Self evaluation report

2.14.1. Module Title: EDU-03 Teaching row planning
ECTS Credits: 10
Professor: Prof.asoc.Naser Zabeli
2.14.2. Description of the subject: A teacher should control the subject, which he informs The subject should be from the teacher of different perceptions looks and whole filled. A material analysis supports the penetration of the subject. For the teaching planning a didactic analysis follows as focusing for the learning group in connection with the curriculum. The didactic reduction allows the selection for the planned teaching units. Contents in this module are: - Development of structure of lessons, including material analysis, didactic analysis, teaching forms and methods, teaching course planning, learning atmosphere, result protection, media variety - Learning group analysis - Learning target formulation and taxonomic structure - Results of the educational research
2.14.3. Objective Learning Outcomes: At the end of the module students will be able to: Control the didactic and objective analysis of a teaching subject Are able to be reduced in the situation the subject didactically To level teaching courses - Students teaching in demonstration lessons.
2.14.4. Learning and Teaching Methods: - Lecture - Group work with case studies - Presentations - Problem-orientated learning - Reflective thinking tasks like case analysis, discussions
2.14.5. Assessment Methods: - Exam (50%), report/homework (30%), Group Presentation (20%) Passing criteria: 51% successful tasks in exam., presentation and report, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar	Education Exercise	Education Practice	Individual student work	Workload
20		10	140	45	225
2.14.8. Indicative Reading: Landy Frank J. & Conte Jeffrey M., Work in the 21^st Century: An Introduction to Industrial and Diane M Billings, Ed.D, R.N., Judith A Halstead (2011) Teaching in Nursing: A Guide for Faculty, 4. Edition, Elsevier Gudjons, H. (2012): Pädagogisches Grundwissen: Überblick - Kompendium – Studienbuch, Klinkhardt, UTB, 11. Edition

2-ND semester

2.14.1. Module Title: HSc-02 Case and Care Management
ECTS Credits: 2,5
Professor: M. Rode Edu- Sci, cand. PhD
2.14.2. Description of the subject: Case or Care Management is a professional development of nursing as a steering method regarding to increase the treatment quality and individual care of patients. In addition case management is based on ethical attitudes regarding to treatment of patients. It also has effects on economic development of health care institutions related to avoid complications by patients and increase the satisfaction of staff and patients. It integrates theoretical orientated nursing in its profession. Contents in this module are: - Definition of case management and effects of case management in nursing - Methods of case management and role - Mainstream methods of case management in nursing - Steering process, included clinical pathways as steering methods in institutions - Case analysis
2.14.3. Objective Learning Outcomes: - Students define care and case management - Students analysis cases - Students allocate clinical pathways with care and case management concepts - Students reflect different concepts of care and case management, clinical pathways in their profession - Students reflect case management as a steering method - Developing models for teaching lessons to integrate case management in existing treatment modules in nursing education - Formulate values of ethical treatment of patients
2.14.4. Learning and Teaching Methods: - Lecture - Exercise: case studies - Problem-orientated learning - Reflective thinking tasks like case analysis, discussions
2.14.5. Assessment Methods: - Presentation Passing criteria: 51% successful tasks in presentation, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar	Education Exercise	Education Practice	Individual student work	Workload
25	10			40	75
2.14.8. Indicative Reading: Nancy Summers (2011) : Fundamentals in Case Management Practice: Skills for Human Services; Brooks Cole Pub Co; 4. Edition Powell, Case Management, Lippincott, Williams, Wilkens, 3. Edition, 2009

Special module for midwifery

2.14.1. Module Title: HSc-02 Case and Care Management for Midwifery
ECTS Credits: 2,5
Professor: M. Rode Edu- Sci, cand. PhD
2.14.2. Description of the subject: Case Management is a steering method to coordinate a case orientation or case groups. To steer case minimized risks for individual cases, increase treatment quality and coordinate interdisciplinary teams. In addition case management is based on ethical attitudes regarding to treatment of patients. Midwifery needs special case management methods regarding to their professional field. In this profession, education and consulting methods care important to coordinate a pregnant woman, the family and the interdisciplinary team. Contents in this module are: - Definition of case management and effects of case management in nursing - Methods of case management and role - Mainstream methods of case management in midwifery - Steering process, included clinical pathways as steering methods in institutions - Case analysis
2.14.3. Objective Learning Outcomes: - Students define care and case management - Students analysis cases - Students allocate clinical pathways with care and case management concepts - Students reflect different concepts of care and case management, clinical pathways in their profession - Students reflect case management as a steering method - Developing models for teaching lessons to integrate case management in existing treatment modules in midwifery education - Formulate values of ethical treatment of patients
2.14.4. Learning and Teaching Methods: - Lecture - Exercises - Problem-orientated learning - Reflective thinking tasks like discussions
2.14.5. Assessment Methods: - Presentation Passing criteria: 51% successful tasks in presentation., passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar	Education Exercise	Education Practice	Individual student work	Workload
25	10			40	75
2.14.8. Indicative Reading: Nancy Summers (2011) : Fundamentals in Case Management Practice: Skills for Human Services; Brooks Cole Pub Co; 4. Edition Powell, Case Management, Lippincott, Williams, Wilkens, 3. Edition, 2009

2.14.1. Module Title: HSc-02 Requirement to learning methods regarding to special care concepts
ECTS Credits: 2,5
Professor: M. Rode Edu- Sci, cand. PhD
2.14.2. Description of the subject: Special care concepts are necessary for special patients groups. Regarding to diseases a wide knowledge of different care concepts is needed to deal with special needs of patients. For that special education methods will help students to teach the care concepts regarding to prepare their students for practice. These education methods will show students an understanding of patient situations and will develop a high quality in treatment situations. Contents in this module are: - Special education programmes regarding to special care treatments, including basis concept for new born children with handicaps, Bobath concept for new born children with handicaps - Cognition based lessons, action orientated, experience based lessons, handling orientated teaching method - Education programmes for patients in midwifery, education and consulting - structure and requirements - Developing of handling orientated lessons
2.14.3. Objective Learning Outcomes: - The students learn teaching methods regarding to special care concepts. - Describe the different learning methods. - The students plan and teach special care concepts. - Reflect teaching lessons with correlation to the requirements of special care concepts. - Students analyse education programmes for patients - Reflect methods to teach education programmes - Developing special teaching lectures for students in midwifery education
2.14.4. Learning and Teaching Methods: - Lecture - Exercise - Problem-orientated learning - Reflective thinking tasks like case analysis, discussions
2.14.5. Assessment Methods: - Presentation Passing criteria: 51% successful tasks in presentation, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar	Education Exercise	Education Practice	Individual student work	Workload
25	10			40	75
2.14.8. Indicative Reading: Jean Foret Giddens,Linda Caputi; Neth Rodgers (2014) Mastering Concept-Based Teaching: A Guide for Nurse Educators: A Guide for Nurse Educators. CV Mosby Bamford, A. (2006): The Wow factor: Global research compendium on the impact of the arts in education, Waxmann, 1. Edition

Special module for midwifery

2.14.1. Module Title: HSc-02 Requirement to learning methods regarding to special care concepts
ECTS Credits: 2,5
Professor: M. Rode Edu- Sci, cand. PhD
2.14.2. Description of the subject: Treatment of pregnant woman before or after born their child needs special therapies: e.g. exercises for pregnant women, exercises after born the child. Special care concepts are necessary for special patients groups. Regarding to diseases a wide knowledge of different care concepts is needed to deal with special needs of patients. For that special education methods will help students to teach the care concepts regarding to prepare their students for practice. These education methods will show students an understanding of patient situations and will develop a high quality in treatment situations. Contents in this module are: - Special education programmes regarding to special care treatments, including rehabilitation and Bobath concept, kinaesthetic concept, basis stimulation - Education programmes for patients, including handling orientated teaching method, experience related lessons, cognition based teaching, learning scenes, role-play. Theatre pedagogy - Developing experience based lessons, action orientated lessons
2.14.3. Objective Learning Outcomes: - The students learn teaching methods regarding to special care concepts. - Describe the different learning methods. - The students plan and teach special care concepts. - Reflect teaching lessons with correlation to the requirements of special care concepts.
2.14.4. Learning and Teaching Methods: - Lecture - Exercise: case studies - Problem-orientated learning - Reflective thinking tasks like case analysis, discussions
2.14.5. Assessment Methods: - Presentation Passing criteria: 51% successful tasks in presentation, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar	Education Exercise	Education Practice	Individual student work	Workload
25	10			40	75
2.14.8. Indicative Reading: Jean Foret Giddens,Linda Caputi; Neth Rodgers (2014) Mastering Concept-Based Teaching: A Guide for Nurse Educators: A Guide for Nurse Educators. CV Mosby Bamford, A. (2006): The Wow factor: Global research compendium on the impact of the arts in education, Waxmann, 1. Edition

2.14.1. Module Title: Res-M-01 EbN & EBP (Methods of EbN; HTA)
ECTS Credits: 10
Professor: Education Scientist, cand. Dr. phil., Monika Rode
2.14.2. Description of the subject: For a profession development methods and process of EbN and EbP are necessary to be up to date to new research results in patient treatment. It is also important to analyse research results and to prove it for practical integration. All professions must have knowledge in new research results and have to deal with new knowledge in their professional field. To be on an international level, it is necessary to learn foreign languages. English and German lessons will support reading international research results. Contents in this module are: - Methods and process of EbN and EbP - Health technology assessment - Deductive and inductive research method - Philosophy of Science - Inductive and deductive research; - EbP-Process-Cycle - English and German language exercises
2.14.3. Objective Learning Outcomes: Students consider the Evidence based Nursing process reading to research results and publication. The students estimate EbN and EbP as a strategy of quality management. They formulate their understanding of philosophy of sciences. Students reflect strategies of implementation of EbN and EbP. Students communicate in English.
2.14.4. Learning and Teaching Methods: - Lecture - Research based learning - Research analyse - Problem-orientated learning - Reflective thinking tasks like research analysis, discussions
2.14.5. Assessment Methods: - Presentation Passing criteria: 51% successful tasks in presentation., passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar	Education Exercise	Education Practice	Individual student work	Workload
60	20	40		180	300
2.14.8. Indicative Reading: DiCenso, Guyatt, Cilska, Evidence Based Nursing: A Guide to Clinical Practice, Elsevier Health Sciences, Miettienen, O.S. (2011): Up from Clinical Epidemiology & EBM, Springer Gabbay, Thagard, Woods, General Philosophy of Science: Focal Issues, Elvesier, 2007

Special module for midwifery

2.14.1. Module Title: Res-M-01 EbN & EBP (Methods of EBM; HTA)
ECTS Credits: 10
Professor: Education Scientist, cand. Dr. phil., Monika Rode
2.14.2. Description of the subject: The students know the philosophy of sciences. The students know research methods and evaluation criteria of research designs. The students know the methods of Evidence based working, EBM and Evidence best Practice. They are able to analyse research results and studies in midwifery and related fields. Students reflect evidence based working and practice in their professional fields. The students optimize their knowledge and communication skills in English and German. Contents in this module are: - Philosophy of Science - Methods and process of EBM and EbP - Deductive and inductive research method, in allocation to inductive and deductive research; - Medicine guidelines – structure and methods - EbP-Process-Cycle - English and German language exercises
2.14.3. Objective Learning Outcomes: Students consider the Evidence based Nursing process reading to research results and publication. The students estimate EbN and EbP as a strategy of quality management. They formulate their understanding of philosophy of sciences. Students reflect strategies of implementation of EbN and EbP. Students communicate in English.
2.14.4. Learning and Teaching Methods: - Lecture - Research based learning - Research analyse - Problem-orientated learning - Reflective thinking tasks like research analysis, discussions
2.14.5. Assessment Methods: - Presentation Passing criteria: 51% successful tasks in presentation, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar	Education Exercise	Education Practice	Individual student work	Workload
60	20	40		180	300
2.14.8. Indicative Reading: DiCenso, Guyatt, Cilska, Evidence Based Nursing: A Guide to Clinical Practice, Elsevier Health Sciences, Miettienen, O.S. (2011): Up from Clinical Epidemiology & EBM, Springer Gabbay, Thagard, Woods, General Philosophy of Science: Focal Issues, Elvesier, 2007

2.14.1. Module Title: EDU-04 School organization
ECTS Credits: 5
Professor: Prof.dr.Demë Hoti
2.14.2. Description of the subject: The organisation of a school is bound in legal basic conditions. These must be moved within the scope of the education. At this the management of an education is attached with the suitable planning of the contents, resources and financing. Students will further be introduced to different types of classroom management and organization and aspects of conflict management in the class. Contents in this module are: - Change management, theories in organizational change - Business administration for schools in the health service - Legal basic conditions of education in the health service - Quality management - Organization psychology, including team building / team work - Education planning strategies, including classroom organization and management - Project management
2.14.3. Objective Learning Outcomes: At the end of the module students will be able to: Know organisational structures and legal basic conditions of education and schools Developing education planning and financing draughts for schools Know and describe methods of management Develop skills and competences of organization and management of school, classroom, resolving and managing conflict, etc.;
2.14.4. Learning and Teaching Methods: - Lecture - Research based learning - Problem-orientated learning - Reflective thinking tasks like discussions
2.14.5. Assessment Methods: - Exam (50%), report/homework (30%), Group Presentation (20%) Passing criteria: 51% successful tasks in examination, report and presentation, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar		Education Exercise		Education Practice		Individual student work		Workload
30			20				100		150
2.14.8. Indicative Reading: Anderson, M. (2005): Nursing Leadership, Management and Professional Practice for the LPN/LVN: In Nursing School and Beyond, F.A. Davis Company, 3. Edition - Locke, Edwin A., Handbook of Principles of Organizational Behavior: Indispensable Knowledge for Evidence-Based Management, 2^nd edition (2009)
2.14.1. Module Title: EDU-04 Teaching Methodology - 10 ECTS
7.1. Demonstration Lessons
ECTS Credits: 5
Professor: Monika Rode, Edu.Sci. PhD cand/Prof.Dr. Demë Hoti
2.14.2. Description of the subject: Didactic, theme and group analysis are basics instruments of teacher. To learn it theoretically not assured to be able to teach in classrooms. To exercise teaching is necessary to develop practical skills and competencies in teaching process. Reflecting demonstrations are important to increase teaching skills and competencies in the practice. Contents in this module are: - Didactic analysis - Lesson plan - Demonstration lessons - Reflection of demonstration lessons
2.14.3. Objective Learning Outcomes: At the end of the module students will be able to: Develop lessons Reflect their lessons Evaluate lessons
2.14.4. Learning and Teaching Methods: - Practical exercises - Mentoring developing demonstrations lessons - Reflection and evaluation of demonstration lessons - Supervision by staff
2.14.5. Assessment Methods: - 1 demonstration lessons and evaluation Passing criteria: 51% successful tasks in demonstration lesson and evaluation, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises; practical exercises in health care institutions will be allocated to demonstration lessons. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture		Seminar		Education Exercise		Education Practice	Individual student work	Workload
				150				150
2.14.8. Indicative Reading: Jean Foret Giddens,Linda Caputi; Neth Rodgers (2014) Mastering Concept-Based Teaching: A Guide for Nurse Educators: A Guide for Nurse Educators. CV Mosby Bamford, A. (2006): The Wow factor: Global research compendium on the impact of the arts in education, Waxmann, 1. Edition
7.2 Module Title: EDU-05 Curriculum development
ECTS Credits: 5
Professor: Prof.dr.Demë Hoti
2.14.2. Description of the subject: To transfer ascertained qualification need in continuing education programmes decisive situations and negotiation situations need. Questions after the addressees, lecturers, learning times, learning places; intentions; subjects, methods and resources. Therefore didactic draughts of the adult education must be pulled up. These decisive facilities are to be found in the didactics and the curriculum theory. Translating curriculum from the Latin, the expiry of the year, the way means. Transfer on the field of the educational theory it means the planning what, when and how should be informed. Contents in this module are: - Basis of curriculum theories and connection to didactics - Sequences of the learning, development of modules - Arrangement of curricula - Analysis of curricula
2.14.3. Objective Learning Outcomes: At the end of the module students will be able to: Know curriculum theories Know describe the basic-long of curriculum developments Provide a curriculum Know organisational structures and legal basic conditions of education and schools to develop a curriculum Knowledge in professional area
2.14.4. Learning and Teaching Methods: The basis of the teaching/learning method will be Problem Based Learning. Group work presentations as well as group work in project development will be the other methods of work during the module.
2.14.5. Assessment Methods: - 1 Exam (50%), report/homework (30%), Group Presentation (20%) Passing criteria: 51% successful tasks in examination, report and presentation, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises; practical exercises in health care institutions will be allocated to the themes. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar			Education Exercise	Education Practice		Individual student work		Workload
40	20						90		150
2.14.8. Indicative Reading: Landy Frank J. & Conte Jeffrey M., Work in the 21^st Century: An Introduction to Industrial and Diane M Billings, Ed.D, R.N., Judith A Halstead (2011) Teaching in Nursing: A Guide for Faculty, 4. Edition, Elsevier National League for Nursing (2003) Guide to Undergraduate and Graduate Nursing Programs, Jones and Bartlett Publisher, Inc., 2 Edition Kalaiyarasan, G. (2012): Curriculum Development; PH Publishing Corporation

2-ND YEAR CURRICULUM

Moduli 1. Research Theory and Practice
Name of Module	ECTS	Lectures	Seminars	Clinical Practice	Praktik klinike		Individual student work	Workload
1.1 Qualitative research or Quantitative research	2.5	25	10				40	75
Objective Learning Outcomes: Students will learn the importance of research in nursing sciences for theoretical action and implementation in practice as well as further development of this profession. They will be able to provide research reports, to understand and ask questions in a critical manner. Students will understand the importance of qualitative and quantitative methods in the context of management and health care. In this respect, students will be able to reflect regarding the advantages and disadvantages of qualitative and quantitative methods and will be able to reflect and connect the methods.
Description of the subject: Evaluation of qualitative and quantitative studies, their methodologies, findings, and reports of research. Differentiation among appropriate methods of research. Identification of a research problem and develop the methodology of investigation. Valuation of components of a research document and implementation of research results into the practice
Indicative Reading Haskins CH, Mariano C. Research in Nursing and Health – Understanding and using the Quantitaive and qualitative Methods. Gerish K, Lacey A. The research process in nursing. 2010.
1.2 Research related project	7.5	20	10			195		225
Objective Learning Outcomes: The students develop and integrate a research project in practical field. The students plan, carry out and evaluate a research related project. The students are able to present the results of the project at meetings or to make them public. The instructor of the module will accompany the use of research methods in the specific theme of the project. Autonomous research related working following the principles of project management, et least 2 demonstration lessons including supervision of by the staff.
Description of the subject: - Clarification of competencies and skills in research methods in combination of the preparation of research related project - Consolidation of research methods orientated to the research project -Research methods and implementation in practical fields - Specialization in different health care fields (clinical field, ambulatory field)
Indicative Reading Melnyk BM, Fineout-Overholt E. Evidence-based practice in nursing and healthcare. A guide to best practice. Philadelphia: Lippincott Williams & Wilkins; 2005. ERIK DE GRAAFF & ANETTE KOLMOS (2003). Characteristics of Problem-Based Learning. International Journal of Engineering Education, 19, 657-662.
Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the colloquium.
Assessment Methods: - Presentation. Passing criteria: 51% successful tasks in presentation, passed with the minimum grade E
Total:	10	45	20				235	200

2.14.1. Module Title: EDU-06 Research in Education
ECTS Credits: 5
Professor: Monika Rode, Edu.Sci. PhD cand, Prof.asoc. Merita Berisha
2.14.2. Description of the subject: The application of new media shows from the perspective of pedagogues with his various kinds of the communication, creation and memory possibilities new possibilities for the teaching process and learning process. To use some degree is subordinated in support of the learning process. These possibilities are looked in this module in greater detail. The duties of the educational research concerning new media present themselves after Fischer and Mandl (2002) as follows: 1. Development of structional models for the learning with new media 2. Multimedia creation 3. Analysis and support of self-steered learning with new media 4. Creation of co-operative learning surroundings with new media 5. Implementation of new media
2.14.3. Objective Learning Outcomes: At the end of the module students will be able to: Becomes familiar with research paradigms, research approaches, and methods on education theories and education practice; Learns about the importance of research methods in education; Learns about the characteristics of research work; Critically examines different ways of classifying education research; Considers ethical dimensions of research; Explores and critically analyses the design of a research study with reference to a chosen subject, area and preferred methodology and integrate research results into teaching strategies. Is able to access, retrieve, interpret and utilize data and evidence appropriately;
2.14.4. Learning and Teaching Methods: - Lectures - Seminars, including group work - Problem-orientated learning - Reflective thinking tasks like discussions
2.14.5. Assessment Methods: - Exam (50%), report/homework (30%), Group Presentation (20%) Passing criteria: 51% successful tasks in examination, report and presentation, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar	Education Exercise	Education Practice	Individual student work	Workload
40	20			90	150
2.14.8. Indicative Reading: Mc Millan, J.H.; Schumacher, S. (2009): Research in Education: Evidence-Based Inquiry; Pretice Hall; 7. Edition Bamford, A. (2006): The Wow factor: Global research compendium on the impact of the arts in education, Waxmann, 1. Edition

2.14.1. Module Title: Phase of practice/Project report
ECTS Credits: 15
Professor: Prof.dr. Halil Ahmetaj/Prof.dr. Natyra Karahoda-Gjurgjeala
2.14.2. Description of the subject: Training on the job and reflection of the own practice within a school of the health care system.
2.14.3. Objective Learning Outcomes: The students get insights into a school of the health care system for 22 weeks. The students plan and work out a project in and with the practical institution/organisation after the methods of project management. See: The standards of the programs for teachers` preparation during their studies. Administrative instruction number: MEST [I] 16/2005
2.14.4. Learning and Teaching Methods: Introduction lecture Single and group counselling for reflection during the phase of practice.
2.14.5. Assessment Methods: - Demonstration lessons Passing criteria: 51% successful tasks in demonstration lessons, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the colloquium.
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar	Education Exercise	Education Practice	Individual student work	Workload
5				445	450
2.14.8. Indicative Reading: Flick, U. Qualitative Sozialforschung. Eine Einführung. Reinbek: Rowohlt, 2007. Melnyk BM, Fineout-Overholt E. Evidence-based practice in nursing and healthcare. A guide to best practice. Philadelphia: Lippincott Williams & Wilkins; 2005.

2.14.1. Module Title: Master Thesis
ECTS Credits: 30
Professor: Prof.dr. Halil Ahmetaj/Prof.dr. Natyra Karahoda-Gjurgjeala, Prof.dr. Bonato
2.14.2. Description of the subject: The students shows, that he has the competencies to autonomously deal with a given problem/issue in the subject of the study program in a given time according to scientific standards.
2.14.3. Objective Learning Outcomes: The students compose a master thesis The students work autonomously at their Master Thesis regarding to requirements in research methodology and professional issues and needs.
2.14.4. Learning and Teaching Methods: Single learning , Counselling
2.14.5. Assessment Methods: Presentation and defence of the Master thesis Passing criteria: 51% successful tasks in presentation, passed with the minimum grade E
2.14.6. Teaching tools/IT: LCD Projector, Power Point,
2.14.7. Ratio between theoretical and practical part of the study in the module:
Lecture	Seminar	Education Exercise	Education Practice	Individual student work	Workload
30				870	900
2.14.8. Indicative Reading: Töpfer, A. (2012). Erfolgreich forschen. Ein Leitfaden für Bachelor-, Master-Studierende und Doktoranden. Wiesbaden: Springer Gabler

III. Staf

1. Full time academic staff

Name	Qualification	Academic title	Validity of contract	Workload of teaching/ per week	Exams/ month	Consulting/per week	Researches/ Mentoring
Natyra Karahoda	Dr. Sci. of Medicine	Full Professor	Unlimited	6h/week	10h/month	6h/week	20h/week
Halil Ahmetaj	Dr. Sci. of Medicine	Full Professor	Unlimited	6h/week	10h/month	6h/week	20h/week
Merita Berisha	Dr. Sci. of Medicine	Prof. Assoc.	30.09.2015	6h/week	10h/month	6h/week	20h/week
Naser Ramadani	Dr. Sci. of Medicine	Prof. Assoc.	30.09.2015	6h/week	10h/month	6h/week	20h/week
Ilir Begolli	Dr. Sci. of Medicine	Prof. Ass.	08.11.2014	6h/week	10h/month	6h/week	20h/week
Xhevat Shkodra	Dr. Sci. of Medicine	Prof. Ass.	01.11.2013	6h/week	10h/month	6h/week	20h/week
Shaip Krasniqi	Dr. Sci. of Medicine	Ass.	01.11.2014	10h/week	5h/month	6h/week	20h/week

2.