Study Program Health and Nursing Pedagogy (Master of Arts)

The content and structure of the Master's program are based on nationally and internationally recognized criteria for a master's program. The master program Health- and Nursing Pedagogy comprises 16 modules, which are assigned to five fields of competence.

In the field of competence of the Educational Sciences, students acquire skills in vocational and business education. Following on from education-related modules in the bachelor's program, students build on their skills to classify competence-oriented teaching concepts in the structural contexts of general and vocational didactics as well as to place the design of vocational teaching and learning processes in relation to the educational requirements of vocational learning. In addition, students become acquainted with institutional and organizational features of vocational schools. Complex concepts for school administration and school development are presented and discussed.

In the competence field of the Professional Discipline, our students initially deepen their knowledge from the foundations of specialist, therapeutic, nursing and health sciences gained in the bachelor's program. In the master's program, these previously acquired competencies for health and nursing pedagogic competence are then build upon. In the resulting compulsory elective area, students specialize in either nursing or health sciences.

In the competence field of ​​Interdisciplinary Competences students expand their skills to use economic, social and legal concepts and theories to analyze key social issues. To anchor the topics of diversity, inclusion and heterogeneity, the Master's program ties in with the bio-psycho-social model of the ICF (International Classification of Functioning, Disability and Health). As such, health should no longer be understood as a property of a person, but as a result of an interaction between the person and the environment. In the context of this transdisciplinary model, inclusion can also be considered domain-specific. Students develop the skills to analyze interpersonal communication situations and to remedy communication disturbances metacommunicatively. In conflict situations, they master strategies to recognize the interests of different conflict actors by adopting different perspectives and by working out possible integrative solutions, depending on the person and situation. These insights are also transformed into our own teaching and learning events.

The didactic oriented studies serve the practical application and reflection of the skills acquired during the studies. The degree culminates with a master's thesis. With the successful completion of the degree, students may be eligible to continue towards a doctoral degree.