This includes, in addition to historical contexts of the profession, an examination of reserved tasks within the framework of professional nursing. Particular emphasis is placed on the role of the academically trained nurse. Students will encounter the tension between idealized expectations of professional nursing and the reality of personally and institutionally limited options for action, and will be challenged to seek solutions in this field through situational and reflective inquiry.

The students…

• know and understand the historical and current developments in the nursing profession
• They engage in a differentiated examination of the concept of profession and the characteristics of professionalization, develop their own professional policy stance and are able to justify it.
• understand the importance and necessity of being a member of the scientific community in the future.
• The individual steps of the nursing process can be systematically explored.
• understand the nursing process as a complex basis for professional nursing practice
• can identify the nursing process as an autonomous sphere of action
• are able to differentiate between the perspective of the person receiving care and the professional nursing assessment when evaluating care needs, and to provide reasoned explanations for the differences.
• are able to derive the necessary steps for action from this assessment and to plan, monitor, and evaluate the resulting care process based on ethical principles and codes.
• can clearly classify the terms health, illness and disability based on the ICF.
• They reflect on their own conflicting emotions, also in relation to their own safety and responsibility, and formulate potential ways of dealing with them.

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module exam (portfolio)

• Structure and function of organs, organ systems, body structures and body levels (cardiovascular system, respiratory system, skin and sensory organs, musculoskeletal system)
• Observation parameters for determining the
• Functionality and impairment of
• organ systems
• Mobility assessment tools
• Nursing diagnoses and classification systems
• Causes of mobility impairments
• Health risks due to mobility impairments and their critical classification according to the ICF model
• Nursing interventions for prevention (e.g., fall, pressure ulcer, contracture and thrombosis prophylaxis)
• occupational health risks and hazards
• Back-friendly work
• Self-care
• Caring as a fundamental nursing attitude

This module focuses on developing selected practical nursing skills. Assessments of the current health status and the resulting needs-based professional nursing interventions within the context of the nursing process are discussed using examples. The focus is on conveying the biopsychosocial foundations necessary for nursing practice.

The students…

• gain an initial overview of the location and function of organs and organ functions in the healthy human organism.
• Based on acquired knowledge, they can describe changes in health status
• possess a basic understanding of the influence of social, physical, and psychological factors on health and illness.
• are able to specifically perceive and interpret the physical and mental state of people of all ages
• They collect exemplary and assessment-based care-related data from people of all ages with mobility impairments.
• They can interpret the collected data and derive concrete courses of action from it, taking into account the physical, emotional, cognitive, and sociocultural background of those requiring care.
• They can reflect on and evaluate nursing interventions according to their level of training.
• Document nursing interventions in the available documentation system.
• can apply the rules of personal hygiene to their own behavior in a concrete and technically correct manner.
• Observe the basic rules of infection prevention in the different nursing care areas.
• Consider appropriate strategies for maintaining (one's own) health
• can transfer the acquired skills to other forms of physical and/or mental impairment

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module exam (written exam)

• Introduction to Academic Subjects
• Research and practical relevance
• Everyday knowledge vs. scientific knowledge
• Basics of scientific writing and reading
• Introduction to quantitative and qualitative methods
• Types of study
• Differentiated handling of relevant databases
• Structure of term papers, scientific presentations, scientific posters, and manuscripts
• ethical aspects in applied research and science
• Ethical reflection based on evidence-based concepts (e.g., FreTip)

This module provides students with systematic and expanded access to various sources of knowledge. In doing so, they acquire a fundamental understanding of science. Students are introduced to scientific thinking and working methods. The module supports students in addressing specific situations, examining them from a scientific perspective, and deriving application-oriented questions from them.

The students…

• are able to develop questions for science
• understand the importance of specialized science and research, as well as related sciences, as the basis for professional professional action.
• possess application-oriented knowledge regarding the generation and meaning of everyday and scientific knowledge
• possess basic knowledge of qualitative and quantitative research methods
• They are familiar with essential scientific information sources (database research, learning platforms, free online research) and use them.
• know the essential steps of preparing and presenting researched and identified scientific knowledge
• can explain the differences between different types of study in a scientific context

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module exam (scientific poster/term paper)

• Application of assessments to identify individual resources and nursing support needs
• Nursing interventions to compensate for existing support needs and to promote self-care abilities in the activities of daily living (movement, personal hygiene, eating and drinking, elimination and communication) in people requiring care.
• Vital signs monitoring (blood pressure, pulse, body temperature)
• Nursing documentation, digital patient record
• person- and situation-oriented communication
• hygienic nursing practices
• Reflection on one's own professional role in a team with diverse qualifications, especially the role as a university student.
• Care contexts and systemic relationships in nursing practice
• economic and ecological principles

The first placement takes place in the responsible practical training institution and serves as an orientation in the nursing profession.

The aim of the first practical phase of the study program is to introduce students to the various aspects of professional nursing care. They will be gradually introduced to the tasks of professional nurses within the nursing process, enabling them to acquire fundamental competencies at the beginning of their studies. By the end of the placement, students should be able to independently perform initial tasks with patients requiring a low level of care. If the patients have a higher level of care needs, their care will be provided in collaboration with registered nurses. In these cases, students will always consult with registered nurses regarding professional decisions within the nursing process. As part of a university-based practical assignment, students will engage in a more in-depth exploration of the various roles of professional nurses.

The students…

• are familiar with the organizational structure and guiding principles of the area of operation (responsible practice institution)
• They practice their profession under the supervision and guidance of nursing professionals, reflecting on the legal requirements as well as their training- and profession-related rights and obligations.
• They develop an understanding of their role as students in the team, and are able to use their limitations and corresponding scope for action and accept their limitations.
• are able to use facility-specific general assessment instruments and forms for determining nursing support needs.
• Within the scope of their reserved tasks, they can identify and assess the need for nursing support.
• nursing communication with people in need of care (without severe disabilities)
• Impairments of communication skills or cognition) and their relatives and family members
• can apply basic hygiene measures
• process, evaluate and reflect on the university practical task in the respective setting

Requirements for the award of ECTS credit points (CP) :

• regular attendance and active participation
• Confirmation of completed practical training time by the training provider
• assessed competency assessment form
• Case study 1 (written, ungraded)

• Nursing diagnoses and assessment instruments for recording and describing acute health problems and illnesses
• Perioperative care
• Postoperative complications and nursing intervention options
• Expert standard for pain management in nursing
• nosocomial infections
• Monitoring, digital recording of patient-relevant data
• Electronic patient record
• Vital signs check
• Electrolyte and acid-base balance
• Hyper- and dehydration
• Emotional competence
• Decision conflicts
• Infusion therapy (basics, delegation)
• Transfusion therapy (basics, delegation)
• Injection, blood sampling (basics, delegation)
• Narcotics Act
• Pharmacology and Pharmacokinetics
• Nursing interventions within the context of medical diagnostics and therapy

This module focuses on the nursing care of acute health problems and illnesses.

Particular attention is paid to curative care needs, the resulting nursing interventions and the associated communication requirements.

The students…

• They can collect, analyze, and interpret care-related data from those receiving care based on nursing and related scientific findings, and assign it to relevant nursing diagnoses/classifications.
• are able to assess care needs based on the information obtained
• are able to derive well-founded nursing interventions based on broad, integrated and in-depth knowledge and to translate them into professional practice
• support those receiving care in dealing with burdens related to illness, therapy and care.
• enable those receiving care to achieve their health-related activities and the processes of social participation with the greatest possible independence and self-determination.
• manage the medication regimen, including prescribed controlled substances, in consultation with the patients receiving care.
• They can independently carry out the measures arising in the course of medical practice as well as those prescribed by a physician, in particular measures of medical diagnosis and therapy.
• They observe, analyze, evaluate, and interpret the changes and complications associated with an acute health disorder, even in unstable or crisis-ridden health situations.
• They coordinate the integrated care of sick people together with the interprofessional team, taking into account patient orientation and participation as well as patient safety.
• master digital monitoring

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module examination (OSCE)

• Structure of the German legal system
• Aims and tasks of law
• Fundamental rights, Basic Law (GG)
• Areas of law (civil, criminal, liability, labor, social law)
• Consent, confidentiality, measures restricting liberty
• Overview of the social security system
• Social welfare state principle, basic principles of social security
• German healthcare system in international comparison
• Positioning of social law within the German legal system
• 5 pillars of social security
• SGB I-XII: Meaning, content, objectives, benefits (overview)
• In-depth study of care-related topics in SGB V and XI, XII
• Nursing Professions Act (PflBG), Training and Examination Regulations for Nursing Professions (PflAPrV), reserved activities
• Delegation, Substitution
• Prescription of medical devices and aids

In this module, students acquire knowledge about the structure and functioning of the legal system in Germany. Particular emphasis is placed on health and safety systems and their significance for professional nursing. Students gain knowledge about governance in health and care facilities, about change processes in nursing and the world of work, and discuss societal developments and their impact on professional nursing practice.

Furthermore, students gain a comprehensive overview of social legislation, in particular knowledge of Social Code (SGB) V (Statutory Health Insurance), SGB IX (Rehabilitation and Participation), SGB XI (Social Long-Term Care Insurance), and SGB XII (Social Assistance). A special focus is placed on the regulatory requirements that govern professional nursing practice and its financing within the framework of medical treatment care (according to SGB V) and basic care (according to SGB XI).

The students…

• They gain a comprehensive overview of the legal system of the Federal Republic of Germany and its legal areas and can derive legal requirements for professional caregivers in a reasoned and reflective manner.
• They know the principles and pillars of social security in Germany and can classify them in specific nursing contexts.
• can compare different healthcare systems
• have in-depth knowledge of the contents of the social security codes (care level classification, benefits and service providers according to SGB XI and SGB XII, quality of care according to SGB XI)
• They examine in detail Section 5 of the Plant Protection Act (PflBG), supplemented by Sections 35, 36, and 37 of the Plant Protection Act (PflBG).
• They can identify ethical and legal requirements and challenges and critically reflect on solutions and decisions while taking into account the relevant legal frameworks.
• They can identify and classify the requirements arising and expected in the context of digitalization from a legal, ethical and data protection perspective.

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module exam (written exam)

• Communication theories and models
• Forms and techniques of communication
• Body language
• Methods of nonverbal communication
• Non-violent and barrier-free communication
• Special features of professional communication
• Communication and conversation skills in different situations
• digital media and networks in research and healthcare
• Artificial Intelligence and Robotics
• Privacy policy
• Ethical foundations of communication and data processing
• general technical principles and development trends

In this module, communication is understood as a targeted intervention. Accordingly, various communication models, theories, and techniques are explored through discussion. Communication in its various forms of expression (verbal, non-verbal, symbolic) serves as the foundation for a professional relationship process. Furthermore, digital networks and media are gaining increasing importance in healthcare.

The students…

• are capable of person- and situation-oriented communication within the framework of the respective specific care
• Recognize asymmetries and institutional limitations in professional communication
• They apply principles of diversity-sensitive communication and are able to recognize health-, age- or culture-related communication barriers and develop suitable communication alternatives.
• They choose their language style and level of formality for different situations, contexts and target groups, structure, justify and apply this in a reflective manner.
• are able to involve clients and their relatives in the care context within the framework of trusting communication,
• are able to reflect on, analyze, evaluate, and, if necessary, adapt their own attitude and professional relationship management.
• are able to present developed content in a scientifically accurate manner and to moderate a related discussion.
• can handle digital media correctly (e.g., with regard to monitoring).
• are able to use digital networks in a goal-oriented manner as a professional tool
• engage in a differentiated examination of new developments
• are aware of the sensitivity of digital data processing and take into account all relevant data protection regulations and measures.

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module exam (reflective case discussion)

• Assessment instrument SGB XI
• Organizational structure in outpatient care
• Social settings
• Care process management
• Digitalization and innovative technologies
• Nursing visits, team meetings, shift handovers and job shadowing as organizational tools
• Medication regimen; injections
• extended medical activities according to § 37/ Annex 4a
• general and specific (digital) care documentation
• Special features of hygienic practices in outpatient settings
• Role profiles in a team with diverse qualifications,
• Care contexts and systemic relationships in the outpatient setting
• Financing structures of outpatient care
• economic and ecological principles

Extended medical tasks:

• Interprofessional collaboration in the context of expanded medical tasks in the areas of diabetic metabolic state and dementia
• Substitution therapy in the areas of diabetic metabolic state and dementia
• Reflection on the decision to assume responsibility in the areas of diabetic metabolic state and dementia
• Development of one's own attitude towards expanded medical tasks in the areas of diabetic metabolic state and dementia

 Depending on the individual study progress, this module will take place in one of the three areas of mandatory placements. Modules 8, 12, and 16 are each assigned to one of the three areas: outpatient acute and long-term care, inpatient long-term care, and inpatient acute care.

Through the specific focus on outpatient acute and long-term care, the students develop increasing confidence in the breadth and depth of the competencies to be developed over a period of several months.

In the first third of the practical study phases, students increasingly take on independent tasks within the care of people with a low level of care needs. Professional decisions continue to be made in consultation with nursing professionals.

Depending on their individual knowledge level and as their studies progress, students work alongside qualified nursing staff to care for individuals whose care and support is more complex. They increasingly perform nursing tasks independently, often of a medium complexity. This means that while the physical and mental health of the individuals requiring care is not always stable, their care and support do not pose significant risks.

If the people requiring care have an unstable health condition and their care poses risks, care is always provided jointly with qualified nursing staff. Depending on their level of knowledge, students can independently take on selected sub-tasks.

The students…

• They are familiar with the organizational structure and guiding principles of the area of operation and the associated specific requirements.
• They can identify care-relevant resources and assess the care-relevant support needs of people requiring care in an outpatient setting.
• can assess the need for support in accordance with SGB XI/assessment instrument
• They are confident in using facility-specific general and special assessment instruments and documents for determining the need for nursing support and classify the findings in a setting-related manner.
• are able to plan, implement, document and evaluate professionally necessary interventions adapted to the social conditions
• They participate in the nursing process management according to their level of training in accordance with § 4 PflBG.
• They shape nursing communication with those in need of care and their relatives and family members, including simple instruction and consultation situations in the context of the requirements of outpatient acute and long-term care.
• They can safely apply hygienic measures and rules and explain special considerations regarding hygienic practices in the home environment.
• They can incorporate current scientific findings into the care of people in need of care, according to their level of training.
• They independently design nursing processes in the relevant setting and reflect on these with regard to quality and effectiveness.
• Care innovation technologies (PIT) can be selected and applied according to settings and needs under guidance.
• can represent information based on their observations and documentation within the intra- and interprofessional team,
• They reflect on professional nursing practices and the resulting insights with nursing professionals and develop their future role as academically trained nursing professionals within the team.
• analyze the current nursing/healthcare structures, the management of care processes and forms of intra- and interprofessional collaboration (e.g. integrated care)
• process, evaluate and reflect on the university practical task in the respective setting

Extended medical tasks:

• develop an initial understanding of their profession and role with expanded medical responsibility in the areas of diabetic metabolic state and dementia.
• assess their own skills and potential for taking on expanded medical tasks in the areas of diabetic metabolic state and dementia
• Identify the area of responsibility for extended medical tasks in the fields of diabetic metabolic state and dementia
• participate in planning and therapy processes in the context of extended medical responsibility in the areas of diabetic metabolic state and dementia

Requirements for the award of ECTS credit points (CP) :

• regular attendance and active participation
• Confirmation of completed practical training time by the training provider
• assessed competency assessment form
• Case study 2 (written, ungraded)

• Nursing and related scientific as well as empirical concepts, theories and guidelines of palliative care
• State of research in the field of palliative and hospice care
• selected (current) research projects
• Crisis management models
• Theoretical models of quality of life
• Nursing interventions in the care of the dying
• Nursing interventions for the care of the deceased
• Grief work
• Support for relatives and family members
• self-help groups
• Legal situation and positions on assisted suicide
• ethical case consultation
• general and specialized outpatient palliative care
• Symptom control and relief
• Assessment procedure
• cultural, spiritual, ethical, religious and legal aspects

This module focuses on acquiring fundamental practical nursing skills in accompanying and supporting people of all ages in critical and life-limiting situations, as well as in the final stages of life. Students will gain in-depth knowledge of concepts and models in palliative care. They will become familiar with specific palliative care fields of action and principles. The focus is on preventing and alleviating suffering, taking into account all dimensions of human existence. Particular emphasis is placed on maintaining and improving the quality of life of seriously ill or dying individuals and their families and loved ones.

The students…

• know standards, recommendations and guidelines of palliative care
• They can reflect on and justify decisions in light of the legal background and with consideration of ethical principles.
• They can continuously adapt their (own) nursing practice to palliative or life-limiting settings based on diverse or specific nursing science and related scientific findings, theories, concepts and models.
• Potential research questions can be derived within the context of care in a palliative setting.
• They use crisis management models to assess their life situation.
• They can individually assess the quality of life of seriously ill and dying people in need of care or people with life-limiting illnesses, as well as their relatives and caregivers, and adjust interventions accordingly.
• recognize situationally appropriate framework conditions for professional action
• They become aware of their own limits in life-limiting and palliative settings and the associated ethical dilemmas.
• They use internal and external aid and support services as coping strategies,
• recognize ethical conflict situations and their impact on joint decision-making

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Case study (ungraded)

• Traumatization, traumas
• Pandemics, e.g. E.g. influenza, noroviruses, corona
• Heatwave (hyponatremia)
• Electrical and lightning accidents, accidents involving multiple victims
• Facility evacuation, e.g. in case of fire, bomb discovery
• Chemical accidents in the facility or its immediate surroundings
• Mass casualty incidents, triage
• Advance directives, organ donation, ethical conflicts/emergency situations
• Resuscitation and emergency treatment in cases of, for example, cardiovascular failure, heart attack, pulmonary embolism, stroke, acute respiratory distress, poisoning
• Emergency action in cases of shock of various forms, e.g., after an accident, blood loss, anaphylaxis, psychological shock due to acute trauma, cholinergic syndrome, thermal injuries, scalds
• Self-harm and harm to others, threatened or actual suicide (attempt)
• Strategies for coping with traumatic situations
• Organ donation (ethical, social, and legal perspectives)
• Basic & Advanced Life Support
• Accidents, e.g., open fractures, bleeding, head injuries, aspiration
• Burns/emergencies, accidents with caregivers present

This module focuses on supporting people in acutely life-threatening, (highly) complex situations. The main emphasis is on professional nursing care in emergency situations and the related situation-specific nursing processes. These are case-based emergency and assistance situations in which:

a) Persons in need of care are in acute danger of death due to physical events or pose a danger to others,

b) People in need of care and/or other persons in facilities who are exposed to acute hazards and/or threats from the environment,

c) Caregivers who, outside of institutions and outside their professional field of activity, are obliged or may be called upon to provide assistance in emergencies and disasters due to their special legal responsibility.

The students…

• They can describe the tasks and responsibilities of caregivers in life-threatening and/or unstable health and vulnerable situations and translate them into action options.
• can initiate life-saving emergency measures until the arrival of the doctor and make necessary intervention decisions and
• justify
• They recognize emergency and disaster situations in care and health facilities and act according to the specifications of the emergency plan and emergency evacuation.
• They provide active assistance in life-sustaining measures and justify their decisions with theoretical and methodological knowledge.
• possess strategies for compensating for and coping with particularly stressful situations
• They engage with the social, ethical, and legal debate surrounding organ donation and develop their own stance on the issue, balancing self-determination with the common good and solidarity.

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module exam (performance test)

After completing the module, students receive a certificate of participation in a "first aid course".

• Fundamentals, definitions of quality and quality dimensions
• Advantages and disadvantages of different QM systems and quality assurance instruments
• Goals and importance of quality assurance
• Scope and significance of standards and guidelines
• Certification options,
• Risk management, interface management
• institutional organization (documentation systems)
• Transitional care in the various care structures
• DRG, clinical pathways, critical pathways, discharge and case management
• Error management systems, complaint management
• Patient safety
• Instruments and procedures for quality development
• Guiding principles of organizations

This module introduces students to the importance and implementation of quality management in healthcare. They gain an overview of specific quality assurance measures, risk identification, key performance indicators, and instruments for measuring quality and optimizing processes with regard to quality of care and patient safety.

The students…

• They recognize their own professional nursing role in various settings and care processes of the German healthcare system, reflect on it, and can classify its significance in the interprofessional context.
• analyze legal, economic and health policy frameworks
• critically reflect on quality management and quality development processes
• understand the need for certification measures and auditing procedures (internal/external) in the healthcare sector.
• They engage in a differentiated examination of instruments for measuring the quality of care and services in the various areas of professional nursing.
• participate in quality development in the various care sectors
• Know and use expert standards and guidelines
• They utilize case management and clinical and critical pathways to identify interface problems and uncover and close gaps in care.
• Know and use error management systems as multi-professional tools to improve the quality of care in different settings.
• evaluate and reflect on interprofessional care processes with regard to patient safety
• actively participate in the development and implementation of concepts and instruments for quality and risk management, as well as patient and employee safety.

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module exam (written exam)

• Nursing assessments in the acute inpatient setting
• Systematization of the planning of nursing care needs based on current scientific findings
• Nursing process management in the acute inpatient setting
• Evaluation of supervised nursing interventions in an acute inpatient setting
• Digitalization and innovative technologies
• Medication regimen
• Percutaneous endoscopic gastrostomy
• Nursing intervention options to promote continence
• Transurethral catheterization
• Station and area organization
• Admission and discharge processes
• general and specific (digital) care documentation
• Role profiles in a team with diverse qualifications
• Care contexts and system interrelationships in the acute inpatient setting
• economic and ecological principles

Extended medical tasks:

• Interprofessional collaboration in the context of expanded medical tasks in acute care
• Substitution therapy in the areas of infusion, injection, and chronic wound care.
• Reflection on the decision to assume responsibility in the areas of infusion, injection and chronic wounds
• Development of one's own attitude towards expanded medical tasks in the areas of infusion, injection and chronic wound care.

Depending on the individual study progress, this module will take place in one of the three areas of mandatory placements. Modules 8, 12, and 16 are assigned to the areas of outpatient acute and long-term care, inpatient acute care, and inpatient long-term care, respectively.

Through the specific focus on inpatient acute care, the students develop increasing confidence in the breadth and depth of the competencies to be developed over a period of several months.

In the first third of the practical study phases, students increasingly take on independent tasks within the care of people with a low level of care needs. Professional decisions continue to be made in consultation with qualified nursing staff. Depending on their individual knowledge and progress, students, together with qualified nursing staff, care for people whose care and support is more complex. Here, they increasingly perform nursing tasks independently that are of medium complexity. This means that while the physical and mental health of the people requiring care is not always stable, their care and support do not pose significant risks.

If the people requiring care have an unstable health condition and their care poses risks, care is generally provided jointly with qualified nursing staff. Depending on their level of knowledge, students can independently take on selected sub-tasks.

The students…

• They are familiar with the organizational structure and guiding principles of the area of operation and the associated specific requirements.
• They can identify care-relevant resources and assess care-relevant support needs in an acute inpatient setting.
• They are confident in using facility-specific general and special assessment instruments and documents for determining the need for nursing support and classify the findings in a setting-related manner.
• They take responsibility for the planning and management of nursing processes in long-term care and continuously reflect on these with regard to quality and effectiveness.
• reflect on and design measures for quality and risk management in long-term care
• are able to plan, implement, document and evaluate professionally necessary interventions adapted to the social conditions
• They participate in the nursing process management according to their level of training in accordance with § 4 PflBG.
• They can design nursing communication with those in need of care and their relatives, including simple instruction and consultation situations in the context of the requirements of acute inpatient care; they can confidently apply hygienic measures and rules and explain special features regarding hygienic practices for the acute inpatient setting.
• They can incorporate current scientific findings into their care according to their level of training.
  bringing in people in need of care
• Care innovation technologies (PIT) can be selected and applied in a setting- and needs-based manner under guidance.
• They can represent information based on their observations and documentation within the intra- and interprofessional team.
• They reflect on professional nursing practices and the resulting insights with nursing professionals and develop their future role as academically trained nursing professionals within the team.
• analyze the current nursing/healthcare structures, the management of care processes and forms of intra- and interprofessional collaboration
• They coordinate the integrated care of sick people together with the interprofessional team, taking into account patient orientation and participation as well as patient safety.
• process, evaluate and reflect on the university practical task in the respective setting

Extended medical tasks:

• develop a fundamental understanding of their profession and role with expanded medical responsibility, including in the area of chronic wounds.
• assess their own skills and potential for taking on extended medical tasks (infusion therapy, injection, prescription of aids, care of chronic wounds).
• Identify the scope of responsibility for extended medical tasks in acute care
• participate in planning and therapy processes in the context of extended medical responsibility in acute care

Requirements for the award of ECTS credit points (CP) :

• regular attendance and active participation
• Confirmation of completed practical training time by the training provider
• assessed competency assessment form
• Case study 3 (written, ungraded)

• UN Convention on the Rights of the Child (CRC), Charter for Children in Hospital (EACH), protective laws for children and young people in the Federal Republic of Germany
• Pregnancy, childbirth, postpartum period, care of premature and newborn infants
• physiological developmental phases of children and adolescents
• Developmental models/Health risks due to impaired development
• Health disorders and clinical pictures of the target group
• Evidence-based assessment tools for pediatric nursing
• specific nursing diagnoses and interventions
• general/specialized pediatric care structures, support services for families
• (Specific) health promotion for children and adolescents
• School health care/public health service
• Forms of violence in families
• Communication/counseling taking into account familial and social reference systems
• Relationship building in pediatric nursing
• interprofessional collaboration in the care of newborns
• children and young people

This module focuses primarily on the nursing care of infants, children, and adolescents, as well as their caregivers, and pays particular attention to the developmental support of children and adolescents. The subjective impact of acute and chronic health problems in childhood and adolescence requires significant social adjustments from those affected and their caregivers, necessitating a well-founded, empathetic, and ethically sensitive, process-oriented response.

The students…

• They possess in-depth knowledge of the relevant legal foundations of child and youth welfare and the UN Convention on the Rights of the Child and are able to base their actions accordingly.
• uphold and promote the independence and self-determination of children and young people
• They can derive professional decisions regarding nursing care from knowledge bases on normal and complicated pregnancies, childbirth and the postpartum period.
• possess a scientifically sound understanding of the physiological physical and psychological development of children and adolescents
• possess a scientifically sound understanding of possible pathological changes in the physical and psychological development of children and adolescents in their respective social interactions
• Collect, assess, interpret and explain nursing-related data in newborns, children and adolescents with health problems based on basic nursing science knowledge and can assign this data to the corresponding nursing diagnoses/classifications.
• to establish short- and long-term professional relationships with children and young people as well as their caregivers
• They demonstrate empathy, appreciation, mindfulness, and congruence even when viewpoints or objectives differ.
• are able to provide clients and their families with centered, needs-based, and demand-oriented counselling sessions with a special focus on health promotion.
• initiate and carry out
• They are familiar with coping mechanisms and can be targeted in counseling sessions.
• Use support services for families and social support systems in life crises related to development or health.
• Recognize and reflect on one's own emotions as well as patterns of interpretation and action in interaction with children and adolescents, taking into account their familial and social reference systems.
• They recognize and reflect on the tension between the particular need for protection of children and young people – and the autonomy of family structures and institutional frameworks, paying attention to possible signs of violence.
• are aware of the particular vulnerability of the target group and take this into account in the planning and management of the care process.

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module examination (OSCE)

• demographic change
• Age and physiological aging processes
• social impacts on aging processes
• Evidence-based assessments for identifying specific geriatric problem areas
• Health promotion,
• Geriatric rehabilitation,
• alternative forms of housing and home furnishings (Smart Home),
• Supply structures/interface management,
• Community-based care, community health nurse, neighborhood-based care
• Structures and legal foundations of municipal and regional healthcare
• innovative health technologies
• Health Literacy
• Disease management programs (DMP) for chronically ill people
• Key aspects of geriatric care interventions
• Medication management in polypharmacy

This module focuses on the professional care of older, elderly, and very elderly people, as well as those with chronic illnesses, in all care settings. It establishes essential foundational knowledge with a view to the specific needs and requirements of individuals affected by multimorbidity and/or chronic illnesses, along with associated polypharmacy and diverse nursing diagnoses. Tasks and their significance, services, special considerations, and varying health and care situations, as well as interprofessional collaboration in different care settings, are explored and deepened in a subject-specific manner.

The students are qualified – taking into account their role as academically trained nursing professionals – to identify and analyze trends in changes in patients' conditions within the framework of their own professional nursing practice, including through specific and targeted assessments and the use of digital innovations/nursing innovation technologies. The students perceive the people requiring care as active participants in the care and treatment process and understand them as experts on their own life situation.

The students…

• take responsibility for the care and therapy processes
• utilize the current state of science to support people with dementia and their caregivers.
• utilize specific, scientifically based assessment instruments from geriatrics, dementia diagnostics and geriatric care
• Record observable behaviors, the ability to self-care, and medication in the context of these observations.
• conduct environmental assessments
• initiate further diagnostic tests
• Integrate biography- and life-world-oriented data against the background of a deeper, research-results-oriented understanding of people's life situations.
• promote the development of the people receiving care within their respective social contexts and the greatest possible preservation of their autonomy.
• They justify the nursing and therapy process with both diagnosis-related algorithms and treatment pathways.
• possess a critical, analytical understanding of demographic change
• possess in-depth and evidence-based knowledge of complex health problems of elderly, aged and very elderly people and are familiar with appropriate care options.
• They are familiar with measures for health promotion, health maintenance and prevention in the setting of geriatric care and can use them as needed.
• They can select, recommend, and apply care innovation technologies and digital care, health, and rehabilitation applications as needed.
• Based on scientific findings, they can implement coordinated interface management and contribute to improving the quality and safety of care for people in need of care through targeted inter- and intraprofessional collaboration (preventing revolving door effects).
• They continuously reflect on nursing practice based on diverse or specific nursing science and related scientific study results, theories, concepts and models.

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module exam (term paper)

• Research process (inductive, deductive, abductive approach)
• Research designs
• Research methods
• Overview of data collection and analysis methods
• Critical examination of research questions and research results (quality criteria)
• Scientific quality criteria
• Guidelines for structured study evaluation
• Foundations and models of research-based professional practice
• Care based on new scientific findings
• Guidelines versus expert standards

The module aims to consolidate and deepen previously acquired knowledge of science and research. First, the theoretical foundations of science are explored, and then, in a second step, their practical application within the respective discipline is examined (transfer competence). A guideline is developed to facilitate this assessment.

The students…

• understand the basic procedures in qualitative and quantitative research designs
• evaluate research papers according to scientific quality criteria
• can generate research-related questions from practical experience
• Based on the generated questions, they can conduct a literature search in the common databases.
• know the phases and steps of the research process
• They can critically examine research results and are able to provide information on the quality and relevance of research questions and results.
• develop a basic understanding of EBN and EBM

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module exam (presentation based on individual study protocol)

• Assessments for the systematic collection of care-relevant resources and support needs of people requiring care
• Increasingly independent implementation and evaluation of nursing interventions under guidance in the setting of inpatient long-term care.
• Digitalization and innovative technologies
• Special features of care process management in inpatient long-term care
• Nursing visits, team meetings, shift handovers and observation, as well as participation at interfaces of care.
• Care concepts for people with cognitive impairments
• Employment concepts, concepts for shaping the living environment, digital media
• Nursing Innovation Technologies (PIT)
• Medication management including handling controlled substances
• SC and in injections
• Treatment of simple and chronic wounds
• Blood glucose measurement
• person- and situation-oriented communication
• Designing simple instruction and consultation situations
• Advice and training for relatives and family members
• Departmental organization, transition management, case management
• general and specific nursing documentation (e.g. SIS)
• hygienic practices
• Reflection on one's own professional role in a team with diverse qualifications
• Care contexts and systemic relationships in nursing practice, financing structures of inpatient long-term care
• economic and ecological principles

Depending on the individual study progress, this module will take place in one of the three areas of mandatory placements. Modules 8, 12, and 16 are assigned to the areas of outpatient acute and long-term care, inpatient long-term care, and inpatient acute care, respectively.

Through the specific focus on inpatient long-term care, the students develop increasing confidence in the breadth and depth of all competencies to be developed over a period of several months.

In the second third of the practical study phases, students increasingly take on independent tasks within the care of individuals with a moderate level of care needs. Professional decisions continue to be made in consultation with qualified nursing staff. Depending on their individual knowledge and progress, students, together with qualified nursing staff, provide care for individuals whose needs are more complex. In this phase, they increasingly perform nursing tasks independently that are of a moderate complexity. This means that while the physical and mental health of the individuals requiring care is not always stable, their care does not pose significant risks.

If the people requiring care have an unstable health condition and their care poses risks, care is generally provided jointly with qualified nursing staff. Depending on their level of knowledge, students can independently take on selected sub-tasks.

The students…

• Know the organizational structure and guiding principles of the area of operation and the associated requirements
• participate in the nursing process management in accordance with Section 4 of the Nursing Professions Act (PflBG).
• can incorporate current scientific findings into the care of people in need of care.
• They recognize and assess the need for nursing support and increasingly carry out measures independently, documenting and evaluating these measures.
• They are confident in using general and specific assessment instruments and can contextualize findings within a setting-specific framework.
• Prioritize care-related topics and individual needs
• They build relationships with people with cognitive impairments and apply appropriate care concepts.
• supporting meaningful opportunities for social participation and quality of life
• Communicating information in a structured way within the intra- and interprofessional team
• They reflect on professional nursing practices and develop their future role as academically trained nursing professionals.
• Design nursing communication with those in need of care and their relatives and family members, including simple instruction and consultation situations.
• apply hygienic measures safely
• Under supervision, carry out medically prescribed procedures
• process and reflect on the university-level practical task in the respective setting

Requirements for the award of ECTS credit points (CP) :

• regular attendance and active participation
• Confirmation of completed practical training time by the training provider
• assessed competency assessment form
• Case study 4 (written, ungraded)

• legal framework (PsychKG, BGB, StGB)
• Role understanding and areas of responsibility in psychiatric nursing
• psychiatric care areas
• Fundamentals of psychiatric disorders in all age groups (depression, addiction disorders, obsessive-compulsive disorders, anxiety disorders, psychotic disorders)
• evidence-based models of psychiatric nursing
• specific disorders in children and adolescents
• Expert standards and guidelines
• Evidence-based assessments in psychiatry
• Nursing diagnoses/classification systems in psychiatric care
• specific pharmacology and pharmacokinetics
• Coordination of social support systems
• Supervision and peer consultation
• Interprofessional case reflection
• challenging behaviors
• Violence, power and powerlessness
• De-escalation measures
• Measures involving deprivation of liberty

People with psychiatric diagnoses are frequently confronted with selection and exclusion mechanisms due to implicit or explicit societal values. Consequently, a specific understanding of roles is needed in psychiatric nursing.

Therefore, the module focuses on reflective relationship building with people with mental and psychiatric disorders and/or cognitive impairments. Such relationship building is always linked to demonstrated self-reflection on the part of the caregivers.

The students…

• take into account legal frameworks (PsychKG, BGB, StGB) in the different psychiatric care settings.
• develop a critical attitude towards power/powerlessness in psychiatric care settings
• can take a reflective and reasoned stance on the application of coercive measures
• Recognize and reflect on asymmetries and institutional limitations in nursing interactions with people with mental and cognitive illnesses or disorders, as well as health problems.
• plan and manage the care process for people with mental and/or psychiatric health disorders based on scientific findings
• can identify communication barriers in specific mental and cognitive health disorders
• They can use targeted, client- and family-centered forms of communication and respond appropriately.
• Recognize risks and warning signs of possible behavioral abnormalities
• They work together to develop solutions within the therapeutic team.
• They can classify the specific features of the various psychiatric care systems according to the different care needs of the clientele.
• They can assess the effects and side effects/risks of psychotropic drugs.
• They can select appropriate de-escalating nursing interventions based on the situation and justify this selection.
• They can explain the special importance of the systemic approach in psychiatric care and adapt nursing interventions accordingly.
• They can reflect on their own anxieties and burdens and ask for support.

Requirements for the award of ECTS credit points (CP) :

• regular attendance at the lectures
• Passing the module exam (case study)