msc 2906 14 qeap heimerer

PrBHE “qeap-heimerer” - European Center for Professional Education - SER 2012/2013

THE PRIVATE BEARER OF HIGHER EDUCATION

qeap-heimerer

SELF EVALUATION RAPORT 2013/14

Prishtina, 2013 New Version of June 2014, Prishtine

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Contents Contents ………………………………………………………………………………………………………………………… 2 1. Short Introduction of the Institution ………………………………………………………………….. 4 1.1 Establishment of the institution………………………………………………………………..….. 4 1.2 Location ……………………………………………………….………………………………………………. 5 1.3 Study Programs ……………………………………………………………………………………………. 5 1.4 Previous process of evaluation …………………………………………………………………….. 5 1.5 Leading principles ………………………………………………………………………………………… 6 1.5.1 The Mission ………………………….…………………………………………………………… 6 1.5.2 The Vision …………………………………………………………………………………………. 6 1.5.3 Goals ………………………………………………………………………………………………… 6 1.5.4 Objectives ……………………………………………………………………………………….. 7 2. Study Programs ………………………………………………………………………………………..……….. 8 2.1 General information …………………………………………………………………………………….. 8 2.1.1 Regulations and procedures for development / review and approval of new curricula …………………………………………………………………. 8 2.1.2 Regulation for the assessment and progress of students ………………….. 8 2.1.3 Regulations and procedures for preparation of diploma thesis …………. 8 2.1.4 The document on legal relationship between the institution and Student ……………………………………………………………………………………………… 9 2.2 Stydy Program: Management in Health Services and Health Institutions ……… 9 2.2.1 Basic data for study Program ……………………………………………………………. 9 2.2.2 The justification of study program for the labor market …………………… 9 2.2.2.1 Justification of study program for employment market in general 10 2.2.2.2 Justification of study program for employment market allocated to professions …………………………………………………………..…. 12 2.2.3 International comparability of programme ……………………………………… 16 2.2.4 Target group …………………………………………………………………………………….. 17 2.2.5 The Orientation of study program towards the leading principles of institution …………………………………………………………………….. 18 2.2.6 The aim and profile of study program ……………………………………………… 20 2.2.7 The learning outcomes ………………………………….…………………………………. 24 2.2.8 Ratio between theoretical and practical part of study program ………. 24 2.2.9 ECTS calculation ………………………………………………………………………………. 25 2.2.10 Practical work – internship …………………………………………………………….… 25 2.2.11 The research plan …………………………………………………………………………….. 27 2.2.12 The conditions for study registration ………………………………………………. 28 2.2.13 Program overview …………………………………………………………………………….. 29 2.3 Agreements with other accredited higher education institutions …………………. 30 3. Academic Staff …………………………………….……………………………………………………………… 45 3.1 Overview of Academic Staff in Qeap Heimerer in relation to Study Programs 45 3.2 List of regular academic staff ……………………………………………………………………….. 45 3.3 List of Non-regular academic staff…………………………………………………………….…… 46 3.4 List of Visiting Profesors ………………………………………………………………………………… 48 3.5 The academic staff by study program and study fileds ……….…………………………. 48

3 3.6 List of acadmic staff accoirding to type of engagement, workload in study programs and administration ………………………………………………………….. 58 3.7 The administrative staff ……………………………………………………………………………….. 61 3.8 Schemes for development of academic staff ………………………………………………. 62 4. Students …………………………………………………………………………………………………………….. 64 4.1 Number of students in the last three years ………………………………………………….. 64 4.1.1 Number of students per study programs at Bachelor Level ……………... 64 4.1.2 Recruitment plan for next years ……………………………………………………….. 65 4.1.3 Number of students graduated in the three last years ……………………… 65 4.2 Students according to exams, drop-out and employability …………………………… 65 4.2.1 Passing rate of students in exams for three years per study program . 65 4.2.2 Drop-out rate of students …………………………………………………………………. 66 4.2.3 Employability of graduated students ………………………………………………… 66 4.3 Ratio between number of regular academic staff and number of ……………….. 66 4.4 The granted scholarship programs ………………………………………………………………. 67 4.5 The student services, career guidance and organization …………………………….. 67 5. Quality Assurace ………………………………………………………………………………………………… 69 5.1 Quality Assurance System ……………………………………………………………………………. 69 5.2 Regulations for quality assurance procedures ……………………………………………… 69 5.3 Procedures for reviewing study programs ……………………………………………………. 69 5.4 Instruments for quality assurance ……………………………………………………………….. 69 5.5 Mechanisms for implementing the quality assurance measures …………………. 70 5.6 Follow-up procedures for improvement and usinge evaluation results ….……. 70 6. Premises and equipment ………………………………………………………………………………….. 72 6.1 Premises ……………………………………………………………………………………………………... 72 6.2 Equipment …………………………………………………………………………………………………… 73 6.2.1 Equipment used for learning process ………………………………………………. 73 6.2.2 Other equipment …………………………………………………………………………….. 73 6.3 Library ………………………………………………………………………………………………………… 74 6.3.1 List of hard copy books and other reading materials ………………………. 74 6.3.2 List of electronic books and other reading materials ………………………. 86 7. Research and international collaboration ………………………………………………………… 100 7.1 Research ……………………………………………………………………………………………………. 100 7.2 International cooperation ………………………………………………………………………….. 109 8. Finances …………………………………………………………………………………………………………… 117 8.1 Finacial sustainability …………………………………………………………………………………. 117 8.2 Budget and finances …………………………………………………………………………………… 117 9. Follow-up plan for Fulfillment of Reccomendations of the Group of Experts …… 119 10. ANNEXES …………………………………………………………………………………………………………. 123 10.1 Sample Contract …………………………………………………………………………………... 124 10.2 Sample Syllabus ……………………………………………………………………………………. 128 10.3 Sample CV Staff ……………………………………………………………………………………. 129 10.4 Sample Student Questionnaire …………………………………………………………….. 133 10.5 Sample Diploma Supplement ……………………………………………………………….. 136

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1. Short Introduction of the Institution 1.1. Establishment of the institution PrBHE “qeap-heimerer” is an emerging institution with its foundation on the South Eastern Europe Institute for Health and Infirmary, which has a long scientific and educational experience in Kosovo and the region, and the German Educational Institute Heimrer GmBH with 30 years of experience in professional education. It was founded and accredited for the first time in 2010. The main inspiration to establish this institute derived from the immediate need for new qualifications in the field of Healthcare in general and Nursing in particular, as well as the optimal possession of resources for such educational institute which aims at implementing European standards in Kosovo, through its wide cooperation network with similar institutes in Europe.

Based on our long experience in institutional work, besides the need for new qualifications, we were also able to identify the deficiencies in the existing qualifications in the Republic of Kosovo. The fact that there are certain fields that require urgent development, where the Kosovo infirmaries have the need for further development of specialized skills and knowledge in order to answer the current needs as well as enable an efficient functioning, was recognized by the national authorities such as the Ministry for Health of Kosova.

Based on the evaluation of the infirmaries employed by the Health Ministry, there are seven priority fields, as follows: • Family infirmary, • Midwifes, • Mental health, • Pediatric nursing and care for critical cases • Nursing for emergency • Nursing assistants, • Dietetics Within the clinical fields such as neonatology and hemodialysis, the need is not less urgent however, the number of the employed infirmaries in these fields is smaller. These and other similar fields are necessary to complete the health services.

Based on the study which was done by the Division of the Nursing of the Republic of Kosovo, regarding the nursing in March – April 2003, resulted that a large number of the responsible officials did not have a clear understanding of the value of Nursing. This study has proven that there is a need for further education, in order to clarify the value of infirmary. Similar themes have to be an important part of the professional education programs as well as part of the continuous education programs on nursing.

Through its accredited programs in EU countries as well as based on the experience of the modern education with an advanced system of quality assurance on the theoretical and practical work, by offering quality professional qualifications in the field of infirmary, the PrBHE “qeap-heimerer” aims to set European standards in the field of professional qualification in Kosovo.

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1.2. Location The Private Bearer of Higher Education (PrBHE) “qeap-heimerer” is located in the suborb of Prishtina, on the way to Gjilan.

The address is as follows: Veternik n.n. (përball Hotel Gorenja ) 10000 Prishtinë Kosovë (Magjistralja Prishtinë Gjilan) Tel.: (00381) 38 555 099 Cel.: (00377) 44 952 462 (00377) 45 820 820 Email: info@qeap-heimerer.eu Web: www.qeap-heimerer.eu 1.3. Study Programs The PrBHE qeap has the following study programs at Bachelor level at present: 1. Bachelor of Professional Pedagogy in Health, proffesional field in Nursing 2. Bachelor of Basic Nursing (BSc) - with two profiles: 3. Bachelor of Therapy Sciences (BSc) - with profiles: - Speech Therapy - Occupational Therapy The Bachelor studies at PrBHE qeap heimerer last three years, six semestres, respectively collecting 180 ECTS. 1.4. Previous process of evaluation Date July 2010

July 2011 July 2012

July 2013

Type of Accreditation (institution, program) First institutional accreditation, and accreditation of one study program (Bachelor of Professional Pedagogy in Health, proffesional field in Nursing) Re-accreditation of the institution and study program (Bachelor of Professional Pedagogy in Health, proffesional field in Nursing) Accreditation of two study programs: - Bachelor of Basic Nursing (BSc) - with two profiles: - Bachelor of Therapy Sciences (BSc) - with profiles: Speech Therapy and Occupational Therapy Re-accreditation of two study programs: - Bachelor of Basic Nursing (BSc) - with two

Timeframe of accreditation One year accreditation for both types (2010-2011) Three-year accreditation for both types (2011-2014) One year accreditation for both study programs (20122013)

Three-year accreditation for both study programs (2013-

6 profiles: 2016) - Bachelor of Therapy Sciences (BSc) - with profiles: Speech Therapy and Occupational Therapy

1.5 Leading principles – the Mission and Vision of PrBHE ‘qeap heimerer” 1.5.1 The Mission The mission of the PRBHE PrBHE “qeap-heimerer” is to implement educational programs with qualified teachers and modern methodology, which enables the achievement of the European standards for the education of the health professionals (infirmaries), resulting in measurable quality of skills and professional knowledge.

Through its study programs PrBHE “qeap-heimerer” aims to offer studies through which the students will be able to form and advance individual skills for gaining knowledge and use it in the interest of individuals and the society. By offering quality education, which is oriented on the needs of the society and market, PrBHE “qeap-heimerer” aims to support the education of the society in civic and democratic values, and at the same time increase the habitual success in the free market economy.

1.5.2 Vision Become the leading school for professional education in fields of Health and Nursing in Kosovo and the region.

1.5.3 The Goals of “qeap-heimerer” are to offer: -

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Education in democratic and national values, mastering the knowledge and practices of the modern market economy.

Quality education, based on the needs and interests of the individuals, community and the society in general, based on European standards.

Increasing the efficiency of human resources, through its modern quality education, as well as maximizing the efficiency of the financial and material resources in service of the society.

PrBHE “qeap-heimerer” aims to establish a high level of cooperation with all professional schools in Europe and world, which have a well established tradition in professional education.

PrBHE “qeap-heimerer” aims to be one of the best and most famous professional schools in the South-Eastern Europe.

1.5.4 Objectives  PrBHE “qeap-heimerer” to become the best school in the region by offering internationally recognized qualification.

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PrBHE “qeap-heimerer” open to all people, in order to gain and provide knowledge to medical professions.

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PrBHE “qeap-heimerer” will produce professional staff who are capable to meet the requirements of the labor market.

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PrBHE “qeap-heimerer” aims to develop a high level of cooperation with the European schools and universities with a proven tradition of quality, and in the future to expand its study programs based on the human capacity development and the development of infrastructure.

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2. Study Programs 2.1. General information 2.1.1. Regulations and procedures for development / review and approval of new curricula (criteria for quality and responsibilities The curriculum development at PrBHE QEAP Heimerer is done in accordance with the strategic development of the institution. The strategic development if the institution is headed by the Steering Board, which also oversees the monitoring of its implementation.

The curriculum development is undertaken by the academc staff of relevant study fields under leading of the heads of academic units of particular study programs, with final approval of Academic Council and Steeing Board.

2.1.2. Regulation for the assessment and progress of students during studies (to brifely describe procedures for the assesment of students, examination terms, passing requirements and the way of grading) The PrBHE QEAP Heimerer introduces five examination terms for students within an academic year: -

January Term April Term June Term September Term October Term

The success and progress of students is assessed through the following scheme: a. 10 (A) – EXCELLENT, from 91-100 scores b. 9 (B) – VERY GOOD, a few errors, from 81-90 scores c. 8 (C) – GOOD, a few obvious errors, from 71-80 scores d. 7 (D) – SATISFACTORY, with presence of serious errors, 61-70 scores e. 6 (E) – PASS, fulfills the minimum criteria, from 51-60 scores f. 5 (F, FX) – FAIL, not fulfilling the minimum criteria, under 51 scores Other criteria about assessment of written assignments and essays are described in details in relevant regulations.

2.1.3. Regulations and procedures for preparation of diploma thesis for BA, MA, and PhD (for the offered study levels) The PrBHE QEAP Heimerer guides and supervises the students in preparation of Bachelor diploma thesis trhoug two main documents: - The regulation for Bachelor Thesis - Guideline for research work and esseys For Master studies the regulation is under development from the Curriculum Development Group with support of Tempus Project INSTEAP.

9 2.1.4. The document on legal relationship between the institution and student; The legal relationship between the PrBHE QEAP Heimerer and recruited students is regulated through a signed contract between them. The contract mainly deals with regulating bilateral legal responsibilities and obligations during the whole period of study, from the recruitment to graduation and gaining diploma.

2.2 Stydy Program: Management in Health Services and Health Institutions 2.2.1.Basic data for study Program Description (name) of the study programme

Master in Management in Health Services and Health Institutions

Level of qualification according to NQF (with abbreviations BA, MA, PhD, doctorate programme, university course, certificate or professional diploma)

MSc

Academic degree or name of the diploma, spelled out in full and in abbreviated form

Master in Management in Health Services and Health Institutions

Area of study according to the Erasmus Subject Area Codes (ESAC)

Subject codes 04.9 Isced Code 349

Profile of the academic programme (specialisation)

Manager of Health Services and Health Institutions

Target group

30

Minimum duration of studies

Two years or four semester

Form of studies (full time, part time, distance learning etc.)

Full-time and distance learning

Number of ECTS credits (total and per year)

120/60

Modules / Subjects (titles)

Public Health Management of the health system EbN & EbP Moduls and methods of management Management of Health facilities Law of Health Employment Law Case and Care Management Health Promotion Integrated in other lines Development of organization Research methods III

10 Qualitative Research or Quantitative Research Research related project (Focus on profile) Management in Health system/health institutions III Entrepreneurship in health care Phase of Practice Project Report Master Thesis Number of study places

30

Person in charge for the study programme

Prof. Dr. Natyra Karahoda- Gjurgjeala

Permanent scientific/artistic personnel (number per staff category)

1. Petrit Beqiri 2. Naime Brajshori 3. Adem Spahiu 4. Fatmire Mustafa 5. Idriz Sopjani 6. Alida Ramaj 7. Fitim Uka 8. Bujar Gallopeni 9. Shaqir Haliti Irregular staff 1. Natyra Karahoda Gjurgjeala 2. Ilir Begolli 3. Xhevat Shkodra Expert from abroad 1. Patrick Jahn 2. Marcellus Bonato 3. Monika Rode 4. Hagen Rogalski 1150 Euro / Semester

Tuition fees

2.2.2 The justification of study program for the labor market The justification of the study programme is divided into the justification of the labour market in general and the justification to the professional orientated labour market.

The Ministry of Education, Science and Technology specified in the Education Strategy Plan 2011-2016 to improve the performance of the education system through changes and to modernize the curriculum, teaching and learning and assessment. “Continuing efforts will be made in enhancing quality in the system through systematic attention to the curriculum and intensive teacher development. (…) An on-going theme of government is a clear perspective of EU membership and thus an education system that meets European and international standards” (MEST, 2011, p. 48). Also in the Sub-Sector Programme Objectivities the Ministry also determined among other objectivities to develop quality academic and professional higher and tertiary education and research supporting social and economic development (MEST; 2011).

11 „Ensure that curricula reflect labour market needs that would support employability of graduates and meet employers’ needs and improve the image of higher education of Kosovo and be gender sensitive“ (cf. MEST, 2011, p. 124).

The master programme MANAGEMENT IN HEALTH SERVICES AND HEALTH INSTITUTIONS consider requirements of European standard in higher education programmes, developed employees with a professional knowledge in steering health care facilities and to implement research based social and economic strategies. The new master programme Management in Health Services and Health Institutions is in line with the labour market of Kosovo.

The new programme involves the WHO strategy for the education of nurses and midwives in the region of SEE, Health 21 goals, and also fully meets the requirements of EU standards, as well as based on the experience of the modern education with an advanced system of quality assurance on the theoretical and practical work, by offering quality professional qualifications in the field of Nursing, the PrBHE “qeap-heimerer” aims to set European standards in the field of professional qualification in Kosovo.

2.2.2.1 Justification of study program for employment market in general To create a new study program in allocation to the employment market, a research shows in general, that person with a tertiary education ranged at the minimum number of unemployment status. „An examination of the highest educational level reached by the employed is interesting as it shows that over a quarter of all the employed were educated up to tertiary level. “However it illustrates that the requirements for getting a job are higher in government positions where almost half of all employees in these jobs are educated up to tertiary level“ (cf. World Bank, Kosovo Agency of Statistics, 2012, p. 22). 10,5% of the employed population has a tertiary education. In relation to all employed persons 25,6% provide a tertiary education. This group is the second largest group of employed people. 5,3 % of unemployed person had a tertiary education. In allocation to other education level, the ranged next to unemployed person without a school level at the minimum unemployed persons.

Next to universities Manager in Health Services and Health Institutions can be employed in: a. Hospitals Institution Address Contact University Clinical Center, Prishtinë

Institution Address Pristina Rrethi i spitalit str., nn

Institutions Contact +381 38 500 600

Regional Hospital Regional Hospital, Ferizaj Urosevac Regional Hospital “Dr. Daut Mustafa” Regional Hospital “Isa Grezda”, Gjakovë/Dakovica Regional Hospital “Sami Haxhibeqiri”, Mitrovicë/Mitrovica Regional Hospital, Pejë/Pec Hospital “Sheikh Zayed”, Vushtrri

Gnjilane Idriz Seferi str., 10 Ramadan Rexhepi str., nn Prizren Sheh Emini str., nn Dëshmorët e lirisë str, nn

+381 280 322 162 +381 290 327 115 +381 29 222 020 +381 390 321 144

Afrim Zhitia str, nn

+381 28 530 814

Nëna Tereze str., nn Vucitrn Bedri Pejani str., nn

+381 39 426 414 +381 28 572 110

Figure 1, Hospitals in Kosovo

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b) Institutions of public health Relevant primary health care 

Main Family Health Center

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Family Health Center

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Emergency Health Center

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Rehabilitation Center

c) Relevant secondary health care 

Mental Health Center

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Special Rehabilitation Center

d. Institutions of these profiles from the region Albania, Macedonia, and Montenegro e. International institutions such profiles within INSTEAP project.

In conclusion graduates in Management in Health Services and Health Institutions developed different competencies in the study programme. Regarding to these competencies they are able to work in different job sectors: -

Manager of clinics

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Manager of family health centre

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Manager of Nursing homes

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Research institutions

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Consultant in health care

2.2.2.2 Justification of study program for employment market allocated to professions The justification to establish a new educational programme derived from the immediate need for special qualifications in the field of health care.

The development is integrated into the funded project Interdisciplinary structure reformation and higher education for new professions (INSTEAP) by the EU Commission integrated into to the TEMPUS programme. The project team identified the demand and developed the project idea 2011/2012.

Based on our long experience in institutional work, besides the need for new qualifications, we were also able to identify the deficiencies in the existing qualifications in the Republic of Kosovo. The fact that there are certain fields that require urgent development, where the Kosovo nurses have the need for further development of specialized skills and knowledge in order to answer the current needs as well as enable an efficient functioning, was recognized by the national authorities such as the Ministry for Health of Kosovo.

Healthcare in Southeast Europe countries is a sector that needs reforms, as it is still within public institutions. The development of health care system in Kosovo was subject to political and economic influence. Supported by different nations and institutions, the Ministry of

13 Health implemented institutions and developed several documents to optimize the health care system. Healthcare in Kosovo is one of the topics that need further development. Lack of structural reforms and low financing remains the main causes for the lack of healthcare, thus making a difficult path of transition and modernization (cf. Holst 2007, Bislimi 2006).

Raka (2009) stated, that „currently, the health care system in Kosovo consists of primary health care centres located in each municipality; secondary health care facilities at the regional level (hospitals); and tertiary health care centres – University Clinical Centre of Kosovo and other specialized institutions. Besides public sector, the private sector in health care has grown in the recent years and is predominantly focused on diagnosis and treatment“ (cf. Raka, wbc-inco net 2009, p. 10). Raka pointed out among other health research priorities: Research capacity strengthening- to upgrade scientific capabilities in health area (cf. Raka, 2009, p. 21).

The Ministry of Health developed a “Strategy of Health Care in Kosovo 2005-2015”, based on the Millennium Development Goals. In the main national policy goals in health care the Kosovo government in period 2005-2015 define one goal the Improve management and leadership of scarce resources at all levels of the health care sector (cf. MoH, updated 2011, p. 16).

The determined results such as “Transforming and strengthening institutional autonomy and responsibility/accountability implemented” or “The basic health information system developed, piloted and used for evidence-based decision-making” require a manager, who has the knowledge about the relevance of economic point of view, evidence based nursing and methods.

However, the professional background of nursing is important for a manager in health care system, because he have among other areas to estimate the demand of human resources, the potential demand of patient and to determine the effort of nursing. With out this professional knowledge, a calculation and a business administration will not effective and efficient.

The determined Strategic Priority 1: Improve the health status of the population and the quality of health care services implies among other activities and means the development of professional capacities in health policy and management, health policy and management training provided, approved investment plan, budget, staff plan and administrative procedures for capacity building in health policy and management and organize post graduate studies on health policy and management (MoH, updated 2011, p. 23/24).

Percival and Sandorp, 2010 evaluated the objectives of the health reform in Kosovo as presented in the “Yellow Book”. They stated, that “family doctors have been trained, responsibility for primary care has been transferred to the municipal level, immunisation coverage has increased, and some maternal and child health indicators have improved. Yet many key reform initiatives, such as building the strength of primary care and establishing an effective health-financing system, were not fully implemented” (cf. Percival, Sandorp, 2010, p. 8).

This indicates, that management skills and knowledge are missing in the health care system in Kosovo. The partner of Ministry of Education, Sciences and Technology and the Ministry of Health confirmed the need of management competencies. In a stakeholder workshop of the project INSTEAP the opinion has been affirmed as well. Universities in Kosovo are adopting curricula based on the Bologna Declaration rules, and this is to achieve a better

14 comparability of degrees in Europe (MASHT 2009). Re-structuring bachelor and master degrees requires a strong orientation in the theory-practice transfer and needs to serve the didactic methods, which for university professors in Kosovo are often an innovation. Many examples have shown that required didactic approaches have remained as statements and have prevented an authentic reform (GAP, Report 2008). Kosovo lacks models and “better practices“, through which may be given impulses and may be gained courage for trainings.

Lack of model curricula and science literature in Albanian language worsens significantly the situation. Universities of Kosovo and universities of the region, which provide study programs in health system, do not have study programs for manager in health care, nor a clear approach for health managers. As a consequence, the whole health system is lacking professional management as part of education. In addition, the majority of managers of healthcare institutions are doctors, without managerial knowledge and know-how’s, which clearly result in a poor development and operation of healthcare settings, thus bringing a not well functionality of healthcare system in Kosovo. Hence representatives of related professions give lectures; doctors are giving lectures to future nurses. It should be empathized that modules and didactic concepts find no use, which would have enabled a specific professional perspective. At this point international standard has changed and a specific qualification is more than necessary. Some Universities, which provide study programs in heath system, already declared officially regarding the creation of specific methods such as teaching towards problem solving, scientific orientation based on the data from healthcare research and teaching. Experiences in methods and expertise in these fields, as the ones shown in other countries, are not constructed yet sufficiently in all participatory universities of South East Europe, including Kosovo. The collapse of communist regimes has resulted not only in new professional challenges for the healthcare and healthcare staff but also in scientific grounds.

Workers of these countries are experiencing a rapid economy process of healthcare system.

If compared with Western Europe countries, this development has been slower and has lead into new transformative processes and complex strategies. Tasks and challenges, which only partially have been renewed, require skills and abilities on healthcare from the responsible persons of Kosovo, which is something that is not part of education yet. Another factor that determines particularly the work of healthcare system and relevant study program is the right of the profession and necessary legal conditions to practice one’s profession. The transition of the system from the state, centralized and planned economy, into a modern, decentralized and transparent health system requires new definition of conditions. If solid steps in the legal macro-infrastructure so far have been made, there is still a need for legal medium and micro infrastructure.

Ministries and universities have not yet made a direct connection between them. No direct exchange has happened yet. This needs a specific expertise, which is lacking often in the country and it requires a close and coordinated collaboration between politics, professional society and university education. In a parallel-organized transfer such views should be involved in the relevant programs curriculum, to become part of schooling. Direct communication between universities, ministries and the world of profession has envisaged to been built and established through the project.

In conclusion of the research made by the consortium of the TEMPUS project INSTEAP points out the immediate need for a university master program in Management in Health Services and Health Institutions.

15 The study programme will be connected to the school system in Kosovo at the level of higher education.

School system from upper secondary education Upper secondary education (age 15-18, grades X-XII; ISCED level 3) High schools Higher vocational education Music and art schools Post-secondary (VET) education (age 18+) Higher education Teacher programmes

Additional programme for professions

BA Management?

BA Nursing

MA Management ?

MSc Management in Health Services and Health Institutions

Figure 2, Connection of the master programme Management in Health Services and Health Institutions

The existing system is in a renewable process.

Young people form a large part of the total population in Kosovo (60%) but they face high unemployment rates. Therefore, there is a real challenge to provide young graduates with jobs and better connect higher education institutions with the private sector. The current priorities are: establishing a new university in Peja; identifying market and social needs in a number of fields in order to stimulate the development of attractive curricula; setting up new study programmes while at the same time improving their level of quality; providing more flexible and individualised study programmes by structuring them into modules and course units (to have a more learner-centred approach); developing study programmes determining relevant learning outcomes expressed in generic and subject specific competences for respective profiles. The development of vocational education is also a way to further explore how to increase a young graduate's employability and to respond to the demands of the market. Establishing good conditions for practical work is important.

Improving the professionalism of academic and supporting staff is another challenge for higher education.

The new study programme creates a new kind of system. To become a manager for a profession in health care, the students need a Bachelor in their profession. A professional manager needs the professional background to lead an institutions regarding to profession fields. The knowledge about the profession, the strength and weakness of the field and the areas for development will enable the manager to develop insitutions especially for the profession development, needs of caring systems allocated to the demographic change and economic development of society. The “Master Management in Health Services and Health Institutions” will be equated with the study programme “Master for Management”.

16 However with the difference to be educated especially for a profession with its special needs in management of institutions. Although the students get provided in only two years of educational sciences, they will be able to be treated as equal on reason of her professional expert's assessment with the master of management in the existing system.

2.2.3 International comparability of programme Universities in Kosovo are adopting curricula based on the Bologna Declaration rules, and this is to achieve a better comparability of degrees in Europe (MASHT 2009). Re-structuring bachelor and master degrees requires a strong orientation in the theory-practice transfer and needs to serve the didactic methods, which for university professors in Kosovo are often an innovation. Many examples have shown that required didactic approaches have remained as statements and have prevented an authentic reform (GAP, Report 2008).

The strategy of PrBHE “qeap-heimerer” is the professional advancement of nurses in Kosovo at the level prescribed by WHO (European Strategy for Nursing and Midwives Education) by providing programmes based in the European Community standards.

In the Amendment of the final report of profession qualification Vergnaud (2013) write: „(1b) 'European Credit Transfer System or ECTS credits': credits expressing the quantity of work each course unit requires in relation to the total quantity of work necessary to complete a full year of study under the ECTS system for accumulating study credits on the basis of transparency and comparability of qualifications; the quantity of work shall include not only lectures, practical work and seminars, but also traineeships, research or field work, private study, examinations and other assessment activities; under the ECTS system, the quantity of work for one year of study shall correspond to 60 ECTS credits, and one semester's study shall correspond to 30 ECTS credits“ (cf. Vergnaud, 2013, p. 24). To follow the convention of the EU, the master programme Management in health care was developed among different learning methods within integrated modules to ensure these requirements. In addition the allocation to the area codes of the EACEA this program refers to Subject codes 05.9 Isced Code 149.

Prototype for the study programme “Management in Health Services and Health Institutions” is a master programme from University of Applied Sciences Muenster/Germany in the field of Nursing. In the project INSTEAP an accredited study programme of the University of Applied Sciences Muenster was assumed. The study programme was adapted to the needs of Kosovo. This will ensure to reach the requirement of European standard of higher education programmes and will make a reference about the comparability of the study program in Healthcare Management with one or two other (European) countries, besides the University of Applied Sciences Muenster/Germany.

Criteria of ECTS, structure of modules, contents of modules, practical and theoretical ratio and self-learning tasks of students were adapted to the requirements and conditions of Kosovo.

Regarding to comparability of the study program, following table offer the criteria.

Criteria Compatibility with ECTS system

Study programme Education in health care Kosovo European 30 ECTS per semester; 1 30 ECTS per semester; 1 ECTS corresponds 30 hours ECTS corresponds 30 hours

17 Cooperation agreements with participating universities Assurance of the studies and participating organizations (advisory and support structures) Transparent documentation of studies and examinations Consistent approach to quality assurance in study and teaching in the programme Orientation of the course in relation to an international profile (joint degree, double degree, mandatory study abroad, foreign language course offerings, etc.)

Kind of structures to support the exchange of students Number of students, who integrate a stay abroad Number of foreign students

Are available

Are available

Responsible teacher for the study programme, 1 teacher supports 10 students Documentation of the study programme is available Quality assurance: f.e. Selfevaluation, students questionnaires

Responsible teacher for the study programme, 1 teacher supports 10 students Documentation of the study programme is available Quality assurance: f.e. Selfevaluation, students questionnaires

Joint degree developed by a consortium of three international universities, foreign languages will be offered, mandatory study abroad, common modules Support structures are give, mentor system, partner universities will support students 5-10 will integrate a stay abroad

Joint degree developed by at a minimum of two international universities, foreign language, stay abroad, recognition of modules at the universities Support structures are give, mentor system, partner universities will support students 64 of 1000 German students stay abroad (cf.

Statistical Federal Office, 2012) 24,34% are foreign students in Germany (cf. Statistical Federal Office, 2012)

2,5% are foreign students in Kosovo (Kosovo Agency Statistic, 2011) Expected foreign students in the program: 2

Figure 4, Criteria of international comparability of study program

The Master programme “Management in Health Services and Health Insitutions” offer a joint degree. It is a Master program, which was developed jointly by three international universities: University of Applied Sciences Münster, University of Pristina and PrBHE “qeapheimerer”. The students get the facilities and expertise of all partner universities of the consortium. The teachers are international lecturers. An organized mobility of students is at the core of the study program. Modules and courses that students have graduated from the universities automatically are recognized. The students will receive either the national final of the individual institutions or jointly conferred degree. The joint degree - an international degree - is officially recognized in all the title -giving partner universities.

2.2.4 Target group to whom the programme is dedicated The study programme will be opened for students with a bachelor in health care professions. Following bachelor will be accepted:

18 -BA Nursing -BA Midwifery -BA Pedagogy for Nursing -BA Therapist -BA Speech Therapy The study programme will begin with two professions as a model study programme: BA Pedagogy for Nursing and BA Nursing and Midwifery. Regarding to Kosovo as a developing country and the aim to optimize education programmes regarding to the labour market, the study programme can be worked over for other professions and developed in future times.

2.2.5 The Orientation of study program towards the leading principles of institution The strategy of European Center for Vocational Education Heimerer-SEE is the professional advancement of nurses in Kosovo at the level prescribed by WHO (European Strategy for Nursing and Midwives Education) by providing programmes based in the European Community standards.

The mission of the PRBHE PrBHE “qeap-heimerer” is to implement educational programs with qualified teachers and modern methodology, which enables the achievement of the European standards for the education of the health professionals (infirmaries), resulting in measurable quality of skills and professional knowledge.

The quality of the teachers at the PrBHE “qeap-heimerer” is of tremendous importance, which is very important for the advancement of studies. PrBHE “qeap-heimerer” has oriented its policies for development and promotion in two directions: 1. Advancing in Academic fields 2. Professional and Scientific development Teaching staff from the natural, medical and humanities sciences in country is sufficient and meet the needs of this three-year program. Therefore, the staff for the social field was more specific and is covered with local expert who studied abroad Particular importance is paid to the specific nursing staff, since it is limited in the country. In cooperation with SEE-IHN and Partner University in Halle, Germany, in 2007 five candidates with basic preparation and BSc in nursing were sent to pursue Master studies in the field of Nursing Sciences. This group has successfully completed these studies and together with other local colleagues with the same academic profile is involved in the process of preparation of this educational program and its successful implementation. Hence, all specific nursing modules are offered by nursing docent professionals with work experience and relevant academic titles.

Through its study programs PrBHE “qeap-heimerer” aims to offer studies through which the students will be able to form and advance individual skills for gaining knowledge and use it in the interest of individuals and the society. By offering quality education, which is oriented on the needs of the society and market, PrBHE “qeap-heimerer” aims to support the education of the society in civic and democratic values, and at the same time increase the habitual success in the free market economy.

Related to achieve the mission following teaching and learning methods are offered:

19 An approach of combining teaching and learning methods has been adopted, which enables students to identify and use their own experience, skills and knowledge to best advantage within the learning process. Therefore the Master curriculum in Healthcare Management will be facilitated by the following main methods: Lecture-based learning: An interactive discussion environment will be provided to explain theoretical issues of health sciences, management, legal, economic and organizational contexts. The classroom situation will also provide a supportive environment where students will be expected to receive feedback and learn from the experiences and knowledge of other students and tutors.

Problem Based Learning: Students will work in small groups to examine service user centred scenarios or case studies. The idea is that students work cooperatively as a team in order to achieve both subject based learning outcomes and transferable teamwork skills. This emphasizes self-directed learning supported by study guides where understanding is reinforced through its application in problem-oriented, task-based and work-related experience.

Simulation-based learning: Role-play with other students, as practitioners from public services or volunteer service users, is common practice within professional education.

Simulation provides a relatively safe context in which students can practice skills and receive feedback in a way that would not be possible with real service users. More elaborate roleplay exercises can also be used where students take on their professional roles engaging in a simulated case conference or a court session (for example).

Practice-based learning: The programme will provide opportunities for students to take responsibility for working in a healthcare setting as members of a team with supervision from mentors. During the field placement at the fourth semester students will learn about management patterns of healthcare settings, and be trained in using theory and concepts to both understand and critically reflect over the on-going practice. Tasks to observe and reflect over will be given by the teachers, and the students will give the teacher the learning outcome as small written reports.

Reflective learning: Encouraging students and teams to reflect / meta think on their activities and processes of working together, with a focus on service user care, can develop an understanding of one’s own role and values and those of other professions.

Research-based learning: students will get a deep knowledge of research methodology and will participate in research projects conducted by QEAP Heimerer. Students will work also on their diploma thesis in the fourth semester.

E-learning, Blended learning: For the program this however means monitoring the learning progress of students as well as support in initiation of self-defined learning processes.

Learning is done in different levels of didactical methods, such as subject oriented learning, considering of subject oriented approaches as well as intermediary didactic. Information system for Universities (IS4U) is based in the most modern technologies of Web 2.0 and it serves to help organize the learning process. Through IS4U will be enabled to accomplish lecturing, tests, publication of test results, course registering, application for tests, communication to all the participants in the lecture sending the information from the docent to all participants of a lecture etc.

20

Figure 9, Blended-learning system in the master programme

2.2.6 The aim and profile of study program (description of study program) Universities in Kosovo are adopting curricula based on the Bologna Declaration rules, and this is to achieve a better comparability of degrees in Europe (MASHT 2009). Re-structuring bachelor and master degrees requires a strong orientation in the theory-practice transfer and needs to serve the didactic methods, which for university professors in Kosovo are often an innovation. Many examples have shown that required didactic approaches have remained as statements and have prevented an authentic reform (GAP, Report 2008). Lack of model curricula and science literature in Albanian language worsens significantly the situation. As a consequence, the whole health system is lacking professional pedagogy as part of education.

It should be empathized that modules and didactic concepts find no use, which would have enabled a specific professional perspective.

This indicates, that management skills and knowledge are missing in the health care system in Kosovo. The partner of Ministry of Education, Sciences and Technology and the Ministry of Health confirmed the need of manager competencies. In a stakeholder workshop of the project INSTEAP the opinion has been affirmed as well THE INNOVATIVE CHARACTER OF THE STUDY PROGRAMME The first idea of developing a study programme in the project INSTEAP project was one master programme in Health Care with two students’ specialisations

21 1. Specialisation: Management in Health Services and Health Insitutions 2. Specialisation: Education (Teacher) in Health Care.

(Cf. figure ): MA Health Care

Specialisation 4. semester 3. semester

Management in Health Services and Health Institutions

Education in Health Care

Study programm specific modules Study programm specific modules Common modules

2. semester

Common modules

1. semester

Common modules

Start

BA Nursing BA Physiotherapy

Extension Options

BA Social work BA Ergotherapy BA Speech therapy

Figure 5: Study program with two students’ specialisations

There were some reasons to over think this first idea and to reorganize it in the following manner (cf. Figure 5, right side): •

There are different demands on study programs for management in health care and study programmes for education of teachers in health care.

•

The education of teachers in health care should follows the regulations of teachers in Kosovo (cf. Administration instruction, 14/2013, Teacher performance evaluation, 2013)

•

Responsible for the education of all teachers, also teachers in health care is MEST (with the commitment of MoH)

•

Performing uniform regulation of study programs for teacher education in health care is easier, if you don’t have simultaneously to consider requirements for management education.

•

A manageable entry in the education of teachers in health care is possible by starting with developing the general framework for a study program for education of teachers in health care with only the specialisation in one profession e.g. nursing/midwifery. There is BA-absolvent in Kosovo for nursing and midwifery! May be that a needs-oriented distribution of students in the field Nursing and Midwifery (e.g. 70% to 30%) has to be determined.

•

Possible extensions of the study program for other fields (teacher for physiotherapy, teacher for speech therapy but also other kinds of subjects like teacher for nutritionists, teacher for doctor's assistants, or even teacher of child care workers (kindergarten teachers) can be done by using he same general framework (common

22 modules) and developing some specific modules for the profession related modules (profession specific modules).

•

One benefit is the joint instruction of students of several (not necessarily all) professions in the common modules (synergetic effects; reducing costs).

•

Another benefit: beginning with one example e.g. nursing and spreading out with other professions related to the necessity in Kosovo.

•

Another flexibility: For small professions it is not necessary to offer the profession specific modules every year; maybe that all be offer every two or every three years is enough.

MSc Management in Health Services and Health Institutions

MA Education in Health Care extension options

extension options

4

4

Profession specific modules

3

Profession specific modules Common modules

2

Common modules BA Child care worker

BA Nutritionist

BA Ergotherapy

BA Social Work

Start

BA Physiotherapy

BA Nursing

BA . . .

BA Speech Therapy

BA Ergotherapy

BA Social Work

BA Physiotherapy

BA Nursing

extension options

Common modules

1

Common modules

Start

Common modules

2

Common modules

1

Profession specific modules Profession specific modules

3

extension options

Figure 6: Two separated master study programs in health care

In the small country Kosovo, the needs for manager education in some professions are small and it isn’t useful to develop own study programs for all professions. This innovative kind of framework for a study program for Management in Health Services and Health Institutions is a very flexible one and can be suited to the needs in Kosovo. This framework will guarantee sustainability in the education of health care workers.

The innovation of the new study program is characterize that there was created an allocation between the “Education Health Services and Health Institutions” and “Master Management in Health Services and Health Institutions”. The students in both study programs need same contents. Regarding to this the curriculum development group decided to offer some common modules to the students.

Following modules are in common:

23 Module name

Institution – module take place

Public Health

Qeape-Heimerer

EbN & EbP

Qeape-Heimerer

Law of Health

University of Pristina

Law of Employment

University of Pristina

Qualitative and quantitative research

Qeape-Heimerer and University of Pristina

Master Thesis

Qeape-Heimerer and University of Pristina

Figure 7, Common modules of MSc Management in Health care institutions and Health care services and Education in Health Care.

This approach not only provides better services for people of Kosovo, but also ensures the mobility of nurses of Kosovo within the European Community, opening the prospect of nurses of Kosovo for employment in Europe countries.

Therefore, the aim is to achieve two objectives: to provide quality services for people of Kosovo and at the same time to facilitate the mobility of nurses of Kosovo within the European community, opening the prospect of nurses of Kosovo for employment in European countries.

Through it’s programmes that are oriented towards the structure of programmes in EU countries and meet the standards of the EU Convention Directive 2005/36/EC Article 3 – paragraph 1 – point l b (new). The World Health Organization describes the requirements of the education of nurses and midwifery. “Additional factors of relevance to preparation at graduate level include, for example, the necessity to practise from an evidence base (and for some to conduct research), the increasing complexity of health care, advances in science and technology, rising expectations of those who use the health services, the ability as well as the commitment to participate in continuing professional development and multidisciplinary team working, the need to improve the status of nursing and midwifery in many countries so as to recruit able school leavers, and the need to prepare teachers, mentors and leaders in nursing and midwifery in order to enable an informed voice from the nursing and midwifery professions to be heard in policy discussions about the health of the people of the nations. Similar factors are also cited in the recently issued Guidelines on nursing education from WHO’s Eastern Mediterranean Region (WHO 1998), so are not unique to WHO’s European Region but rather are of global relevance” (cf. World Health Organization, 2006, p. 6).

Zabalegui et al (2006) described a project between the University of Deusto and the University of Groningen to identify nursing skills and to transfer these results into higher education programmes. “The master’s graduate will be qualified for employment on the basis of the academic discipline (i.e., nursing science) and for further study in a doctoral program. The master’s graduate will develop knowledge and independence in applying scientific theory and methods. The candidate studying the practice of nursing will be able to perform advanced and specialized nursing competencies (cf. Zabalegui et al, 2006, p. 117).

The new master programme Management in Health Care will meet these requirements.

Information system for Universities (IS4U) is based in the most modern technologies of Web 2.0 and it serves to help organize the learning process. Through IS4U will be enabled to

24 accomplish lecturing, tests, publication of test results, course registering, application for tests, communication to all the participants in the lecture sending the information from the docent to all participants of a lecture etc. The modules included e-learning elements. In the study programme a rate of e-learning elements is targeted with 30%. Docent, students, administrative staff and other administrators can work together in various countries.

Accreditation of the study programme is an external monitoring. In responding to this philosophy, the project will establish a learning platform to be used by HEIs in Kosovo in facilitating their teaching and administration work.

2.2.7 The learning outcomes (competencies and qualifications, knowledge and skills) In conclusion of the research made by the consortium of the TEMPUS project INSTEAP points out the immediate need for a university master program in Management in Health Services and Health Institutions. Based on European standards and oriented in practical and scientific management the master programme shall provide learning outcomes in terms of knowledge, skills and competences that graduates should have when completing the Master programme, and that are equivalent to level 7 of the National Qualifications Framework:

Knowledge

Skills and abilities

A critical understanding of the theories, methods and models of education in general and in health care regarding of practical business administration in health care professions, including to understand that management depends on conditions of employees, profession fields and subject To analyze management issues, concepts, methods, moral values in management process, including to grapple critically and sensitized with issues in Management in Health Services and Health Institutions Utilize their knowledge in health care facilities in consideration of legislative, professional and ethical framework and employment conditions, including special strategies and methods; such as Evidence based Nursing, Evidence based Practice, Case and Care Management methods, process controlling in health care facilities, organization development, economic framework Developing management strategies and team development, quality management issues, including managing of professional teams Using different management methods developing a creative style in managing teams, search and solve problems, issues, create environment for employees, are in the position to adjust flexibly to the wide and often unpredictable variety of professional contexts Planning and carrying out a significant project of research, investigation or development in health care facilities, regarding to actual themes, problems or needs or efficiency and develop changes of performande in case of needs Work and manage on complex professional and ethics questions and issues in health care and dispose professional decisions

Attitudes and values Figure 1, Learning outcomes (Cf. adopted from NQA, 2011, p. 36/37 and Teacher Guide Handbook, 2012)

2.2.8 Ratio between theoretical and practical part of study program The “Master Management in Health Services and Health Institutions” will be equated with the study programme “Master for Management”. Although the students get provided in only two years of educational sciences, they will be able to be treated as equal on reason of her professional expert's assessment with the master of management in the existing system.

25 In addition to that, the students in the study programme “Management in Health Services and Health Institutions” will be educated in the following distribution, regarding to the Kosovo final report, 2012: -31,25 % of modules are academic -41,66% of modules are professional (education profession) -21 % of practical training (28 weeks, a practical training included in the phase of practice. In the phase of practice the students work in practical profession fields regarding to management systems and make a research in this field.)

“For instance, at the Faculty of Education, the content of teacher education programmes is based on the curricula, subjects comprise of obligatory and elective courses; practicum is also required” (Kosovo final report, 2012, p. 13). Regarding to this idea, this study program will offer a similar system. Management competencies or not only developed by theoretical lessons.

Ratio between theoretical and practical part of study program Total Hours =

L

S

CE

CP

ISW

N/O

ECTS

550

180

150

445

2275

3600

120

Figure 10, Ration between theoretical and practical part in the study programme

L = Lecture; S = Seminar; CE = Clinical Exercise; CP= Clinical Practice; ISW = Individual student work; WLoad = L+S+CE+CP+ISW; ECTS = European Credit Transfer and Accumulation System  Common modules between study programme “Management in Health Services and Health Institutions” and “Education in Health Care”.

2.2.9 ECTS calculation Credits expressing the quantity of work each course unit requires in relation to the total quantity of work necessary to complete a full year of study under the ECTS system for accumulating study credits on the basis of transparency and comparability of qualifications; the quantity of work shall include not only lectures, practical work and seminars, but also traineeships, research or field work, private study, examinations and other assessment activities; under the ECTS system, the quantity of work for one year of study shall correspond to 60 ECTS credits, and one semester's study shall correspond to 30 ECTS credits“ 2.2.10 Practical work - internship Universities abroad mentor PhD candidates in this group and the relation of teaching with their scientific research is a great opportunity of academic specialization, but also the possibility of linking of the joint institutional research and mobility support, which is core goal of our institution.

26 Practical part, as the group of monitors the basic pillar of this educational program mentors prepared in Kosovo by the Finnish project. Practicum places and division of groups of students (8 persons per group) is done in accordance with institutional capabilities and specifications of services offered, as foreseen in the program. A detailed breakdown is attached to institutional arrangements.

Students’ mobility is planned to provide through the implementation of professional practices in EU countries, to be coordinated by Heimerer schools and our partners through these countries. The good already established experience of common groups of students and scholars in country and EU countries is also planned advanced further.

Additional effort in this direction represents foreign language courses with professional focus that are organized in our institution, especially for students and specific modules which are offered in German Language, respectively in English Language.

In order to advance in the Academic fields, which are directly linked with the studying process, PrbHE “qeap-heimerer” in cooperation with its partner institutions will organize trainings and seminars. These training and seminars will be a good for the academic personnel to get familiar with the development trends in the field of teaching methodology in the Countries which are members of the Bologna process, new teaching strategies, forms and techniques for the organization of classes etc.

The participation of the permanent personnel of the PrBHE “qeap-heimerer” will be regulated with a special regulation; the participants will be motivated by covering their expenses for participation. The intensive cooperation of the PrBHE “qeap-heimerer” with the professional schools in Germany such as Munster professional school, the network of professional schools Heimerer, the Nursing Faculty in Halle, Tirana, Vlora and Tetova etc. gives an excellent opportunity for the realization of additional trainings on certain fields. The information of the personnel that is engaged in the study programme is presented in the programme.

Appropriate institutions, which are identified as such in the country, can provide practice for students of the study program in are” a. Hospitals b) Institutions of public health Relevant primary health care  Main Family Health Center  Family Health Center  Emergency Health Center  Rehabilitation Center c) Relevant secondary health care  Mental Health Center  Special Rehabilitation Center d. Institutions of these profiles from the region Albania, Macedonia, and Montenegro e. International institutions such profiles within INSTEAP project.

Practical part of the program will be organized in the Kosovo educational institutions in health professions (third level). For this purpose the professional management staff in those institutions will do the mentoring of students. Due to the lack of appropriate mentors, the steering group of this project proposes that this manager will be trained within the project

27 at the programme of Training the Trainers. This proposal of the Steering group is a similar approach to training done over the mentors for mentorship as in the case of a former Bachelor study project at the University of Prishtina, supported by the European Agency for reconstruction.

In the absence of clinical mentors, that are needed to supervise the clinical practice of students in the Bachelor studies in the Department of Nursing and Midwifery, we trained 55 Nurses employed in Primary Health Care Institutions and 60 Nurses employed in Secondary Care Institutions which were certified for student mentorship of the first generation of the students in the Bachelor studies.

Students attending this Master programme, the first generation of them, after their graduation, will be then qualified to mentorship incoming students in the future. Practicum places and division of groups of students (8 persons per group) is planned in accordance with institutional capabilities and specifications of services offered, as foreseen in the program. A detailed breakdown is attached to institutional arrangements.

Student’s mobility is planned to provide through the implementation of professional practices in EU countries, to be coordinated by IEJASHI as project coordinator for Kosovo, FH-Münster as an institution and the project leader and other international partners in our project in these countries. The good already established experience of common groups of students and scholars in country and EU countries is also planned advanced further.

Additional effort in this direction represents foreign language courses with professional focus that are organized in our institution, especially for students and specific modules which are offered in German Language, respectively in English Language.

In order to advance in the Academic fields, which are directly linked with the studying process, University of Pristina in cooperation with its partner institutions will organize trainings and seminars. These training and seminars will be a good for the academic personnel to get familiar with the development trends in the field of management methods in the countries which are members of the Bologna process, new management strategies, forms and techniques for the organization of teams etc.

The participation of the permanent personnel of the PrBHE “qeap-heimerer” will be regulated with a special regulation; the participants will be motivated by covering their expenses for participation. The intensive cooperation of the University of Pristina with the professional schools in Germany such as Munster professional school, the network of professional schools Heimerer, the Nursing Faculty in Halle, Tirana, Vlora and Tetova etc. gives an excellent opportunity for the realization of additional trainings on certain fields. The information of the personnel that is engaged in the study programme is presented in the programme.

2.2.11 The research plan During study process the Institutions will ensure the modules which enables the students to understand the scientific methods and to implement in the clinical practice and scientific researches in the filed of bioscience and health. In the third semester, each student receives school knowledge in the health care system for working a 22-week research project. In the fourth semester students do research in selected areas and present that as a Master thesis in public. The research themes and areas can be allocated to general education fields and/or to profession orientated themes.

28 Research themes Evaluation of management methods in general Evaluation of case and care management Evaluation of most common management methods Development of changing performance of management concepts in health care institutions Development of concepts for coaching and staff promotion in health care institutions Evaluation of implementation of new health care professions in health care institutions in Namibia

Needs analysis of management competencies and skills in allocation of the demographic and economic change

Research Areas All insitutions Institutions in Germany, Namibia All institutions All Institutions All Institutions Project of University of Applied Sciences in MĂźnster in cooperation with University of Namibia and Ministry of Health Care and Social Services Namibia All institutions and/or different countries

Figure 11, Research plan themes

2.2.12 The conditions for study registration The study programme will be opened for students with a bachelor in health care professions. Following bachelor will be accepted: -BA Nursing -BA Midwifery -BA Pedagogy for Nursing -BA Therapist -BA Speech Therapy The study programme will begin with two professions as a model study programme: BA Pedagogy for Nursing and BA Nursing and Midwifery. Regarding to Kosovo as a developing country and the aim to optimize education programmes regarding to the labour market, the study programme can be worked over for other professions and developed in future times.

29 2.2.13 Program overview: Year I Semester I

Hours/weeks

Nr.

O/E

Modules

L

U

ECTS

Lecturers

1.

O

Public Health

40

20

5

2.

O

Management of the health system

50

Prof.ass. Ilir Begolli/ Dr.rer.med. Cand I. Sopjani Prof.Dr. Naim Jerliu / Dr.rer.med. Cand N. Brajshori

3.

O

EbN & EbP 

60

40

10

4.

O

Principles of Management

40

15

5

4.1

O

Models and methods of management

20

5

2.5

4.2

O

Management of Health facilities

20

10

2.5

5.

O

Basics of Legislation for management

50

5

5.1

O

Law of Health 

25

2,5

5.2

O

Employment Law 

25

2.5

5

Semester II 1.

O

Case/Care Management

25

15

5

2.

O

Health Promotion

30

20

5

3.

O

Human resources

80

4.

O

Development of organization

60

10 40

10

Year II

Prof. Dr. Majda Pajnkihar Monika Rode, Edu.Sci. PhD cand Prof. Dr. Marcellus Bonato Dr.rer.med. Cand P. Beqiri Prof. Dr. Marcellus Bonato Dr.rer.med. Cand P. Beqiri Prof. Dr. Marcellus Bonato Dr.rer.med. Cand P. Beqiri Prof. Dr. Visar Morina MSc. A. Spahiu Prof. Dr. Visar Morina MSc. A. Spahiu Prof. Dr. Visar Morina MSc. A. Spahiu Prof. Dr. Majda Pajnkihar Monika Rode, Edu.Sci. PhD cand.

Prof.ass. Ilir Begolli Dr.rer.med. Cand I. Sopjani Prof. Dr. Adem Tamo PhD Cand. MSc. F. Uka Prof. Dr. Theodhori Karaj MSc. PhD cand. B. Gallopeni

Semester III 1.

O

Theory and practice of research

45

10

1.1

O

Qualitative Research or Quantitative Research 

25

2.5

1.2

O

Research related project (Focus on profile)

20

7.5

Prof. Dr. Karahoda/ Dr.rer.med. Cand N. Brajshori

2.

O

Entrepreneurship in health care management

40

5

Prof.Dr. Naim Jerliu / MSc. Sh. Haliti

3.

O

Project Report

5

15

Prof. Dr. Karahoda/ Dr.rer.med. Cand N. Brajshori

Semester IV

Prof. Dr. Karahoda/ Dr.rer.med. Cand F. Mustafa Prof. Dr. Karahoda/ Dr.rer.med. Cand F. Mustafa

30 1.

O

Master Thesis 

30

30

Prof. Dr.N. Karahoda/ Prof.

Dr. H. Ahmetaj/ Prof. Dr. M. Bonato

2.3. Agreements with other accredited higher education institutions (Law on Higher Educaiton, no. 04L-037, 2011, article 14, paragraph 5.8) The PrBHE QEAP Heimerer has signed cooperation agreements with two other higher education institutions in Kosovo, which have similar Master programs: - University of Prishtina Hasan Prishtina, Faculty of Medicine - PrBHE Rezonanca-Iliria These agreements enable the potentially transfer of studnets from one to another institution in case of falimentation and/or withdrawal of accreditation for the study programs.

31

Module Handbook Management in Health Services and Health Institutions 1st year curriculum 2.14.1. Module Title: HSc 01 Public Health (patient-institution- related; operative health promotion) ECTS Credits: 5 Professor: Prof.ass. Ilir Begolli 2.14.2. Description of the subject: - Reflection of theories of public health systems - Structure of health care system – quality aspects of a functional system - Problem analysis of health care systems - Analysis of common aspects/structure and differences of health care system in Kosovo and international systems - Possibilities of collaboration between health care systems - Strategies of integration of needs in health care organization caused by actual challenges/reform, spectrum of diseases and demographic change in Kosovo Objective Learning Outcomes: The students compare different health systems and structures. They reflect the demographic change in the world and especially in Kosovo regarding to the economy development, spectrum of diseases and society.

Students learn to be flexible to create cooperation, networking and choose creative ways to deal with partner in health care organizations. Students understanding key health promotion definitions and concepts and the differences from related concepts, such as disease prevention and population health. They identify the key features and values that shape health promotion practice. Students reflect health care systems and developing a method, to integrate new knowledge into their professional understanding of education.

Learning and Teaching Methods: - Lectures, - Group work, - Role-play, - Reflective thinking tasks like case analysis, discussions Assessment Methods: - Presentation The success in colloquiums and eventual seminar work will give extra points towards the grading of the final exam. Passing criteria: 51% successful tasks in colloquium, passed with the minimum grade E 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 selflearning 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 Clinical Exercise Clinical Practice Individual student work Workload 40 20 90 150 Indicative Reading: BTI 2012, Kosovo country report World Health Organization,. Towards age-friendly primary health care. Genf, 2004 World Health Organization.

Percival, V. and Sondorp, E.: (2010) A case study of health sector reform in Kosovo, Confl Health. 2010; 4: 7.Published online 2010 April 16. doi: 10.1186/1752-1505-4-7PMCID: PMC2864221

32 Joseph Barjis (2011): Healthcare Simulation and its Potential Areas and Future Trends; Barjis–SCS M&S Magazine – 2011/ 1 (January).

33

2.14.1. Module Title: HSC-01 Management of the health care ECTS Credits: 2,5 Professor: Prof. dr. Ilir Begolli; Cand. rer.cur. N. Brajshori 2.14.2. Description of the subject: Management as a science is based on theories of business-oriented and environmentally-oriented leadership theories, systems approach, allocation approach, an evolutionary theoretical approach, design approach, interpretation approach, even organizational approach etc. These basics of management will be allocated to analyze scientific basics of management in healthcare, f.e. nursing administration based on a nursing theory.

Every manager needs to develop its own management style, which is characterized by starting his attitude towards people and society. From this concept is the development of a management with vision and structures implementation. This also implies a values-based approach based on ethical, moral, anthropological and human ontogenetics basics.

2.14.3. Objective Learning Outcomes: The students discuss different sciences of management in allocation to sciences of health care management.

The students discuss the relevance of the WHO patient charta for institutional visions and missions in health care facilities, regarding to their own attitudes. The students debate different philosophies of institutions. They reflected actual challenges, work on ethical problems and issues in the professional field. Judge a professional decision regarding to management theories, ethical, anthropological issues.

Students develop own attitudes allocated to theories of management and theories of management in health care.

They work on complex professional and ethics questions and issues in health care. The students managing general professional and ethic issues and dispose professional decisions.

2.14.4. Learning and Teaching Methods: - Lectures, - Role-play - Group work - Problem-orientated - Self-reflective exercises Assessment Methods: - Exam Passing criteria: 51% successful tasks in exam, passing criteria at least symbol E Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); 2.14.7. Ratio between theoretical and practical part of the study in the module: Lecture Seminar Clinical Exercise Clinical Practice Individual student work Workload 50 10 90 150 2.14.8. Indicative Reading: nd Jamison et al, Disease Control Priorities in Developing Countries, 2 edition, The World Bank and Oxford University Press.

Wolver, Health Care Administration: Managing Organized Delivery Systems, 5th Edition, Jones & Bartlett Publishers, 2010 Literature: I have to search in my own books..

34 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: - 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 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 - Case analyse - Problem-orientated learning - Reflective thinking tasks like case analysis, discussions Assessment Methods: - Presentation Passing criteria: 51% successful tasks in presentation, passed with the minimum grade E 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 selflearning 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 Clinical Exercise Clinical 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, 2005 Gabbay, Thagard, Woods, General Philosophy of Science: Focal Issues, Elvesier, 2007

35 Moduli 4. Principles of Management Name of module ECTS

Time of lectures

Seminars

Clinical exercises

Clinical Practice

Self-study

The workloa d 75

4.1 Models and methods of 2.5 20 10 5 40 management 2.14.3. Objective Learning Outcomes: The students in this module are provided with basic knowledge of management paradigms and concepts based on proven management models. After successful completion of this module, students gain knowledge on basic management paradigms and theoretical concepts based on management models. They manage to create clarity on interconnection of these models and their practical implementation in health fields. Students are able to independently collect, evaluate and interpret scientific management knowledge, including social and ethical context. They are able independently to shape, formulate and argue positions and options for resolution of the problems.

2.14.2. Description of the subject: Content of the module includes aspects from models and management methods and their usefulness in the health sector, such as:, - Models based on management St. Galleria Management model, Balanced Scorecard, Benchmarking, Business Reengineering, Kaizen, SWOT-Analyze, Basic methods and techniques of planning, directing and controlling, - Methods and techniques based on strategic analysis, - Methods and techniques based on the evaluation of operational options Literature: P. R. Kongstvedt. Essentials of managed health care. ISBN-13: 978-1449604646, Jones&Bartlet Learning 2012 Van der Aalst, W.; van Hee, K.: Workflow Management: Models, Methods and Systems, Berlin u.a. 2004 Luka KovaÄ?ić, Lijana Zaletel-Kragelj , Management in Health Care Practice, A Handbook for Teachers, Researchers and Health Professionals, ISBN 978-3-89918-175-3, Lage, Germany: Hans Jacobs, 2008 4.2 Management of Health 2.5 15 10 10 40 75 facilities 2.14.3. Objective Learning Outcomes: In this module students are provided access to basic theoretical and methodological knowledge of operational skills and reflection for features of the health services in the context of their specific profiles. Students clarify the importance of the situation and the importance of direct contact with client and management service processes in full complexity: service provider-patient, focusing it on the specific profile of each student.

They will understand the relevance of the constellation of separate patient-health professional and are able to manage: Health services delivery processes; Communication with patients and other stakeholders within the health system Measurement, assessment of the consumers preference / patients and implementing changes in service processes.

2.14.2. Description of the subject: - Basic theories services, - Methods and techniques of relationship with the customer, -Management of service processes, - Communication with collaborators / (Customer) patient, Complaints Management, - Measuring consumer satisfaction / patient with services Literature: De Savigny, D. and T. Adam (Eds.). 2009. Systems Thinking for Health Systems Strengthening. Alliance for Health Policy and Systems Research. Geneva: WHO Egger, D., P. Travis, D. Dovlo, and L. Hawken. 2005. Strengthening Management in Low Income Countries.

Working Yosef D. Dlugacz, Measuring Health Care, Using Quality Data for Operational, Financial and Clinical Improvement, , ISBN: 9780787983833, John Wiley & Sons Inc. 2008 2.14.4. Learning and Teaching Methods: - Lectures, Role-play, Reflective thinking tasks like case analysis, discussions Assessment methods and criteria of passing: Presentation, the passing criteria: 51% performance in testing.

Graded Exam: 50% for module 4.1 and 50% for modul 4.2 total-100% Total: 5 35 20 20 80 150

36

Modul 5.Basis of Legislationt ECTS Module Name

Lectures Time

Seminars

Clinical exercise s

Clinical Practic e

SelfStady

The worklo ad 75

2.5 25 10 40 5.1 Law of Health Results and learning objectives: - Students will develop the ability to critically access the law and legal arguments in this field and providing health care services based strictly on the law.

- They will understand definitions of key laws and health promotion concepts in health law; - Students will be able to identify problematic and challenging in Health Law; - They will identify as being promoted to health rights and health protection of the population.

Description of the module: -The purpose of this course is to give students basic knowledge you for legal regulation and legal for Health.

- Students will gain knowledge in this field based on positive law in Kosovo, with a comparative view with other positive rights in other region countries.

- In this course will study and also can define: The rights and obligations in the field of health, health care principles; health care system; activities of healthcare institutions; supervision of health care services.

Literature: Law No. 04/L-125 On Health; Law No.2004/38 On The Rights and Responsibilities of the Citizens in the Health Care; Law No. 02/L-38 On Health Inspectorate; Law No. 02/L-38 On Health Inspectorate; 25 10 40 75 5.2 Law of Employment 2.5 Results and learning objectives: - The objectives of this course are to provide an introduction for students in basic information on legal rules and the labor law.

-Students will learn the basics in an entire course devoted to employment discrimination ndejkin have this opportunity to participate in the course of civil rights.

- This course examines among other things regulate issues when there is discrimination in a variety of contexts.

- Students will develop the ability to critically look at the bill and make proper legal grounding.

Description of the module: -Includes study referring to legal relationships, reports and obligations associated with the Labor Law cases.

- Labor-law regulates the relationship between employers and employees.

-Labor Law covers legal issues that arise when employees are represented by a union, or to request to be represented by a by representative.

-The right to work includes: organization (the method by which employees choose to be represented by a union usually union), negotiations for a collective agreement, strike, the administration of the collective agreement reached once (with main emphasis on the complaint and the provisions arbitration that are almost always included in such agreements) and application of the collective agreement in court.

- Introduction to labor law, collective agreements and social; Literature: Labour Right, Prof.Dr Hava Bujupi-Ismajli, Prishtinë 2007; Labor Right, Kudret Qela Tiranë 2012, Law No.03/L –212 Law on Labour; Law No.03/L –149 On the Civil Service of the Republic of Kosovo.

- Laws protecting workers against employment discrimination would also be covered in this course, and originally they were, but that subject has now become so enormous that it has been carved out into a separate course.

Methods of teaching / learning: Lectures, group work, learning and based on simulation; The teaching methodology will include lectures with higher interaction potential with all students, the student always having a main focus. Interlocutor frontal lectures and exercises (individual and group work) and working papers.

Assessment methods and criteria of passing: Essay exam and active participation in lectures: Pass criteria: 51% of successful assignments and essay exam, passed with minimum grade of E. Graded Exam: 50% of module 5.1 and 50% of a total 5.2 module -100% Total: 5 50 20 80 150

37

2.14.1. Module Title: HSc-02 Case and Care Management ECTS Credits: 5 Professor: Education Scientist, cand. Dr. phil. Monika Rode 2.14.2. Description of the subject: - Professional development of nursing, including theoretical orientated nursing profession - Overview case and care management modules and concepts - Care and case management process and activities - Key concepts in case and care management - Methods of case and care management - Practical application in case and care management - Clinical pathways as steering process - Development of clinical pathways - Steering a multi professional team in case and care management 2.14.3. Objective Learning Outcomes: Students define care and case management and analysis cases and reflect care strategies.

They allocate clinical pathways with care and case management concepts. Students reflect different concepts of care and case management, clinical pathways in their profession Students synthesise strategies of case management with organizational development measures. They estimate and calculate human resources for implementation of case and care management. Students describe decision making process in case analysis and develop a caring plan.

2.14.4. Learning and Teaching Methods: - Lecture - Teamwork - Case analysis, reflective learning - Problem-orientated learning 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 case analysis. 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 Clinical Exercise Clinical Practice Individual student work Workload 25 10 15 100 150 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 Roeder, Kütnner, Klinische Behandlungspfade, Deutscher Ärzte Verlag, 2007 Chulay, Burns, AACN Essentials of Critical Care Nursing, Mcgraw-Hill Professional; 2. EditionBarjis–

38

2.14.1. Module Title: Health promotion (patient-institution- related; operative health promotion) ECTS Credits: 5 Professor: Idriz Sopjani cand.PhD 2.14.2. Description of the subject: - Becomes familiar with reflection of different strategies for health promotion and health maintenance -Acquire the expertise to plan, organise and conduct health-related events in the community -Use their knowledge about techniques for behaviour change, and health promotion strategies to initialize procedure for implementation of health care services - Planning of health promotion strategies for different target groups and individuals regarding to demographic changes - Production of structures, based on the spectrum of diseases in the clinical setting and selection of approaches and interventions based on evidence-based principles and theories - Planning health promotion activities for specific target groups in their area of work - Evaluation of different programs, activities and documentation - Analysis of scientific activities from the health promotion and health maintenance point of view - Evaluation, planning and implementation in other subjects and in their future work with different target groups 2.14.3. Objective Learning Outcomes: Students will introduce into reflection of measures and activities of health promotion that aim to achieve the strengthening of health resources and potential of people. Students learn analysis and systematize the process of empowering people to increase their control over the determinants of health and thereby strengthening its health. Students synthesize different social, economic and environmental conditions into strategies of implementation.

The module will introduce the importance of assessment within a systematic approach to the delivery of health care.

2.14.4. Learning and Teaching Methods: - lectures, - group work, -reflective learning, - simulation based learning 2.14.5. Assessment Methods: - Presentation The success in colloquiums and eventual seminar work will give extra points towards the grading of the final exam.

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 selflearning 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 Clinical Exercise Clinical Practice Individual student work Workload 30 20 100 150 2.14.8. Indicative Reading: Wills J. Promoting health. Oxford: Malden: Blackwell Pub; 2007.

Mavilee JA, Huerta CG. Health promotion in nursing. Oxford, Malden: Blacwell Pub; 2007.

Edelman CL, Mandle CL. Health Promotion, Throughout the life span, 6th ed. Missouri: Mosby; 2006.

39

2.14.1. Module Title: Human resources ECTS: 10 ECTS Professor: Fitim Uka 2.14.2. Description of the subject: The module will be focused on explaining Human resources demands in healthcare organizations, management of human resources in healthcare organizations, eemployee lifecycle; creation and reflection.

Also, a deeper view will be given to development of human resources, their needs and requirements, with the main focus on their motivation.

2.14.3. Objective Learning Outcomes: Students advance their knowledge in human resource management with an emphasis on application to nursing and health care organizations. Students deepen and consolidate their knowledge about demands of human resources and also they are able to assess all components of human resources, review roles of each one in producing successful outcomes in health organizations. Students will learn how to identify and use the basic functions and knowledge, skills and abilities of a human resource professional from a manager point of view. They will be able to evaluate and critique human resources performance. Furthermore, they will be able to develop an understanding of the employee lifecycle.

2.14.4. Learning and Teaching Methods: - Lecture - group work with case studies - reflective-learning, simulation-based learning 2.14.5. Assessment Methods: Exam 75% & Essay 25%, Passing criteria: 51% successful tasks in examination and essay, passed with the minimum grade E 2.14.6. Teaching tools/IT: Computer PPT slides posters and other work-group tools 2.14.7. Ratio between theoretical and practical part of the study in the module: Lecture Seminar Clinical Exercise Clinical Practice Individual student work Workload 80 40 180 300 Literatura: Fallon, F. L., McConell, R. C. (2007). Human Resource Management in Healthcare Principles and Practice. Jones and Bartlet Publisher.

Huber, D. (2010) Leadership and Nursing Care Management. Saunders.

Kanning, U. P. & Staufenbiel, Th. (2012). Organisationspsychologie. Gรถttingen: Hogrefe.

40

2.14.1. Module Title: Development of organization ECTS Credits: 10 Professor: Bujar Gallopeni, MSc Work and Organizational Psychology, PhD cand 2.14.2. Description of the subject: - Change management as a strategy of organisational development - Theories in organizational change - Roles of manager in organization development - Strategies of team building / team work - Organization psychology and its importance in management calculation and strategies - Quality management as a strategy in organization and controlling instrument of a manager - Project management – Organization and leading a project - Research in change management 2.14.3. Objective Learning Outcomes: - Formulate the theoretical patterns and the applied practices in organizational change and management change; - Demonstrate team work skills, team work know-how, and analyse leadership in team and team management patterns in general; - Have project management competence, from project development phase, budget planning, implementation, monitoring, evaluation, etc; - Evaluate research methods and techniques in the domains of organizational change; - Synthesises strategies of implementation of change management measures; - Estimate human resources regarding to change management and quality management; 2.14.4. Learning and Teaching Methods: - Lectures - Group work - Case analysing - Problem based Learning - Project development – reflective learning 2.14.5. Assessment Methods: Exam (50%), report/homework (30%), Group Presentation (20%) Passing criteria: 51% collected from the evaluation of three parts above, after successful presentation of report/homework, passed with the minimum grade E 2.14.6. Teaching tools/IT: PC, LCD projector, flipcharts, PowerPoint, other leaning materials 2.14.7. Ratio between theoretical and practical part of the study in the module: Lecture Seminar Clinical Exercise Clinical Practice Individual student work Workload 60 20 40 180 300 2.14.8. Indicative Reading: - Landy Frank J. & Conte Jeffrey M., Work in the 21st Century: An Introduction to Industrial and Organizational Psychology, 3rd edition (2010) - Locke, Edwin A., Handbook of Principles of Organizational Behavior: Indispensable Knowledge for EvidenceBased Management, 2nd edition(2009) - Kaplan, Robert M. & Saccuzzo, Dennis P., Psychological Testing: Principles, Applications and Issues, 6th edition (2005)

41 2-nd year curriculum Moduli 1. Research Theory and Practice Module Name ECTS Lectures

Seminar s

Clinical Practice

Praktik klinike

Individual student work 40

Work load

1.1 Qualitative research or 2.5 25 10 75 Quantitative research 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 7.5 20 10 195 225 project 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 selflearning 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

42

2.14.1. Module Title: Man-05 Entrepreneurship in health care management ECTS Credits: 5 Professor: Prof. Dr. Bonato Mr. Shaqir Haliti 2.14.2. Description of the subject: - Health care economic system - Financial Management (Financial related systems for health care institutions, Strategies of financial management, Budget and execution, health financial development,) - Managerial-economics (Core competencies of the entrepreneurial leader/manager in health care organizations) - Organization development - Balanced score card, evaluations criteria - Accounting procedures and internal control in health care - Marketing (Strategies of marketing, Mix Marketing (4P) – Product, Price, Place, Promotion – Costumer Orientation, Market analyses, competition analyses, SWOT Analyse, corporate identity 2.14.3. Objective Learning Outcomes: The students describe different financing systems in health care system. The students know the relevance of financial management as a steering instrument in health care institutions/facilities. The students integrate managerial-economics in their management concept. The students describe economic risk in health care institutions and case management. The students perform document analysis, identify multi disciplinary aspects in health care institutions, create a calculation for a health care institution and reflect controlling systems. The students develop a marketing strategy for health care institutions.

2.14.4. Learning and Teaching Methods: - Lectures, - Group work, - Critical thinking, - Simulation based learning 2.14.5. Assessment Methods: - Exam and Essay Passing criteria: 51% successful tasks in examination and essay, passed with the minimum grade E Teaching tools/IT: LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises and case studies analyse to themes of the module 2.14.7. Ratio between theoretical and practical part of the study in the module: Lecture Seminar Clinical Exercise Clinical Practice Individual student work Workload 40 30 80 150 2.14.8. Indicative Reading: Jamison et al, Disease Control Priorities in Developing Countries, 2nd edition, The World Bank and Oxford University Press. Wolver, Health Care Administration: Managing Organized Delivery Systems, 5th Edition, Jones & Bartlett Publishers, 2010).

43

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 selflearning 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 Clinical Exercise Clinical 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 Clinical Exercise Clinical 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

44

3. Academic Staff The academic personnel is recruited through a public vacancy / call for application, in accordance with the procedures which are regulated with a special regulation, in accordance with the statute of our institution.

List of staff development - PhD cand.

Staff development To increase the quality of lectures and fulfil the formal requirements for lectures the institution will support the PhD students. The institution will provide a regular report of the state of PhD development.

Name Fitim Uka

Petrit Beqiri

State of applicati on Confirm ation is availabl e

University

Professor

State of work

University of Freiburg

Prof. dr.

Alexander Renkl and Porf. Dr. Antje von Suchodole tz

Second wave of data collectio n is finished

Confirm ation is availabl e

Martin luther University of hallewitte nberg

Prof. Dr. J. Behrens

Data collectio n finished

Interim report of development

Theme

Specialization

Approximat e finish time

A longitudin al study on the interplay of selfregulation compone nts, theory of mind, intelligenc e and their influence on school performa nce Effects of transitionrelatedwo rkrelatedstr esses on employm entand employabi lity of healthwor kersand verificatio n of suitability of measure mentmeth ods of modelsba

Developmental psychology

September, 2015

Human development, Healthpromotion

December 2014

45

Naime Brajshori

Confirm ation is availabl e

Martin Luther University , Halle Wittenber g

Prof.Dr. L.Raka

Data analysing

Monika Rode

Confirm ation is availabl e

Bremen

Prof. Dr. GĂśrres

Data collectio n finished

Bujar Gallopeni

Confirm ation is availabl e

South East European Research Centre (SEERC), Research Centre of the Internatio nal Faculty of the University of Sheffield, CITY College

Prof. Rod Nicolson, Dr. Antonia Ypsilanti

Working on proposal completi on

sed on employm entability.

Patient safety culture in Kosovo Hospitalsmulticentr e study Which requireme nt elderly people at home will have into future to the quality of structures of attendanc es? – Issues of a nationwid e analysisInvestigati ng executive control and attention in relation to workload in younger and older employee s: the role of psychologi cal processes such as personal motivatio n, job satisfactio n and work readiness as mediators /moderat ors of

Management of Patient safety process

December 2015

Demographic change, health care systems and supply research

Mai 2015

Cognitive Psychology, Work &Organization Psychology

2016

46

Idriz Sopjani

Confirm ation is availabl e

Martin luther University of hallewitte nberg

Prof. Dr. J. Behrens Dr. rer. medic.

Patrick Jahn

Data collectio n starting

Fatmire Mustafa

Is in process

Martin luther University of hallewitte nberg

Prof. Dr. Landenbe rger

In process

cognitive processes in elders’ employabi lity A study with designed as a single arm longitudin al trial with prepost interventi on evaluation of the implemen tation of WHO hand hygiene campaign “Clean Care is Safer Care and Save Lives” Nursing competen cies in caring for patients with breast cancer in Kosovo.

Across sectional study.

Nursing Infection prevention and control.

December 2015

Nursing, oncology

May 2016

Additional strategies: Short-term solution Development of colloquium Development of colloquium for the staff and PhD students is in process. Beginning March 2014, first meeting to develop a structure and consolidation Training of the staff regarding to the TEMPUS project INSTEAP

47 Extend for staff/lecture pool Development of a staff pool regarding to the themes in module is in process to increase the quality and to be prepared for absence of lecturers.

To create a network of national professions, living in different countries and who can support as visiting professors.

Middle-term solution PhD Program Cooperation is planned with international Universities (e.g. University of Pristina etc.) to be partner in a project for developing a PhD program in nursing sciences.

Development of regulations for PrBHE-Heimerer QEAP to implement of advanced degrees for development for academic staff Long-term solution Development foundation professorship Development of setting and implementation a professor in “Nursing Sciences” and/or “Health Sciences”

3.1 Overview of Academic Staff in Qeap Heimerer in relation to Study Programs Academic

Title

Study program Nursing Pedagogy General Nursing Occupational Therapy Speech Therapy MSc Management of Health Sevices and institutions

Regual academic staff No. % 9 20% 7 39% 3 27% 3 27% 57%

8

Non-rrgular academic staff & visiting profesors No. % 35 80% 11 61% 73% 8 8 73% 43% 6

Total No. 44 18 11 11 14

3.2 List of regular academic staff Nr. 1 2

3 4

Name Petrit

Surname Beqiri

Scientific/Academic Title MScNH. PhD cand

Naime

Brajshori

MScNH. PhD cand

Idriz

Sopjain

MScNH. PhD cand

Mustaf

Morina

MSc

Techaing Subject(s) Nursing Care I Quality management Organization, Management, and Leadership in Health and Nursing Care Elderly Nursing Care with Gerontology and Rehabilitation Introduction to Research and Informatics in Nursing Care Basics of empirical research in health and care Health and disease in aged patients and elders Specific methods for speech language

48

5 6 7 8 9

10 11

12

Bujar

Gallopeni

MSc. PhD cand

Fatmire

Mustafa

MScNH. PhD cand

Izedin Agron

Mehmeti Pustina

MA PhD

Adem

Spahiu

MSc

Daiana

Urlich

MSc

Fitim

Uka

MSc

Behlul

Brestovci

Phd

Aferdita

Mustafa

Edisa

Dece

MSc

Florim

Gallopeni

MSc

Festina

Balidemaj

PhD

Alida

Rama

MScNH. PhD cand

Shqipe

Aliu

BSc

MSc Cand.

13

14

15 16 17 18

3.3 List of Non-regular academic staff

therapists focusing in developmental language disorders Communication in Health and Nursing Teams Counselling Concepts in teams Conflict resolution Behaviour sciences Qualitative research in nursing Methodical bases of empirical research in health and nursing Teaching and learning Health conditions II: orthopedics, neurology and traumatology Medical Law The basics of employment law Process and diagnostic of occupational therapy, client centred approach Laboratoy I: Therapeutical fields of action Academic reading and writing skills Behavioral sciences Psychology Competency, history and professional roles in Speech language therapy Specific methods for speech language therapists focusing in acquired language disorders - Surgical Patient Nursing Care, Nursing Care in Intensive Therapy, Anesthesia and Resuscitation Diagnostic - Therapeutic Program Nursing Care of Internistic Patients with Internal Medicine Oncology Patient Nursing Care with Oncology and Palliative Care Health conditions III: psychiatry and pediatrics Introduction in Psychology Conflict moderation Teaching Strategies for Health Education and Health Promotion Pain and pain management Running of clinical processes and disease development Health conditions I: The healthy man, physical conditions, development Crafts and creative techniques I

49

Nr. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

25 26 27 28 29 30

Name Merita

Surname Berisha

Scientific Title Ass. Prof.

Ilir

Begolli

Ass. Prof.

Xhafer Natyra

Ismaili Karahoda

Ass. Prof.

Prof. Dr.

Fadil

Citaku

Ass. Prof.

Arjana

Sylejmani

Ass. Prof.

Vjosa Hysni Ymer Lulëzim Xhevat

Vulaj Bajrami Halimi Dragidella Shkodra

MSc Prof.As. Ass. Prof.

Ass. Prof.

Ass. Prof.

Urtina Mimoza

Shala-Ramosaj Shahini

PhD PhD

Ali Isme Lul Isuf

Caka Humolli Raka Dedushaj

PhD PhD Ass. Prof Prof.Dr

Vlora Gëzim Agim

Jaha Selaci Islami

Ass. Prof Cand. PhD PhD

Ermond

Miftari,

MSc

Aziz Ilir

Mustafa Kurtishi

Ass. Prof PhD.cand

Sidita Gani

Vitoja Shabani

MSc Mr

Valdet Shemsedin Benik Sami

Bajraktari Veseli Xhafa Uka

MSc MSc MSc MSc

Gjylbehare

Llapi

MSc

Techaing Subject(s) Teaching Strategies for Health Education and Health Promotion Public Health I Public Health II Aspects of pedagogic professions Medical Fundamentals of Nursing Anatomy, Physiology, Fundamentals of education process management Treatments in OT III: Rehabilitative frames of reference (occupational rehabilitation) German Language Medical Law Biophysics Sociology Laboratory IV: Occupational therapy in the area of occupational rehabilitation /”work therapy Diagnostic - Therapeutic Program Laboratory III: Occupational therapy in psychosocial area Language sciences - Infectious Diseases Microbiology with Parasitology Introduction to structure of thr Health care system Biomedical sciences Sociology of Health and Disease Specific methods for speech language therapists focusing in developmental language disorders Practice education: orientation in multidisciplinarity Clinical Reasoning Pathology - Transfusion Medicine Nutrition and Medical Dietetics Treatments in OT II: Neurodevelopmental treatment and motorskill acquisition frame of reference - Neurology Biochemistry Biophysics Introduction to structure of thr Health care system English Language

50

31 32 33 34

Selim

Mehmeti

MSc

Menusr Valon Gani

Neziri Krasniqi Bajraktari

MSc MSc PhD

Fundamentals of education process management Adult pedagogy - Pharmacology - Internal Medicine

3.4 List of Visiting Profesors Nr.

Name and surname

Scientific Title

1

Johan Behrnens

Dr

2 3

Dominik Hoja Anagrete Annker

MA MSc

4

Monika Rode

Dipl.Ped

5 6 7 8 9

Gudrun Zimmerman Marcellus Bonato Patrick Jahn Hagen Rogalski Majda Pankihar

MSc PhD Dr.rer.medic Dr. Dr.

Techaing Subject(s) EbN & EbP

Qualitative Research or Quantitative Research

Treatments in OT I: Developmental, sensory, behavioral and cognitive frames of references Diagnostic - Therapeutic Program Management of the health system Case/Care Management

Process and diagnostic of occupational therapy, client centred approach Development of organization Health Promotion Models and methods of management

3.5 The academic staff by study program and study fileds (presented in category of regural, non regular academic staff, and visitin professors)

PrBHE “qeap-heimerer” - European Center for Professional Education - SER 2012/2013

Study Program

Nursing Pedagogy

Teaching Subject(s) Modul B-BPG-01: Basic principles of nursing and health care Introduction to nursing science Medical Law Public Health I Medical Fundamentals of Nursing Modul B-GAB-01: Counseling of clients and co-workers – education – leadership I Fundamentals of communication Introduction in Psychology Modul B-GAB-02: Collection of data and their processing I Basics of empirical research in health and care Modul B-BWTP-01: Teaching and learning

Regular staff

Non-regular staff

2

Grand Total

2 1 1

2 2 1 1

1 1

1 1

1

Teaching and learning Modul B-GAB-03: Education Science-Theory and Practice I Conflict moderation 1 English Modul B-GAB-04: Data collection and their analysis II Methodical bases of empirical research in health and nursing 1 Methods of data analysis in nursing 1 Modul B-BWTP-02: Education Science-Theory and Practice II The process of moderation and selected methods of moderation Aspects of pedagogic professions Modul B-GAB-05: The basics of social sciences and related

Visiting professors

1 2

2

1

1 1

1 1

1 1

1 1

52 fields Qualitative research in nursing Sociology Modul A-BPG-01: Basics of medicine and social medicine Pain and pain management Health and disease in aged patients and elders Modul A-GAB-01: Basic principles of nursing and health care III Quality management Modul B-BWTP-03: Science Education -Theory and Practice III Methodological Principles School pedagogy Modul B-BWTP-03: Science Education -Theory and Practice III Fundamentals of education process management Modul A-BPG-02: Basic principles of nursing and health care III Running of clinical processes and disease development Geriatric care Modul V-IPP-01: Phases of integrated practices Phase of integrated practices( supervision) Phase of integrated practices (continuance) Modul B-GAB-06: Basics of employment law The basics of employment law Introduction in education laws Modul A-BWTP-02: Science Education -Theory and Practice IV Adult pedagogy

1 1

1 1

1

1 1

1

1

1 1

1 1

2

2

2 2

2 2

2 2

2 2

1

2 2

2 2

2

2

53

TOTAL Nursing Pedagogy

General Nursing

The concepts of counseling and group’s educational approaches Modul B-GAB-07: The basics of social sciences and related fields II Ethics in nursing History and professional development of Nursing Modul V-PP-01: Phases of practise Preparatory Phase of practise Phase of practise Modul V-WV-01: Elective Cours I Elektive Subject I Modul V-Proj: Project Project Project Implementation Modul V-WV-02: Elective Course II Electiv subject II Bachelor Thesis

2

1 3

1 3

3 3

3 3

2

2

4 4

4 4

2 6

2 6

43 Nursing Care I Nursing Care I Communication in Health and Nursing Teams Hospital Hygiene and Infection Prevention Ethics and Philosophy in Nursing Care with Health Care Legislation Teaching Strategies for Health Education and Health Promotion Introduction to Research and Informatics in Nursing Care

2

27

50

2 1 1

1 1

2 2 2

1

1

2

1 2

1 2

54 Anatomy, Physiology, Pathology - Anatomy - Physiology - Pathology Biochemistry and Biophysics Diagnostic - Therapeutic Program - Diagnostic - Therapeutic Program - Pharmacology - Transfusion Medicine Nutrition and Medical Dietetics Public Health I Psychology Foreign Language (Elective Subjects) English Language German Language Optional Clinical Training in Nursing Care Areas of the 1st and 2nd Years Nursing Care of Internistic Patients with Internal Medicine - Nursing Care of Internistic Patients - Internal Medicine - Neurology - Infectious Diseases - Dermato-venereology Surgical Patient Nursing Care with Surgery - Surgical Patient Nursing Care, Nursing Care in Intensive Therapy, Anesthesia and Resuscitation - Surgery

1 1 1 2

1 1 1 2 1

1 1 1 1

1 1 1 1 1 1

1 1

1 1

1

2

2

2 1 1 1 1

2 1 1 1 1

2

2 2

2

55 - Traumatology and Orthopedics - Optometry - Otorhinolaryngology Elderly Nursing Care with Gerontology and Rehabilitation - Elderly Nursing Care - Gerontology and Rehabilitation Oncology Patient Nursing Care with Oncology and Palliative Care Urgent Medical Help and Health Care in Special Circumstances Public Health II Microbiology with Parasitology Sociology of Health and Disease Organization, Management, and Leadership in Health and Nursing Care Optional Clinical Training in Specialist Nursing Care Areas of the 3rd Year Child and Adolescent Nursing Care with Pediatrics - Child and Adolescent Nursing Care - Pediatrics Women's Health Nursing Care with Gynecology and Obstetric - Women's Health Nursing Care - Gynecology and Obstetric Community Nursing Care and Dispensary Nursing Care and Mental Health - Nursing Care and Mental Health - Psychiatry

2 1 1

2 1 1

1

2 1

2

2

2 1 1 1 1

1 1 1 1

2

2

2

2

2

2 1

1 2 2 1

2 2 1 1

1 1

1 1

1

56 Process Methodology of WorkHealth and Nursing Care Quality ELECTIVE SUBJECTS Leadership in Nursing Care Communication in Supervised Health and Nursing Teams Informatics in Nursing Care Nursing and Prevention of Hospital Acquired Infections Evidence-Based Nursing Care Palliative Care Alternative Nutrition Public Health Aspects of Nutrition Managing Medicinal Products in Nursing Anesthesiology and Resuscitation Ethics and Religion in Postmodern Society: Patient`s Personal beliefs in the Nursing Care Process Diploma thesis TOTAL General Nursing

Speech Therapy

Behavioral sciences Academic reading and writing skills Introduction to structure of the health care system Languages: English and German Practice education: orientation in multidisciplinarity Biomedical sciences

1

1

1

1

1 1

1 1

1

1 1 1 1 1

1 1 1 1 1

1 1

1 1

1 4

4 45

33

1 1

1

2 1

1 2

1 2

3

2 3

2

3

81

57 Language sciences Competency, history and professional roles in Speech language therapy Specific methods for speech language therapists focusing in developmental language disorders Practice education: orientation in speech and language therapy Specific methods for speech language therapists focusing in acquired language disorders Evidence based practice and research understanding Clinical Reasoning Practice education: diagnostic processes Specific methods for speech language therapists focusing in voice disorders Specific methods for speech language therapists focusing in speech disorders Elective: Statistics & Epidemiology / Public Health Practice education: planning and conducting treatment Specific methods for speech language therapists focusing in swallowing disorders Introduction to quantitative and qualitative research methods Practice education: therapy process and evaluation Ethical issues and diversity Elective: Interprofessional collaboration / Introduction to business economics Bachelor Thesis

1

1

1

1

1

1

2

2 2

2 1

2

1 2

2

2

1

1

1

1

3

3

2

2 2

2

1 1

2 1 1

2

2 4

2 4

58 TOTAL Speech Therapy

Occupational Therapy

17 Introduction to structure of thr Health care system Health conditions I: The healthy man, physical conditions, development Process and diagnostic of occupational therapy, client centred approach Laboratoy I: Therapeutical fields of action Introduction to structure of thr Health care system English / German Health conditions II: orthopedics, neurology and traumatology Health conditions III: psychiatry and pediatrics Therapeutical Fields of action (Therapeutische Handlungsfelder) Laboratory II: Occupational therapy in neurophysiological/neuropsychosocial/ orthopedic area Academic reading and writing skills Treatments in OT II: Neurodevelopmental treatment and motorskill acquisition frame of reference Treatments in OT III: Rehabilitative frames of reference (occupational rehabilitation) Crafts and creative techniques I Laboratory III: Occupational therapy in psychosocial area Evidenced based practice and research understanding Treatments in OT I: Developmental, sensory, behavioral and cognitive frames of references Crafts and creative techniques II Clinical Reasoning

24

1

1

42 1

1

1 1 1 2

1 2 1 2

2 2

2 2

2

2

2

2 2

2 2 2

2

2 2

2 2 2 1

2 1 2 2 2

2 2 2

59

TOTAL Occupational Therapy

Master Management in Health Services and Health Institutions

Laboratory IV: Occupational therapy in the area of occupational rehabilitation /�work therapy�

Statistics and epidemiology/ Public health Assistive Technology and environmental adaptation Theory and history of occupational therapy I Laboratory V: Occupational therapy in a free choice of area Practical examination Introduction to quantitative and qualitative research methods Theory and history of occupational therapy II Intoduction to buisness economics / Interprofessional collaboration Ethical issues and diversity Bachelor-Thesis and thesis seminar

2 3 2

2

2

2

2 2

2 2 1

2 1 4

4 24

Public Health Management of the health system EbN & EbP Models and methods of management Management of Health facilities Law of Health Employment Law Case/Care Management Health Promotion Human resources Development of organization Qualitative Research or Quantitative Research

2 3 2

27

2

1 1 1 1 1 1 1 1 1 1 1 1

53 1 1 1 1 1 1 1 1 1 1 1 1

60 Research related project (Focus on profile) Entrepreneurship in health care management Project Report TOTAL Management in Health

1

1

1

2

2 1 1 3

5

5

19

1 1

Master Thesis 9

3.6 List of acadmic staff at QEAP Heimerer accoirding to type of engagement, workload in study programs and administation (where applicable)

Regular / non-regular Nr. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Name and Surname Gjylbehare Llapi Sami Uka Besnik Xhafa Bujar Gallopeni Shemsedin Veseli Petrit Beqiri Adem Spahiu Valdet Bajraktari Aferdita Mustafa Gani Shabani Vjosa Vula Fadil Citaku Sidita Vitoja Aziz Mustafa Edmond Miftari Fatmire Mustafa Idriz Sopjani Alida Ramaj

Non-regular Non-regular Non-regular Regular Non-regular Regular Regular Non-regular Regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Regular Regular Regular

Total contract engagement (%) 50% 50% 50% 50% 50% 100% 100% 50% 100% 50% 50% 50% 50% 50% 50% 100% 100% 100%

Nursing Pedagogy (%) 10% 15% 10% 20% 25% 50%

General Nursing (%) 10% 50% 10% 50% 20% 25% 50% 50%

Logopedy (%) 10% 15% 5%

Ergotherapy (%)

MSc MHSI (%)

10% 20% 0%

Administration (%) 10%

10%

15%

30% 25%

30% 25%

15% 15%

15% 15%

50% 25% 50%

25% 50%

20% 20% 50%

20% 20% 50%

50% 50% 15% 15%

15% 15%

61 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

Florim Gallopeni Fitim Uka Natyra Karahoda Agim Islami Xhafer Ismaili Aferdita Dragaj Ilir Kurtishi Ilir Begolli Vlora Jaha Patrik Jahn Isuf Dudushi Izedin Mehmeti Adem Hykolli Lul Raka Dianna Ulrich Shqipe Aliu Hysni Bajrami Xhevat Shkodra Arjana Sylejmani Aferdita Jaha Mimoza Shahini Isuf Dedushaj Merita Berisha Gudrun Zimmerman Domnik Hoja Johan Behrens Selim Mehmeti Mensur Neziri Valon Krasniqi Gani Bajraktari Isme Homolli Urtina Shala Ramosaj Mimoza Shahini Gezim Selaci

Regular Regular Non-regular Non-regular Non-regular Regular Non-regular Non-regular Non-regular Non-regular Non-regular Regular Non-regular Non-regular Regular Regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular Non-regular

100% 100% 50% 50% 50% 100% 50% 50% 50% 50% 50% 100% 50% 50% 100% 100% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%

25% 20% 15%

25% 20% 15%

25% 15%

25% 15%

15% 20%

15%

50% 50% 100% 15%

50% 15%

15%

15%

20% 50% 20% 25%

50%

25%

50% 50% 50% 75% 100%

25%

25%

25% 50% 50% 50% 50% 50% 50% 50% 50% 25%

25%

50% 50% 50% 50% 50% 50% 50% 50%

62 53 54 55 56 57 58 59 60

Anagrete Annker Hagen Rogalski Naime Brajshori Agron Pustina Behlul Brestovci Edisa Dece Festina Balidemaj Mustafe Morina

Non-regular Non-regular Regular Regular Regular Regular Regular Regular Averege

50% 50% 100% 100% 100% 100% 100% 100%

50% 10%

20%

10% 10%

25% 25%

27%

35%

20% 100% 25% 25% 100% 39%

20% 100%

50% 20%

10%

22%

18%

40% 40% 41%

63

•

List of staff with hours dedicated on research

List of academic staff at QEAP Heimerer according to type of engagement, workload in MSc study program in allocation with other study programs

Nr.

Name and Surname

2

Prof.asoc. N. Zabeli

1 3 4 5 6 7 8 9

10 11 12

Prof.ass. I. Begolli

Cand. rer.cur. P. Beqiri MSc. A. Spahiu

Cand. PhD. rer.cur. I. Sopjani MSc. F. Uka

MSc. B. Gallopeni

Cand. PhD. rer.cur. F. Mustafa

Prof. Dr.N. Karahoda MSc. SH. Haliti

Cand. PhD.rer. cur. N. N. Brajshori Prof.Dr.H.Ahmetaj

Regular / non-regular Non-regular Non-regular Regular

Non-regular Regular Regular

Non-regular Regular

Non-regular Non-regular Regular

Non-regular

Total hours left from the regular and nonreglar contract for 6 semesters 537

Hours dedicated for research

179 hours

Percentage of hours dedicated to research per 6 semesters from total engagement hours in “qeap-heimerer”

990

330 hours

27.5%

560 370 930 808 415

1 063 440 560

1005 590

186 hours 123 hours 310 404 138

29.8% 31.1% 20.5% 25.8% 33.6% 23%

354

29.5%

120

20%

146 335 147

24.3% 27.9% 24.5%

64 *The non-regular staff of “qeap-heimerer” have contracts with 600 hours per academic year and in total 1800 hours per three years. *The regular staff of “qeap-heimerer” have contracts with 1200 hours per academic year and in total 3600 hours per three years.

The calculation was made based on the amount of hours that each professor spent on research and the percentage was found by dividing the amount of hours that each spent on research with total amount of engagement hours and by multiplying with 100.

The table was created after the precise calculation of the hours left from the direct contact hours that each professor has with the students. From this amount of hours, based on the responsibilities that lecturers have, 1/2 , 1/3 or 1/4 of the total amount of hours is dedicated to the research.

For example, IdrizSopjani, is a regular staff with a contract of 1200 hours per year with our institution. Out of this, 270 hours are dedicated for the direct contact with students. The 930 hours left are divided proportionally in three responsibilities that he has: 310 are dedicated to his work as teaching process coordinator, 310 are dedicated to his mentor hours and 310 are dedicated for research.

Therefore in the percentage this was interpreted as 25.8% of his overall engagement in the “qeap-heimerer”.

65

3.7 The administrative (non-academic) staff

The administrative staff is recruited in a transparent manner, through the public vacancy announcement.

All employments at PrBHE “qeap-heimerer” are based on full time and part time contracts.

PrBHE “qeap-heimerer” has hired a smaller number of administrative staff. With the increase in working capacities the number of the administrative personnel will increase in compliance with the working requirements. Gender balance is one of our aims to ensure in the recruitment procedures.

Below is the table with the engaged personnel in the administrative positions and their professional qualification.

Nr. 1 2 3 4 5 6 7

Name and surname Petrit Beqiri Naime Brajshori Fitim Uka Aferdita Mustafa Edisa Dece Alban Shehu Idriz Sopjani

Qualification MScNH. PhD cand MScNH. PhD cand MSc. MSc. Cand MScNH Economy MScNH. PhD Cand

8

Diana Ulrich

9

Festina Balidemaj

PhD

10 11

Besarta Hyseni Bujar Gallopeni

Student MSc. PhD cand

12 13 14

Adem Spahiu Qendresa Halili Hidajete Beqiri

Law Economy Dip. Ecc.

15 16

Ardiana Beqiri Dardan Beqiri

17 18 19 20

Arif Beqiri Hajrije .Ademi Murtez Mula Shefqet Mula

Economy Student, Faculty of Engineering and Computer Sciences Inginier S.School S.School S.School

Function Executive Director Deputy Director Reasearch &quality office Student office Student office Marketing Koordinator for study program: General Nursing Coordinator of study program in Therapy Sciences (Occupational Therapy) Education Coordinator / Coordinator for study program: Nursing Pedagogy Administrative Assistant International cooperation and projects office Secretary Administrative Assistant / Librarian Responsible for finance and administration Administrative Assistant IT Head of technical service Maintenance - Hygiene Maintenance – Hygiene / Security Security

66 3.8 Schemes for development of academic staff Results produced by assessment of teaching quality, will give us clear reflex on each instructor performance, including advantages and disadvantages of approaches and techniques they use in teaching process.

The assessment will make clear the need for further training for academic staff. Based on the results of evaluation, Quality Assurance Office will create a program for staff professional development.

General plan for staff professional development, will include, eternal and internal expert trainings in teaching field for these components: • Efficient teaching methods • Appropriate evaluation methods • Efficient ways of communicating with students • Group work strategies • Motivating students • Setting clear goals and objectives in teaching process • How to follow and support personal and professional development • Effective ways of giving feedback • Using technology to enhance teaching quality Each teacher’s performance is followed continuously and the Quality Assurance Office evaluates every semester the improvement done by instructors.

In compliance with the international standards and researches on education, new methodical tools support the programme. As a precondition for using new tools, there should be found appropriate and instructional educational environment. In cognitive learning approaches should be used methodological tools such as educational programmes and surveillance systems (tutorial), which follow the instructional approach. This also includes multimedia approach of the content as well as creation of cooperative educational environments with new methodical tools. In the Scaffold Knowledge Integration principle, the emphasis of the social aspect during learning is in the spotlight–collaborative learning with new methodical tools and ‘making thinking visible for students (discussion)’. If a student knows self-directed learning, sets its goals, defines its speed of learning and selfregulates its learning progress (cf. Simons, 1992 cited in Fischer/ Mandl, 2002). Students control the learning processes themselves if open hypermedia environments are used. For the programme this means monitoring the learning progress of students as well as support in initiation of self-defined learning processes. Learning is done in different levels of didactical methods, such as PBL, subject oriented learning, considering of subject oriented approaches as well as intermediary didactic, however these must be mastered by professors in Kosovo who need training. The University of Applied Sciences Münster has many years experience in online programmes and will actively contribute to a learning management system.

Additionally to trainings offered for instructors for professional advancement, PrBHE “qeapheimerer” tries to ensure adequate and competent academic staff for all programs and study profiles. Within cooperation with different local and international institutions, PrBHE “qeap-heimerer” engages staff from different countries to cover actual gaps in some modules. Currently, PrBHE “qeap-heimerer” has cooperation with University of Applied

67 Science in Muenster, within TEMPUS program, that has started to implement it in October 2012. In the meantime, in the long term framework, PrBHE “qeap-heimerer” supports new academic staff to gain further qualification outside the country. Actually, PrBHE “qeapheimerer” is supporting 3 candidates in their Phd studies, which will cover needs for study programs we offer.

The quality of the teachers at the PrBHE “qeap-heimerer” is of tremendous importance, which is very important for the advancement of studies. PrBHE “qeap-heimerer” has oriented its policies for development and promotion in two directions: 1.

Advancing in Academic fields 2.

Professional and Scientific development In order to advance in the Academic fields, which are directly linked with the studying process, PrBHE “qeap-heimerer” in cooperation with its partner institutions organizes regular trainings and seminars. These training and seminars enables the academic personnel to get familiar with the development trends in the field of teaching methodology in the countries which are members of the Bologna process, new teaching strategies, forms and techniques for the organization of classes, etc.

The participation of the permanent personnel of the PrBHE “qeap-heimerer” is regulated with a special regulation; the participants are motivated by covering their expenses for participation. The intensive cooperation of the PrBHE “qeap-heimerer” with the professional schools in Germany such as Munster professional school, the network of professional schools Heimerer, the Nursing Faculty in Halle, Tirana, Vlora and Tetova etc. gives and excellent opportunity for the realization of additional trainings on certain fields.

The information of the personnel which is engaged in the study program is presented in the program.

Below is gieven a brief outline of the plans for increasing the number of relevant academic staff over the next three years (up to 2015): Academic Staff 2013 Election of Academic Staff till 2015 Study program* Academic Title NP GN ST OT MHSI NP GN ST OT MHSI Regular staff 3 3 13 10 9 7 8 5 5 10 Non-regular staff 35 11 5 5 2 28 8 5 5 0 Visiting lecturer 3 3 0 0 0 0 4 1 1 3 11 11 41 18 Total by study program 44 18 14 11 11 13 Total by years 98 94 * Nursing Pedagogy (NP), General Nursing (GN), Occupational Therapy (OT), Speech Therapy (ST), and MSc Management of Health Sevices and institutions (MHSI)

68

4. Students 4.1 Number of students in the last three years (including 2013/2014) 4.1.1 Number of students per study programs at Bachelor Level Nursing Pedagogy Year Total Total 2013/2014 24 2012/2013 23 2011/2012 177 2010/2011 42 Total 266 General Nursing Year Total Total 2013/2014 98 2012/2013 88 2011/2012 / 2010/2011 / Total 186 Speech Therapy Year Total Total 2013/2014 45 2012/2013 29 2011/2012 / 2010/2011 / Total 74

F 22 18 145 30

M 2 5 32 12

Full time Total F 24 22 23 18 177 145 42 30

M 2 5 32 12

215

51

266

51

F 81 66 / /

M 17 22 / /

Full time Total F 98 81 88 66 / / / /

M 17 22 / /

147

39

186

39

F 35 26 / /

M 10 3 / /

Full time Total F 45 35 29 26 / / / /

M 10 3 / /

61

13

74

13

M 4 10

Full time Total F 7 3 14 4

Occupational Therapy Year Total Total F 2013/2014 7 3 2012/2013 14 4

215

147

61

M 4 10

Part time Total F / / / / / / / / / /

M / / / / /

Part time Total F / / / / / / / / / /

M / / / / /

Part time Total F / / / / / / / / / /

M / / / / /

Part time Total F

M

/ /

/ /

/ /

69 2011/2012 2010/2011 Total

/ /

/ /

/ /

/ /

/ /

/ /

21

7

14

21

7

14

/ / /

/ / /

/ / /

4.1.2 Recruitment plan for next years (including 2013/2014) per study program and academic year Academic years Study program Nursing Pedagogy General nursing Occupational Therapy Speech Therapy MSc Management on Health Services and Institutions Total

2013/2014

2014/2015 2015/2016

Total

27 98 7 42 30

20 100 40 20 30

20 100 40 20 30

67 298 87 82 90

204

210

210

624

4.1.3 Number of students graduated in the three last years Study program Nursing Pedagogy

F 22

2013 M 8

Total 30

4.2 Students according to exams, drop-out and employability 4.2.1 Passing rate of students in exams for three years per study program Evaluation as a sensitive and complex issue creates the need to be more objective and transparent. With the goal of achieving this objective, PrBHE “qeap-heimerer� has drafted the regulations for realizing the evaluation. The regulation is transparent and is published in the official website. The student evaluation system is oriented towards ensuring more objective and transparent information.

The evaluation forms present a continuity of gathering the indicators of student engagement in all of the planned activities such as: lectures, lab exercises, practical work at the hospital, home work, semi-semester tests, seminars, projects, essays, presentations etc.

All of these procedures are included in the syllabuses of each course which are made transparent on the occasion of presenting the syllabus to the students prior to the commencement of the academic year. In courses where the final test is applied, this test comprises 40-60 % of the overall grade. All of the evaluation means are being monitored.

The lecturers draft and deliver the periodic and final evaluation reports. These reports serve in analyzing the level of student success, etc.Based on these analyses the information

70 is returned into recommendations in order to increase the transparency and objectivity of their work. The following evaluation means are applied at PrBHE “qeap-heimerer” :       

Semi-Semester evaluations (test) Semester evaluations (test) Engagement evaluation during lecture and exercises Evaluation of seminars and other works Practical work evaluation Evaluation of public presentations Final evaluation

Monitoring the student progress is closely linked to their evaluation process.

Continuous and systematic evaluation of student progress is closely linked to the policies determined for grade development, and offers the students transparent information regarding their level of achievement in certain periods of time. The results of the data comparability from the previous monitoring will be presented in the respective charts and is made public.

General number of students per academic year 2010/2013 Drejtimi

Të rregulltë

Studentë përsëritës

PPSH/FPI

242

58

Infermieri

98

10

Logopedi

29

5

Ergoterapi

14

3

383

76

Σ

4.2.2 Drop-out rate of students in the last three years per study program, academic years and gender Academic year

2010/2011 Total

2011/2012

F

M

Total

2012/2013

F

M

Total

Total

F

M

Total

F

M

Study program Nursing Pedagogy

2

0

2

17

14

3

3

2

1

22

16

6

General Nursing

/

/

/

/

/

/

18

10

8

18

10

8

Speech Therapy

/

/

/

/

/

/

4

3

1

4

3

1

Occupational Therapy

/

/

/

/

/

/

1

0

1

1

0

1

Total

2

0

2

14

14

3

26

15

11

35

26

16

4.2.3 Employability of graduated students for the last three years per study program and year Study program Nursing Pedagogy

F 20

2013 M 7

Total 27

71

4.3 Ratio between number of regular academic staff and number of students

In the PrBHE QEAP Heimerer the ratio between the regular academic staff and students is in average value of 1 regular academic staff for 11 students. Below is given the ratio between regular academic staff and students at study program level: Study program Nursing Pedagogy BA General Nursing BA Speech Therapy BA Occupational Therapy BA Management of HealthServices and Institutions MSc

Ratio regular academic staff / students 1:7 1:11 1:8 1:9 1:3

4.4 The granted scholarship programs at QEAP Heimerer In order to increase the level of the quality of studies, as well as to motivate and help distinguished students, the PrBHE “qeap-heimerer” has foreseen mechanisms of motivation for students through scholarships.

PrBHE “qeap-heimerer” will award scholarships by decreasing the tuition fee for each academic year: for distinguished students, students living under social assistance as well as for a certain number of students coming from KPC, etc.

4.5 The student services, career guidance and organization The orientation of PrBHE “qeap-heimerer” is determined towards the development of policies for organizing the work process, wherestudents have the leading role. The Student Support Office (SSO) is in charge of organizing the student services. The tasks and organization procedures with regards to the student services are regulated by a special regulation. Besides the care that SSO exercises in enabling students to realize their rights and obligations, it also assists in organizing the student life at the PrBHE “qeap-heimerer” . In addition SSO ensures their professional development and career counselling.

In accordance with the internal regulations of the PrBHE “qeap-heimerer” , and in cooperation with the representatives of the student organization of PrBHE “qeap-heimerer” , SSO organizes, monitors and assists in various student activities such as: practical work in health institutions outside the PrBHE “qeap-heimerer” . In addition SSO organizes monitors and assists visits in country and abroad. This office, along with Office for International Cooperation, plays a special role in student exchange in countries and abroad.

SSO organizes foreign language courses such as: English, German etc., as well as additional IT courses. SSO deals with the student requests and complaints, and in cooperation with other structures it responds to the student letters. Besides the assistance and managing study SSO in cooperation with the coordinator of free activities, as well as with the student representative deals with organization of various sports activities.

The system of consulting with the students is organized in such a way that for each course the respective professor has additional 2 hours a week for student consultations besides the regular teaching hours. The means of consultation with the professor may be done in a group and

72 individual manner, and they are mainly dedicated for providing assistance to students in realizing their professional tasks (semi-semester tests and essays). A Mentor –lecturer will be appointed for each study year and each department.

Besides the regular consultations, the lecturers of the PrBHE “qeap-heimerer� are encouraged to offer consultations to students with additional hours, in case of such a request from their side.

The rights of students are regulated according to a special regulation- Regulation on rights and obligations of the students and lecturers.

Per each generation and study program, students elect their representatives. For each academic year, students have their regular meeting and there they decide freely and independently from the academic staff, which student will be the elected representative, who will take part on the institutional meetings and will represent their rights, requests and complains.

Students representatives always are invited in the institutional meeting, as well as institutional staff have a regular meeting with them once a month. In these meetings students have their chance to articulate their requests in a institutional way.

Until now, all the events organized in the qeap heimerer, including sympozioms, conferences, writing weeks or graduation ceremonies were organized in close collaboration with students representatives.

They have special and unique space in decision making in our institution. Until now this cooperation have shown great success and students were shown to be very satisfied with this way of functioning, as they indicated in the Quality Mangement Questionnaires.

73

5. Quality Assurace 5.1 Quality Assurance System at QEAP Heimrerer

In order to establish a culture of quality, and ensure the quality in the working process, we have formed respective mechanisms, which are responsible to set the quality procedures. Main mechanisms are as follows: The Office for quality assurance is responsible for monitoring and implementing the procedures for evaluation and approval of programs, which ensure quality in all activities of HPSCH. It is responsible for the process of implementation of the International Standards for quality, as well as the standards, which are set by the Kosovo Accreditation Agency; the Office also gives recommendations to the academic council. It is responsible to communicate with the external evaluators and the evaluators of the Accreditation Agency, and it reports to the Rector. The Office will also promote a quality culture within the HPSCH, and it approves the reports related with the quality. Another duty is to spread the responsibility on quality assurance to all employees of the HPSCH, including the administration and logistics.

5.2 Regulations for quality assurance procedures

The quality assurance within the HPSch, is in accordance with the Development Strategy of higher education in Kosovo, which is approved by the Ministry of Education, Science and Technology in 2004, is regulated in the Statute of the HPSCH. Furthermore, the system for quality assurance serves the fulfillment of all standards and directives which come out of the European Network for Quality Assurance (ENQA).

5.3 Procedures for reviewing study programs

Based on the sudents performance, their success on learning, based on student’s preferences, as well as teachers opinion, the academic continuously work on the study programs reviewing.

The purpose of the evaluation process is to provide students and the school with information about the progress during the study provess, as well as to provide the public and service users that graduate students have gained a qualification that responds to the need to fully exercise the occupation of general nurse.

Learning and the learning process at students will be evaluated mainly through a set of techniques and methods of evaluation, such as essay writing, case studies, ability for academic critic, written and oral examination, group presentation, presentation with different posters, multiple answers exams, supervised professional practice, and in the end preparation of the diploma thesis in the fields offered and chosen by students which are relevant to the general nursing program.

5.4 Instruments for quality assurance

In order to have an objective, transparent and comprehensive self evaluation process, it is necessary to include all actors, in order to cultivate the active participation of every member of the HPSCH, as well as increase the level of responsibility and creating a quality culture.

74

For this purpose we have applied questionnaires for:  Students (see annex);  academic personnel and,  administrative personnel.

5.5 Mechanisms for implementing the quality assurance measures

The officer for quality assurance works on design, development and approval of the rules of procedures for quality assurance in accordance with the Statute of HPSCH, domestic and international standards.  Approval of the evaluation timelines.  Approves the composition of the evaluation teams.  Ensures the effective implementation on the professional, academic and administrative units.

5.6 Follow-up procedures for improvement and usinge evaluation results

The quality improvement process considers all reports which are prepared during the process of the internal and external evaluation. The activities are as follows: Activities 1. Drafting the improvement plan based on the special and final reports 2. Analyzing the programs 3. Analyzing the professional practice process 4. Proposing changes for the programs 5. Proposing trainings for the personnel 6. Communicating the recommendations and gathering comments from the personnel 7. Preparing the action plan for the continuous improvement The information gathered and the findings from the process of the internal evaluation will be analyzed in close cooperation between the Committee for Quality assurance, Education Committee and Director.

The work of these mechanisms is focused on:  Analyzing the actual situation and review the vision in relation with the strategic developments within the HPSCH;  To gather all the weaknesses noticed during the working process;  Draft the strategic plan for the improvement of the weaknesses which are noticed during a timeline of one year;  Foresee the needs on innovations and changes in the process of self evaluation;  Present the strategic plan in front of the Board of the HPSCH, in order to include it to the overall strategic development plan of the HPSCH. The evaluation of the master programme ‘Education in the health system’ is planned in the project and must show how the implementation as proceeded, which problems were found and which recommendations are made, which serve to further development. The University

75 of Hall with respective expertise will carry out this evaluation. Implementation of the program enables at the same time a view of the effect of results of the interdisciplinary working group for development of the structure, as their specifics reflect in the content of the program and explicitly in development of students’ knowledge. This evaluation will show, if the adoption of the program was successful.

76

6. Premises and equipment 6.1 Premises At the beginning of this academic year, PrBHE “qeap-heimerer” has made plans to move to the new building, which will fulfill the requirements according to enlargement of new study programs. New spaces possess more classroom, office for the professor and other necessary improvements. Also within the premises are built cabinets for the relevant areas, such as: - Laboratory of Nursing - Ergo therapy Lab - Logopedy Lab - Laboratory of Sanitary Specifications of equipment for each lab will be presented in separate annexes during the visit of experts, because of the fact that we are still at the stage of providing all necessary equipment.

PrBHE “qeap-heimerer” possesses sufficient facilities which enable the uninterrupted teaching process. PrBHE “qeap-heimerer” possesses buildings with around 2000 m2.

The facilities are equipped with the necessary tools for the theoretical part of teaching, such as chairs and tables, projectors for presentation and supplementary lectures, computers according to the need and specification of the respective courses.

Information system for Universities (IS4U) will be established. This is based in the most modern technologies of Web 2.0 and it serves to help organize the learning process.

Through IS4U will be enabled to accomplish lecturing, tests, publication of test results, course registering, application for tests, communication to all the participants in the lecture sending the information from the docent to all participants of a lecture etc. Docent, students, administrative staff and other administrators can work together in various countries.

- licence for learning platform - access to professional data bank - learning lab Besides the internal space the students will realize their practical work in the Clinics of the University Clinic Center of Kosovo (UCCK) in Prisatina. Each academic year the students will be offered the opportunity to realize a 30 day practice at the associate Health Institutions in Germany, Austria and Switzerland.

For broader information, see the table with the space details: Building Teaching classes Teaching classes Office Student service Computer lab Nursing Lab

seats 350 150 / / 40 /

m2 600 300 120 60 80 70

77 Ergotherapy Lab Logopedy Lab Sanitary Lab Teacher Rooms Teacher Hall Room for scientific work University Library

/ / / /

50 50 100 30

15 10 80

30 50 160

6.2 Equipment The PrBHE Qeap Heimerer is in possession of adequate inventory for students and the academic and non-academic personnel, as well as an adequate heating system for the winter period.

6.2.1 Equipment used for learning process No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Item Beds for hospital patients with accessory equipment Aspirator Blood pressure measurement equipment Stethoscope Syringe Alcohol Tupfera Gloves for one use Physiological solution Male manikin Female manikin Defibrillator Aerosol ECG Glucometer Separators Holding wail chair for equipment A (standard) bed A (wheel) bed Cupboards Armchairs Tables Chairs Complete computers Mirrors Costers of fiziotherapy Curtains

quantity 3 2 2 5 10/pac 10/pac 10/pac 10/pac 10/pac 2 2 1 1 1 5 1 2 3 3 5 5 5 4 3 3 3

6.2.2 Other equipment (IT, wifi, PC, etc) for academic staff and administration

As part of the necessary inventory for he study process, computers and the internet connection is absolutely necessary. For the needs of its students, as well as the academic,

78 administrative and technical staff, PrBHE “qeap-heimerer” has 50 computers, which are systemized in accordance with the needs and specific requests. PrBHE “qeap-heimerer” also offers a 24/7 internet connection with the speed up to 1000 KB/s, this speed is same for upload and download.

For the purpose of the studying process in its facilities, the PrBHE “qeap-heimerer” offers 1 informatics cabinets, which are equipped with computers, projectors and other necessary equipment.

PrBHE “qeap-heimerer” has prepared a schedule for lectures and practice, to ensure an efficient usage of these facilities.

No 1 2 3 4 5 6 7 8

Item PC Wi-fi Projectors Telephones Switchs and routers Speakers Photocopy & Printers Electronic Blackboard

quantity 37 3 7 11 10 5 3+3 1

6.3 Library

Besides all the other necessary facilities, PrBHE “qeap-heimerer” as an academic institution offers for its student’s conditions for independent work in the facilities of its library. It also offers the possibility for supply of literature necessary for the study programs.

The services that will be provided from these units are:  The necessary space for independent student learning;  Offering the necessary scientific literature in compliance with the study program;  Offering of various scientific academic journals for the need of fulfilling the study program;  Other literature, free, outside the study program, electronic materials for fulfilling the requests of the teaching process etc.  The PrBHE “qeap-heimerer” students will have 2 ways for access to various literature in the Library: 1. Physical Library, and 2. Electronic Library

6.3.1 List of hard copy books and other reading materials

79 Title of the book / material Profesional Nurse AJN American Journal of Nursing Deutsch als Fremdspracheübungsgramatik Alles gutte !ein deutscher Fernseh Sprachkurs Arbg Arbeitsgesetze Staatsburger und Gesetzeskunde Kompakt Deutsch warum nicht dtv WAHRIG universalwortebuch Rechtsschreibung Kohlhammer Arbeitsrecht H.S.Ebel Schreiben un d publizieren drg Line 2005 EBM 2000 p[lus<Einheitlicher Bewertungmassstab 2005 Berufsprache für Aerzte und Pflegekraefe Deutsch im Krankenhaus Berufsprache für Aerzte und Pflegekraefe Deutsch im Krankenhaus Uebungsgramatik Karin Hall Uebungsgramatik Helbig Buscha Fjalor gjermanisht –shqip DAAD Bericht Bayerische Gesundheitsforderung und Praexentionspreis .Die Löwin und der Fisch Ihr DAAD Stipendium Rechtsschreibung und Zeichensetzung Lehrbuch mit 352 Seiten und 3 casseten Lets speak English 1 Primal Leadership Learning to Lead with Emotional Inteligence Cambridge Institut Munich’s English Language Centre 2. libra English online plus upper waystage Level 1 upper waystage Level 2 upper waystage Level 3 Fremdwortebuch Englisch Pflegeprincipien im Pflegeprozess Pschyrembel, klinischer woertebuch call cominkations center Directory 2003 Saunders nursing Drug Handbook 2002 Nursing 2001 Drug Handbook Neues großes Wörterbuch English Worterbich English deutsch DUDEN Deutsches universal Wörterbuch ROOS Clunis Handbook of Addressee drug Interactions Sixth Edition Nursing Calcultaiobs Health promotion at Kindergarten Im Focus:The health system, abnd Pharmaceutical Markets Studies researches in Germany Schollarships and Founnding 4 libra Nursing Calculations

80 The Internet for Nurses Janet Czermak –Pharmakology for Nursing Care Instruktors Manual For medical –surgical Nunrsing American Heart “Pediatric Advanced Life support ACLS for Experienced providers Manual of critical care Quality and new challagens of Higher Education Nursiung Leadership and Management Oxford Methodes for the Economic Evaluation of Helath care programs Issues and Trends in Nursing Conntent Mastery Series Mantal healrth of nursing Vascular disease a Handbook for Nursing Distributes Learning Social anmd cultural Nurses Nursing English Essentials Nursing concepts of practice Publish of perish George M Hall Everyday English for Nursing Travelbees”s Intervention in psychiatric Nursing Glasgow school of Nursing Miolwifery and community Health ECGS made easy Health care komunkation 2008 Kososvo strategic plan on HIV /Aids 2009-13 Evidence based Medicine American Journal of Nursing Multiple myeloma and paraproteinemias Intervention in Psyciatroic nursing Self Instruction in Mental Helath Nursing Mental Health Nursing Nursing diagnoses reference manual Nursing managmnetn systems approach nursin care of aging Client Gerontologicak Nursing Psyciatric Interwieving “The art of Understanding Fundamentals of Nursing Human Anatomy and Phsyology Laboratory The elements of Nursing a model for nursing based on a model of living Fundamentals of nursing the art science of nursing care Comunity Helath Nursiong Process and o practice for promoting health.

Nursing care plans ,nursing diagnostic and intervention 2 libra Community health Nursing caring in action second edition Kidd wagner Nursing Critical care Nursing diagnosis and management Clinical Nursing skills basic to advanced skills Fundamentals of nursing skills

81 Wiederbelebung erste hilfe in allle faille Diagnosse Stress BGR 250/TRBA 250 Tätigkeitskatalog für die praktische Ausbildung Munchener Qualitätsforum Das Pforzheim model Die Krankenversicherung Sportverletzungen sportschaden 1 3 here UKH medialog a Ausgabe 2/11 Sportverletzung und sportschaden 3 2 cope Sportverletzung und sportschaden 4 Manuele therapie Der Orthopäde 4/98 britisch juornal nursing Das Magazin fuer junge mediziner Sportlastic Aktuelle Aerzte informationen Jiao Gourui Das Spiel der 5 Tiere Gesundheitssysteme und Pharmamärkte von 14 Ländern Ulli Eiden Notfallmedizin Ausgewaehlte Basisdaten des Gesundheitswessen Bluthochdruck Demenz Medizinische Dokumentation Pharmazeutische Gesetzkunde Medizinische Psychologie /Soziologie systematisch Psychosomatische Medizin Medienkompetenz psychologie und sozialwirtschaft fuer pfflegeberufe Rheumatische orthopädie 6.

Rheumatische orthopädie3 Rheumatische orthopädie 1 Chinesische Medizin Qualtitätszirkel in der Altenpflege funktionelle Neuranatomie Intiativ und aktionsgruppen weitführende studien fuer mediziner Das Methusalem Komplott Das aerztliche gespräch Psychiatriche Praxis Praktische Arznei Therapie Schwindel und Gleichgewichtsstörungen kleine infektionslehre Schlafstoreungen beim Kinder das erlernen der gutten Nacht Geriatrische Praxis der Homöopathie

82 Praktikum der Infektion und Impfschutzes Naturheilverfahren in der Frauenheilkunde und Geburtshilfe Therapie Motivation des Patienten Grundlegende Modele in der Pflege Gesundheitund Pflegewissenschaft in Halle 5 libra Kneipische Fussbaender „Experimentelle Untersuchungen Wegweiser für Krebsbetroffene Der Bayerische Gesundheitsforderung und Preventionspreis Gesundheitforderung im Handwerk Hans Geisler „Geheimniswohl gestalten“ B G S Sicherung der Qualitaet in Gesundheitswesen Forderungsmoeglichkeiten Rückenschmerzen Politik der Organverteilung Going International Das Ernährungsverhalten Jugendlicher im Kontext ihrer Lebensstile Medizinische Psychologie und Soziologie pflege im Wandel 300 Jahre Pflege Ausbildungsrecht medizin Gestalten statt Verwalten Arbeitsorganisation in der Altenpflege Pflegevisite Evaluation –Ein Instrument zur Qualitätssicherung in der Gesundheitsforderung EIRSING Psychologisches Grudnwissen für Altenpflegeberufe.

Das Narrativ aus dem Leben des Erzähltes Gesundheit im Alltag GTZ –Freiheit Frieden –Versöhnung im Kosovo Münchener Pfflegekongress 2004 Prometheus Kopf und Neuroanatomie IMPP Erster Abschnitt des aerztliche Pruefung Medikamnete Wirkung und Nebenwirkung Warnzeichen von einer Rückfall Kriesenplan Psychosoziale Behandlungsmöglichkeiten Die Bedeutung der Angehörigen Umgang mit Drogen Bezeichnung und Sexualität Die erste Sitzung Symptome der Schizophrenie Diagnose Schizophrenie Ursachen Schizophrenie Krankenhaus Arzt AOK mit Qualität zur erfolg

83 Betriebliche Gesundheitspolitik Arbeit und Gesundheit im Handwerk Wettbbewerbsvorteil Gesundheit Wettbbewerbsvorteil Gesundheit Pflegesozialrecht GIMA 2010 catalogue Meditation BHAKTI –YOGA Pharmakologie und Toxikologie Pflegeinformatik Zukjunftsorientierte Pflegeausbildung Präventiver Arbeitschutz Postitivtelegram Das Unsagbare Akupunktur DISCO Fieber Umganag mit Arzneimittel im Krankenhaus Bausteine der schmerztherapie Hals Nasen und Ohren Heilkunde Mein Rucken buch Im Angesicht des Todes Hals Nasen und Ohren Heilkunde Psychofarmakologie für Krankenpflegeberufe Leitfaden Physio Therapie Baktertiologie Psychiatrie Therapiue schemata Klinisches Epidemiologie Gefärdungsprofile Im Katalog für Praxis und Labor Klinischeernährung Pharmaindustrie und Gesundheitswesen Qualitätsmanagment für soziale Einrichtungen Allgemeine Anatomie M Müller Chirurgie Mit Schizophrenie leben Erste Hilfe in der Krankenpflege Psychiatrie Personalverordnung Soziale Absicherung bei HIV/AIDS IKK Impuls Report Broschurenreiche Demographie und Erwärbsarbeit Mikroboiologie Klausursamlung Hygiene Klinik Info 98-99

84 DONNA mobile Sportverletzung Epidemiologie und Pflegewissenschaft Skripte Arbeitsgemeinschaft der Spitzenverbaende der Krankenkasse IKKImpuls Zirkel Ikk Impuls Report Qualitative und Quantitative Forschungsmethoden Einfuhrung in die Rehabilationsmnedizin Pilot projekt fuer psychiatrie (sllajde) GVG Info dienst Vorlesung zur Gesundheitsökonomi Dipolmarbeit Konzeption und Erstellung einer Datenbank für Pflege berufe Sprachheft mit lösung Statistische datenanalyse mit SPSS 10 Arbeitsmedizin Fortbildungsveranstalung 10 years Brain Gain in Kkososova 4 copa Mnuelle Therapie Thalamus program Anatomische Bildtafeln 7 Unterschiede über Häsliche rituale Shenime Lehrveranstaltungen Wirtschaftlichkeit und Sicherheit bei der Arbeit Bulletin Ikk Impuls report Ubungsgramatik shenime serbisht LKehr und Ubungsbbuch MODU fletushke Taping compact UKH pateineten wegweiser fletushke Leistungserfassung und Ptientenkategorisierung in der Pflege Punim Diplome Hilmi Asllani Report Reforms of Higher Education Kosovo 08-11 Nachweisheft fuer praktische Ausbildung Bussines Spootlight Magazine Krankenhaus Journal Reviste die Krankenversicherung Arzt Manual BGR 5 cope Tumorzentrum Munchen Empfehlungen zum diagnostik therapie und nachsorge Der körper des Menschens Lehrbuch Pglegeastistenz Sobota Anatomie 20 Auflage

85 Neurologie 3 Auflage Wilker /bischoff /Novak Medizinische Psychologie und Soziologie Diferenzialdiagnosse Inotomistische erkrankungen Rote Liste 1988 duchfuhrung von Untericht krankheitslehre fuer altenpflegeberuf Krizantis schüle –Heim Tumorschmerztherapie Die pflege alter Menschen im speziellen lebenssituationen .

Handbuch fuer stations und Funktionleistung Lebensqualität und Gesundheitökonomie in der Medizin Die Pflege alter Menschen in speziellen lebenssituationen Tumorschemrzhafte therapie 3 Auflage Krankehietslehre für altenpflegeberufe Altenpflegeberufe Deutsch für Altenpflege 4 auflage Fischer Mamographie Die Pflege alter Menschen im speziellen Lebensituationen Themes Altenpflege die Chirurgie Poliklinik 2 auflage Pathologie Taschenatlas der Physiologie 3 Auflage Elementare Pediatrie mikrobiologie ,Imunologie, bakteriologie,Mykologie, 8 auflage Pflegeforschung verstehen Pflegedokumentation Ein leitfaden für den praktiker hilde schädle –dreinings :Pflege, Pflegenot,Pflege Not Stand Anatomie Skriptensammlung Patienetenorientierung im gesundheitswesen erfahrungen und Perspektiven Entwicklungsorentierte Berufsbildung Modulorganisierung des Pflegeunterichtes Bundesministerium für Gesundheit Pflege versicherung, schutz für die ganze Familie.

Astma und chronische bronchitis Anatomie Forschungshandbuch Ausgabe 2005 Rohen –Lutjen drecoll 2 Auflage Anatomie des Menschens Komunikationsstörugen Hoffnung und Hoffnungslosigekit Gesundeits-Forderung im Kindergarten Suchtprävention im BRD Was erzählt Menschen Gesundheit Komunikationsstrategien ein überblick die wissenschftliche Literatur Evaluation –Ein Instrument zur Qualtitätssicherung Das Ernährungsverhalten im Kontext Ihrer Lebensstile, Eine Emphirische studie.

86 Ein Länderübergreifende Herausforderung Tuberkulose als Berufskrankheit Psychosozialemedizin Mrosek Strahlenschutz Nursing Outline series:psychiatrie Mental, Health Nursing Herold Innere medizin 1998 G.Weber Psychische störungen beim ältere Menschen mit geistige Behinderung delank Neurologie 7 Auflage Allgemeine und spezielle Pharmakologie und toxikologie topogrphische Anatomie Krämer Orthopädie managment Handbuch Pflege Qualitätssicherung im Gesundheitswesen Kardiologie Stephan pinger G.Schultze Warningshaus M.deblic (HRSg) Asthma Pharmakologie und Toxikologie klinisches epidemiologie berufsgenossenschaftliche grundsätze für arbeitsmedizinische Vorsorgeuntersuchungen 2 Auflage Sobotha Anatomie 1 20 Auflage Das erste sicherung der Qualtität im gesundheitswesen New Bussines Edition Pharma+OTC –Marketing 2006 Report Qualifikations –entwicklungs Managment Heft 85 Heft 89 Heft 93 Heft 92 Heft 84 Heft 91 Heft 94 Heft 82 Heft 81 Johann Behrens , Gera Langer ,Evidence Based Nursing and caring Bewegung und kinderunfälle Gesundheitliche Versorgerung munchener pflegekongress 2002 R. Schnelle schock empfaheln zur erfolgreichen Drachen Duchführung zur Gesundheitsforderung die Zukunft der Büroarbeit Gesunder arbeiten im Call Center Die dienst Leistungsorientierte praxismanagerin Praxishandbuch Praktikum der Mikrobiologie sommersemester 1997 Zeitschfrift für Pflegende Angiotensin II

87 Pflegedocimentation Zu Hause Pflegen Gesundheits Forderung in BRD Grundlagen und Konzeption Actilyse Sexulatität zwischen phantasie und Realität Innovaterm des Gesundheitssystemes Gesundheitsforderung für sozial benachteiligt Intergrierte Versorgerung mit klinischen Pfaden erfolgreich gestalten e.D Hager komplämentare Onkologie Sonographie am Magen Schulische Gesundheitserziehung und Gesundheitsforderung Sicherung der qualität im Gesundheitswesen Arie J.G Vader Arnd Pflegetechnik psychiatrie und Medizinische Psychologie von A-Z Sozialsicherungsgesetze Sozialgesetzbuch 30 Auflage Bürgerlichesgesetz Buch Medizinstudium –und was dann?

Pflegeberichterstattung im Ueberblick Bewerbung und Karriere in der Pflege Mitgliedsverbände 2003 Schulische Gesundheitserziehung und Gesundheitsforderung Ich mache mich selbstständig Grundlagen und probleme der Volkswirtschaft Bundesverband der Pharmazeutischen Industrie Der Bayerische Gesundheitsforderung und Präventionspreis .Zukunftsfähige Konzepte für das Handwerk zur Bewältigung des demographischen Wandel Gesundheitsforderung Kombert Pflegevisite /Kohlahammer, Kerres Hrsg franz Petermann Compliance und selbstmanagment Mantalna Zdravle Komunikative kompetenzen in der Pflege paser /Schmeider , Leiten, Lehren und Beraten Programi dhe rezymete Efektete streusuese te Mesimdhenies dhe ecurite e reduktimit te tyre . Xh.Ismaili Spektri Arsimi gjithperfshires dhe cilesia e mesimit dhe proceset e didaktikes te mesimdhenies N.Zylfiu Pediatria Infermierore epidemiologjia Punime psikoneurologjike Infermieria Kosovare 2 cope Nr 2 Raporti vjetor i punes se sistemit shendetesor te burgjeve te Kosoves 2008.

Minsitria e Shendetesise Shendeti mendor

88 plani veprues per parandalimin dhe menaxhimin e epidemise se gripit Shendetesia ne Burgje ,udherrefyes OBSH mnis bazat e shendetesise ne burgje Revisat PAQE nr 1 dhe 2 .Si ta mjekojme mjekesine reformat e sistemit shendetesor ne Kosove 3 cope Revista e shoqates se mjekesise se Kosoves Praxis Medica 13 vjet bashkpunim Zvicerr –Shqiperi 1993-2005 3punime per Institutin Managmente Mikrobiologjia 3 cope Menaxhimi i cilesise edukata seksuale e rinise Kryqi i kuq i Kosoves peralla Letra mbi Kapitenin 10 vjet Universiteti Ismail Qemaili Vlore HiV /AIDS Praktike klinike –punim Hyrje ne Biologji kushtetuta Mikrobilogjia e pergjithshme strukturat organizative per parandalimin e hiv-it ne Kosove Qasja ne cilesin e sherbimeve shendetesore Strategjia dhe plani i veprimit per rezistencen antimikobiologjike 2011-2015 2 libra Higjena e duarve 2 libra Strategy for Health Promoting School in Kosova 2009-2018 hulumtim operacional Njohurite dhe qasjet e komunitetit –RAE 6 libra te printerit Standartet minimale per kujdesin shendetesor ne kosove taksonomia e studenteve te sistemit shendetesor Revista Infermieria ne kosove Informata per Kosoven Forca e humanizmit Kryqi i kuq 4 cope DVD dhe 7 CD-ja Shëndeti meocional dhe mendor Shëndeti riprodhues Ushqimi dhe aktivitetet fizike Tabela e vlerave ushqyese Parandalimi I dhunës dhe lëndimeve Alkooli dhe drogat Duhani Abistineca Parandalimi I HIV-it dhe SNS-ve Bazat e ingjinjeringut gjenetik Radiologjia

89 Imunologjia Biokimia klinike Interpretimi I shpejte I EKG-sĂŤ Atlasi I farmakologjise Anatomia e Netterit - liber pĂŤr ngjyrosje Analizat Biokimike Auskultacioni dhe perkusioni, inspeksioni Neonatologjia Receptura magjistrale dhe galenike Psikoterapia e jetes se perditshme Praktikkum neurologjik Barnat - udhezues praktik per te gjith Hapatiti - vrases I heshtur Atlasi I dermatoogjise Pasqyra e barnave Infeksionet me virusin e gripit te shpendeve Pedagogjija Profesionale ne shendetsi/Fusha profesionale infiermeri Sterilizimi I instumenteve - Prof Petrit Beqiri Zhvillimi I pyetjes bazuar ne praktik Etika Jetsore Avansimi shendetsor menyra e shendosh e jetes Bazat e menagjimit te procesit edukativ Kujdesi infermiris tek pacientet Teoria e mesimit Depresioni I femijeve Bazat e menagjimit te procesit edukativ Perballimi me stresin Moduli shendeti publik E drejta shendetsore Ligji per shendetin Mesuesi; Mjeshtrija Msimdhenja E drejta e punes Hyrje ne statistiken e pergjithshme Paraqitja e shkalles se depresjonit geratrik GDS Cka eshte hulumtimi Hulumtimi ne infermieri Hyrja ne Psikologji Modeli I programit mesimor te lendes (sollabusi) Menagjimi I sherbimeve shendetsore Metoda e mbledhjes se dhenave Strategjia per sukses ne shkollen e infiermeris Sistemi informativ I perkujdesit mjeksor Shendeti publik II Bazat metodike te hulumtimit empirik shendetsi dhe infermieri Evidenca Based Praktice

90 Udherrefyesi dhe protokoli per trajnimin e dhembjes te kujtesit Paliativ Konceptligjerata nga shkathtesia e komunikimit Moderimi Mjeksia ne Kohrat e Lashta Pedagogjija Profesionale ne shendetsi Arsimi dhe edukimi shendetsor Arti I komunikimit te suksesshem Sfidat ne shendetsi Kuvendi I Kosoves Administrimi I Barnave Hyrja ne te drejten e edukimit Bazat mjeksore ne infermieri

6.3.2 List of electronic books and other reading materials

91 No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45

Title of the book / material Sozialrechtliche Rahmenbedingungen Begutachtung und Assessments Qualitative Research Methods Overview Pädagogische Psychologie des Lernens und Lehrens von Gerd Mietzel 5. Aufl Soziologische_Basics Lawrence Erlbaum, SPSS for Intermediate Statistics Use and Interpretation (2004) Lawrence.Erlbaum.SPSS.for.Introductory.Statistics.Use.and.Interpretation.ISBN 100 Fragen zum Arbeitsrecht für Pflegekräfte BasicStat Neonatologische ABC Of Wound Healing ADOLESHENCA STINA E SHPËRTHIMEVE Anti-discreminatory social worker Aptitude Personality Motivation Tests Behavior Analysis Biographisches Lernen und Professionalitätsentwicklung Breast cancer for nursing Clinical Coach Effective Nursing Care for Older Adults Communicable Disease Epidemiology and Control Creating a Caring Science Curriculum An Emancipatory Pedagogy for Nursing Creative Teaching Strategies for the Nurse Educator Das QM-Handbuch Diagnozat Infermierore Die_Prostata Digitale Lernwelten Konzepte, Beispiele und Perspektiven Drieschner, Elmar - Erziehungsziel Selbstständigkeit Encyclopedia_of_Nursing_Research Essentials_of_Nursing_Leadership_and_Management__5th_Edition Essentials-of-research-design-and-methodology-essentials-of-behavioral-science.

Ethik in der Pflegeausbildung Evaluating Research for Evidence-Based Nursing Practice Evidence Based Practice Nursing Evidence-Based_Practice Facts NCLEX Forschungsmethoden Foundations in Maternal, Family, and Child Care Fundamentals of Nursing Standards and Practices (Nursing Education), 2nd edition Gerontological Nursing Geropsychiatric and Mental Health Nursing Hans Merkens Unterricht Eine Einführung Health Psychology A Textbook, 4th edition Health psychology Infection Control Procedures Infection Prevention and Control Theory and Clinical Practice for Healthcare Professionals Infection_Control_-_Updates

92 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91

Infection_Controlv2 Infections and infetious diseases A manual for nurses and midwives in the Who European Introduction to statistics for nurses Johns Hopkins Nursing Evidence-Based Practice Implementation and Translation Kreatives Kontiiktmanagement im Gesundheits- und Krankenptlegebereich Kujdesi spitalor tek femijet Laboratory and Diagnostic Test Liebe in Zeiten pädagogischer Professionalisierung MedicNurs Nurse as educator Nursing Diagnosis Nursing Ledership and Managment Nursing Practis Nursing Skills Nursing_Care_Plans__Guidelines_for_Individualizing_Client_Care_Across_the_Life_Span Nutrition for Health and Health Care, Organisation und Erfahrung Beiträge der AG Organisationspädagogik Pädagogisch-psychologische Diagnostik Pain Management - Evidence-Based Tools and Techniques for Nursing Professionals Palliative Care Palliative nursing care PEDIATRI Personal Hygiene Care Personalmanagement Pflege von alten Menschen Practical Guidelines for Infection Control in Health Care Facilities Promoting healthy behaviour PSIKOLOGJI PUBLIC HEALTH Nursing Practicing Population-Based Care Quantitative date analyse using SPSS Revista e Pharmacon IV SignsNurses Surgical Nursing TextbookMedicalSurgicalNursing1 The New Public Health 2 edition Understanding motivation and emotion Understending resarch for nursing student Wissen, was wirkt Kritik evidenzbasierter Pädagogik Student-Clinical-Handbook-2012 Essentials of Human Resource Management, Fifth Edition HRM 2nd Human Resource Management Decision Analysis for Management Judgment 3rd Ed - Paul Goodwin How_to_Write_a_Business_Plan__8th_edition Knowledge Management Strategies For Business Dev_Meir Russ (2009) Operations Management_Albert Porter (2010)

93 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137

Brain Facts A PRIMER ON THE BRAIN AND NERVOUS SYSTEM - THE SOCIETY FOR NEUROSC CHILD PSYCHOPATHOLOGY - Robert T. Ammerman CLASSIFICATION OF DEVELOPMENTAL LANGUAGE DISORDERS Theoretical Issues and Clinic Clinical Child Psychiatry,2nd Ed - William M. Klykylo COMPREHENSIVE HANDBOOK OF PERSONALITY AND PSYCHOPATHOLOGY VOLUME 1 PERS COMPREHENSIVE HANDBOOK OF PERSONALITY AND PSYCHOPATHOLOGY VOLUME 2 ADU COMPREHENSIVE HANDBOOK OF PSYCHOTHERAPY VOLUME 1 PSYCHODYNAMICOBJECT R CONTEMPORARY CLINICAL PSYCHOLOGY 2nd Ed - Thomas G. Plante counseling and Psychotherapy theories in context and practice - john sommers-flanagan CRIMINAL PSYCHOLOGY and FORENSIC TECHNOLOGY A Collaborative Approach to Effectiv Culture And Psychology - Textbook DEVELOPMENTAL PSYCHOPATHOLOGY 2ND ED Volume One Theory and Method - DANTE DEVELOPMENTAL PSYCHOPATHOLOGY 2ND ED Volume Three Risk, Disorder, and Adaptati DEVELOPMENTAL PSYCHOPATHOLOGY 2ND ED Volume Two Developmental Neuroscience Essentials of KABC-II Assessment - Alan S. Kaufman ESSENTIALS OF PSYCHIATRY - Jerald Kay Experiments with People Revelations From Social Psychology - Robert Abelson FAMILY THERAPY Concepts, Process and Practice 2nd Ed - Alan Carr Foundations Of Physiological Psychology 6th ed - Neil Carlson Handbook of Couples Therapy - Michele Harway HANDBOOK OF PEDIATRIC PSYCHOLOGY IN SCHOOL SETTINGS - Ronald T. Brown HANDBOOK OF PSYCHOLOGICAL ASSESSMENT 4TH ED - Gary Groth-Marnat Media Psychology - David Giles MMPI-A Assessing Adolescent Psychopathology 3rd Ed - Robert P. Archer NEUROSCIENCE 3rd Ed - DALE PURVES Personality Disorders in Modern Life 2nd Ed (T.Millon, 2004) Principles and Practice of Geriatric Psychiatry 2nd ed - John R. M. Copeland Psychiatry In Society - Mario Maj PSYCHOLOGY'S GRAND THEORISTS How Personal Experiences Shaped Professional Ideas Research Manual In Child Development 2nd ed - Lorraine Nadelman The Cambridge Encyclopedia of Child Development - Brian Hopkins The Gale Encyclopedia Of Mental Disorders - ELLEN THACKERY The GALE ENCYCLOPEDIA of Psychology 2ND ED - BONNIE STRICKLAND The Handbook of Work and Health Psychology 2nd Ed - Marc J. Schabracq 101_Careers_in_Social_Work Direct Social Work Practice - Theory and Skills (8th Edition) Ethics_and_Values_in_Social_Work__An_Integrated_Approach_for_a_Comprehensive_Cu Handbook_of_Social_Work_with_Groups Research_Skills_for_Social_Work__Transforming_Social_Work_Practice_ Social_Work_Skills__2nd_Edition Analyzing_Single_System_Design_Data__Pocket_Guides_to_Social_Work_Research_Meth Clinical_Data_Mining__Integrating_Practice_and_Research__Pocket_Guides_to_Social_W Confirmatory_Factor_Analysis__Pocket_Guides_to_Social_Work_Research_Methods_ Determining_Sample_Size__Balancing_Power__Precision__and_Practicality__Pocket_Gui Developing_and_Validating_Rapid_Assessment_Instruments__Pocket_Guides_to_Social_W Preparing_Research_Articles__Pocket_Guides_to_Social_Work_Research_Methods_

94 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183

Strategies_to_Approximate_Random_Sampling_and_Assignment__Pocket_Guides_to_Soc Systematic_Reviews_and_Meta_Analysis__Pocket_Guides_to_Social_Work_Research_Me CIA - Human Resource Exploitation Training Manual (1983) - aka Honduras Manual - a1-g1 Essentials of Human Resource Management, Fifth Edition HMRMIC HRM 2nd Human Resource Management Ethics and Employment(E-Book) Human Resource Management Human Resources Management Operational Strategy (2008) International Human Resource Management - by Anne-Wil Harzing & Joris Van Ruysseveld Research In Personnel And Human Resources Management_Martocchio JJ (2004) Strategic Human Resource Management 4e_Armstrong M (2008) A Guide To Lean Six Sigma Management Skills_Gitlow HS (2009) Introduction To Management Science 9e_Bernard III BW (2006) Knowledge Management Strategies For Business Dev_Meir Russ (2009) Marketing Management_Philip Kotler (2002) Never Work Harder Than Your Students And Other_Jackson RR (2009) Operations Management_Albert Porter (2010) Strategic Management_John McGee (2006) The Management Bible_Nelson And Economic (2005) 101 Healing Stories for Children and Teens Using Metaphors in Therapy - George W. Burns COGNITIVE BEHAVIOUR THERAPY WITH OLDER PEOPLE - Ken Laidlaw COGNITIVE THERAPY FOR CHRONIC AND PERSISTENT DEPRESSION - Richard G. Moore COMPREHENSIVE HANDBOOK OF PSYCHOTHERAPY VOLUME 1 PSYCHODYNAMICOBJECT R CONTEMPORARY CLINICAL PSYCHOLOGY 2nd Ed - Thomas G. Plante Core Processes in Brief Psychodynamic Psychotherapy Advancing Effective Practice - Denis counseling and Psychotherapy theories in context and practice - john sommers-flanagan Culture and Psychotherapy A Guide to Clinical Practice - WenShing Tseng Drawing the Line Art Therapy with the Difficult Client - Lisa B. Moschini Encyclopedia of Psychotherapy - Michel Hersen FAMILY THERAPY Concepts, Process and Practice 2nd Ed - Alan Carr Feeling Good The New Mood Therapy - David Burns Handbook of Brief Cognitive Behaviour Therapy - Frank W. Bond Handbook of Couples Therapy - Michele Harway HANDBOOK OF PSYCHOLOGICAL ASSESSMENT 4TH ED - Gary Groth-Marnat Interviewing and Diagnostic Exercises for Clinical and Counseling Skills Building - Pearl S. Be Introducing Cognitive Analytic Therapy - Anthony Ryle INTRODUCTION TO THE PRACTICE OF PSYCHOANALYTIC PSYCHOTHERAPY - Alessandra Lem LSD Psychotherapy - Stanislav Grof Personality Disorders in Modern Life 2nd Ed (T.Millon, 2004) PLAY IN CHILD DEVELOPMENT AND PSYCHOTHERAPY Toward Empirically Suppor ted Pract Psychological Interventions In Early Psychosis A treatment Handbook - John Gleeson Psychosynthesis A Psychology of the Spirit - Ann Gila Psychotherapy and Counseling in the Treatment of Drug Abuse - Lisa Simon Onken Psychotherapy Of Psychosis - Chris Mace PSYCHOTHERAPY WITH SUICIDAL PEOPLE A Person-centred Approach - Antoon A. Leenaar

95 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229

Research Methods in Clinical Psychology An Introduction for Students and Practitioners,2n Simple Treatments For Complex Problems A Flexible Cognitive Behavior Analysis System A Social Anxiety and Social Phobia in Youth Characteristics, Assessment, and Psychological T The case Study Guide To Cognitive Behaviour Therapy Of Psychosis - David KingDon The Interpretation of Dreams - Sigmund Freud The Meaning Of The Dream In Psychoanalysis - Rachel Blass Time Line Therapy and the Basis of Personality - Tad James Treatment of Recurrent Depression - John F. Greden Adapting Educational and Psychological Tests for Cross-Cultural Assessment - Charles D. Sp Essentials of KABC-II Assessment - Alan S. Kaufman Essentials of Psychological Testing - Susana Urbina Teaching Psychology A Step By Step Guide - Sandra Goss Lucas The Ambiguity of Teaching to the Test Standards, Assessment, and Educational Reform - W The Pursuit of Excellence Through Education - Michel Ferrari CIA Human Resource Exploitation Manual Instant Fact- How to Get the Truth Out of Anyone - John Webster Intelligence Interrogation - FM 34-52 Interview and Interrogation - Seeking the Truth - DOD Polygraph Institute Kubark Counter-Intelligence Interrogation Lie Behind the Lie Detector - Maschke, George W & Scalabrini, Gino J Questioning Techniques - US Army Subcourse IT 0601 Edition C The Psychology of Interrogations and Confessions - A Handbook Williams,_Doug_-_How_to_Sting_the_Polygraph Art of Deception - Controlling the Human Element of Security - Kevin Mitnick Body Language - Allan Pease Brainwashing Manual - Synthesis of the Russian Textbook on Psychopolitics - L Ron Hubba Criminal Psychology - A Manual for Judges, Practitioners, and Students - Hans Gross Death,_Gender,_and_Ethnicity_-_David_Field Psychiatric Drugs - Current Clinical Strategies Psychiatry - Current Clinical Strategies - 2002 Psychology of Killing A Matter of Security The Application of Attachment Theory to Forensic Psychiatry and Psyc Criminal Psychology - HANS GROSS CRIMINAL PSYCHOLOGY and FORENSIC TECHNOLOGY A Collaborative Approach to Effectiv The Psychology of Interrogations and Confessions A Handbook - Gisli H. Gudjonsson Encyclopedia Of Applied Psychology - Charles SpielBerger FINANCIAL RISK TAKING An Introduction to the Psychology of Trading and Behavioural Fina Investment Psychology Explained Classic Strategies to Beat the Markets - Martin J. Pring Masters of the Mind - Exploring the Story of Mental Illness from Ancient Times to the New Mechanical Trading Systems Pairing Trader Psychology with Technical Analysis - RICHARD Popular Psychology - An Encyclopedia (L.A. Cordon, 2005) Psychology and Law Truthfulness,Accuracy and Credibility 2nd Ed - Amina Memon Psychology in Chess - Nikolai Krogius Psychology of Intelligence Analysis - Richards J. Heuer The Psychology Of Computer Programming - Gerald Weinberg THE PSYCHOLOGY OF ENTERTAINMENT MEDIA Blurring the Lines Between Entertainment

96 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275

Trading to Win THE PSYCHOLOGY OF MASTERING THE MARKETS - Ari Kiev Winning Chess Psychology - Pal Benko HANDBOOK OF PEDIATRIC PSYCHOLOGY IN SCHOOL SETTINGS - Ronald T. Brown Psychology In Diabetes Care - Frank Snoek RESEARCH COMPANION TO ORGANIZATIONAL HEALTH PSYCHOLOGY - Alexander Stamatio The Handbook of Work and Health Psychology 2nd Ed - Marc J. Schabracq A HISTORICAL DICTIONARYOF Psychiatry - EDWARD SHORTER Advances in Psychiatry Second Volume Child and Adolescent Psychiatry A Comprehensive Textbook 3rd ed - By Melvin Lewis Clinical Child Psychiatry,2nd Ed - William M. Klykylo Current Clinical Strategies Psychiatry - Rhoda K Hahn ESSENTIALS OF PSYCHIATRY - Jerald Kay Families and Mental Disorder From Burden to Empowerment - Norman Sartorius HANDBOOK OF DEMENTIA Psychological, Neurological,and Psychiatric Perspectives - PETE Kaplan & Sadock's Comprehensive Textbook of Psychiatry 7th ed - Benjamin J. Sadock New Oxford Textbook of Psychiatry - Michael G. Gelder Principles and Practice of Geriatric Psychiatry 2nd ed - John R. M. Copeland Psychiatric Diagnosis And Classification - Mario Maj Psychiatric Slavery - Thomas Szasz Psychiatry In Society - Mario Maj Psychiatry Made Ridiculously Simple - William Good TextBook Of Biological Psychiatry - Jaak Panksepp TRAUMATIC BRAIN INJURY Methods for Clinical and Forensic Neuropsychiatric Assessment UNCOMMON THERAPY THE PSYCHIATRIC TECHNIQUES OF MILTON H. ERICKSON - JAY HAL Handbook Of Psychology - Vol 01 - History Of Psychology Handbook Of Psychology - Vol 02 - Research Methods in Psychology Handbook Of Psychology - Vol 03 - Biological Psychology Handbook Of Psychology - Vol 04 - Experimental Psychology Handbook Of Psychology - Vol 05 - Personality And Social Psychology Handbook Of Psychology - Vol 06 - Developmental Psychology Handbook Of Psychology - Vol 07 - Educational Psychology Handbook Of Psychology - Vol 08 - Clinical Psychology Handbook Of Psychology - Vol 09 - Health Psychology Handbook Of Psychology - Vol 10 - Assessment Psychology Handbook Of Psychology - Vol 11 - Forensic Psychology Handbook Of Psychology - Vol 12 - Industrial and Organizational Psychology DMT The Spirit Molecule A Doctor's Revolutionary Research into the Biology of Near-Deat Elementary Experiments in Psychology - Carl Seashore Madness A Brief History - Roy Porter Man's Search For Meaning - Viktor E. Frankl Mapping Psychology 1 - Dorothy Miell PSYCHOLOGY'S GRAND THEORISTS How Personal Experiences Shaped Professional Ideas Quantum Consciousness The Guide to Experiencing Quantum Psychology - Stephen Wolins Quantum Psychology How Brain Software Programs you and Your World - Robert Wilson Social Amnesia A Critique of Contemporary Psychology - Russell Jacoby The Beginner's Guide to Quantum Psychology - Stephen H. Wolinsky

97 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321

The GALE ENCYCLOPEDIA of Psychology 2ND ED - BONNIE STRICKLAND The Great Ideas of Psychology Part I - Daniel N. Robinson The Principles of Psychology Vol I, II - William James The Psychological Assessment of Political Leaders With Profiles of Saddam Hussein and Bil An Atlas of DEPRESSION - David S. Baldwin An Atlas of SCHIZOPHRENIA - Martin Stefan Anxiety Disorders An Introduction to Clinical Management and Research - Eric J.L. Griez Attacking Anxiety and Depression Bipolar Disorder - Mario Maj CLASSIFICATION OF DEVELOPMENTAL LANGUAGE DISORDERS Theoretical Issues and Clinic Dementia 2nd Ed - Mario Maj Depressive Disorders 2nd Ed - Mario Maj Disasters and Mental Health - Mario Maj Early Detection and Management of Mental Disorders - Mario Maj Eating Disorders - Mario Maj Handbook of Eating Disorders 2nd Ed - Janet Treasure Handbook of Personality Disorders Theory and Practice - Jeffrey J. Magnavita Mind, Meaning, and Mental Disorder The nature of causal explanation in psychology and p Mood Disorders A Handbook Of Science And Practice - Mick Power Pain And Depression An InterDiscipinary Patient-Centered Approach - M.R. Clark Personality Disorders - Mario Maj Personality Disorders in Modern Life 2ND ED - THEODORE MILLON Phobias - Mario Maj Posttraumatic Stress Disorder ISSUES AND CONTROVERSIES - GERALD M. ROSEN Schizophernia 2nd ed - Mario Maj The Adolescent with Developmental Co-ordination Disorder (DCD) - Amanda Kirby The Economics Of Gender And Mental Illness - Dave Marcotte The Gale Encyclopedia Of Mental Disorders - ELLEN THACKERY The Handbook of Memory Disorders 2ND ED - Alan D. Baddeley ATTACHMENT ISSUES IN PSYCHOPATHOLOGY AND INTERVENTION - Leslie Atkinson CHILD PSYCHOPATHOLOGY - Robert T. Ammerman COMPREHENSIVE HANDBOOK OF PERSONALITY AND PSYCHOPATHOLOGY VOLUME 1 PERS COMPREHENSIVE HANDBOOK OF PERSONALITY AND PSYCHOPATHOLOGY VOLUME 2 ADU DEVELOPMENTAL PSYCHOPATHOLOGY 2ND ED Volume One Theory and Method - DANTE DEVELOPMENTAL PSYCHOPATHOLOGY 2ND ED Volume Three Risk, Disorder, and Adaptati DEVELOPMENTAL PSYCHOPATHOLOGY 2ND ED Volume Two Developmental Neuroscience Essentials of Child Psychopathology - Linda Wilmshurst Evolutionary Developmental Psychopathology - Ian Pitchford HANDBOOK OF PERSONOLOGY AND PSYCHOPATHOLOGY - Stephen Strack MMPI-A Assessing Adolescent Psychopathology 3rd Ed - Robert P. Archer PSYCHOPATHOLOGY FOUNDATIONS FOR A CONTEMPORARY UNDERSTANDING - James E. Psychopathology of Everyday Life - Sigmund Freud The Corruption Of Reality A unified Theory Of Religion Hypnosis And Psychopathology - Jo The Divided Self An Existential Study in Sanity And Madness - R.D. Laing THE MASK OF SANITY - Hervey Cleckley Brain Facts A PRIMER ON THE BRAIN AND NERVOUS SYSTEM - THE SOCIETY FOR NEUROSC

98 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367

Brain Facts A PRIMER ON THE BRAIN AND NERVOUS SYSTEM - THE SOCIETY FOR NEUROSC Clinical Neuropsychology A Practical Guide to Assessment and Management for Clinicians Computational Explorations in Cognitive Neuroscience - Randall C. O'Reilly Elements of Molecular Neurobiology 3d ed - C. U. M. Smith Foundations Of Physiological Psychology 6th ed - Neil Carlson Fundametals Of Human NeuroPsychology - Bryan Kolb Handbook Of Functional Neuroimaging Of Cognition 2nd ed - Roberto Cabeza Introducing Evolutionary Psychology - Oscar Zarate Methods of Behavior Analysis in Neuroscience - Jerry J. Buccafusco Neurological Foundations of Cognitive Neuroscience - Mark D'Esposito NEUROSCIENCE 3rd Ed - DALE PURVES Neuroscience A Mathematical Primer - Alwyn Scott Principles of Physiological Psychology - Wilhelm Wundt Psychiatry as a Neuroscience - Mario Maj SYNESTHESIA Perspectives from Cognitive Neuroscience - Lynn C. Robertson TEXTBOOK of CLINICAL NEUROLOGY - Christopher G. Goetz The Behavioral Genetics of Psychopathology A Clinical Guide - Kerry L. Jang The Cognitive Neuropsychology Of Schizophrenia - Crishtopher Frith THE MIND AT NIGHT The New Science of How and Why We Dream - Andrea Rock The Mind Within the Net Models of Learning, Thinking, and Acting - Manfred Spitzer Theoretical Neuroscience Computational and Mathematical Modeling of Neural Systems Active Vision The Psychology of Looking and Seeing - John M. Findlay Advanced Mathematical Thinking - David Tall Behavior Analysis and Learning 3rd Ed - W. David Pierce Cognition and Multi-Agent Interaction From Cognitive Modeling to Social Simulation - RON Cognitive Science Dictionary Decision Analysis for Management Judgment 3rd Ed - Paul Goodwin decision theory A Brief Introduction Dynamic Memory a theory Of Reminding and Learning In Computers and People - Roger Sc Foundations Of Cognitive Psychology - Daniel Levitin Grounding Cognition The Role of Perception and Action in Memory, Language, and Thinkin handbook Of Cognition And Emotion - Tim Dalgleish Human Language And Our Reptilian Brain The Subcortical Bases Of Speech Syntax and tho Learning And Memory The Brain In Action - Marilee Sprenger MIND AS MOTION - Explorations in the Dynamics of Cognition - Robert F. Port Modularity in Knowledge Representation and Natural-Language Understanding - Jay L. Gar Perception and Illusion Historical Perspectives - Nicholas J. Wade Phenomenology Of Perception - Merleau Power Versus Force An Anatomy of Consciousness The Hidden Determinants Of Human Be Psychology Of Intelligence Analysis - Rcihards Heuer RATIONAL CHOICE AND JUDGMENT Decision Analysis for the Decider - REX BROWN Rational Choice Theory Advocacy And Critique - James S. Coleman Scientific and Technological Thinking - Michael E. Gorman The Conscious Mind - Owen Flanagan The Mit Encyclopedia Of The Cognitive Sciences - Robet Wilson The Neurophysics of Human Behavior Explorations at the Interface of the Brain, Mind, Beh

99 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413

THE PSYCHOLOGY OF ATTENTION - Elizabeth A.Styles The Psychology of Proof Deductive Reasoning in Human Thinking - Lance J. Rips The Science Of Mind - Ernest Holmes The Science Of The Mind, 2Nd Ed - Owen Flanagan Thinking Psychological Perspectives on Reasoning,Judgment and Decision Making - David H АЛ ESSAY On The Psychology of I ventio in the Mathematical Field - JACQUES HADAMABD Adolesce t Psychological Development Rationality Morality and Identity 2nd ed - David Mo Child Development - Neil J. Salkind Figments of Reality The E olution of the Curious Mind - Ian Stew rt HANDBOOK OF ADOLESCENT PSYCHOLOGY - RICHARDM LERNER Research Manual In Child Development 2nd ed - Lorraine Nadelman The Cambridge Encyclopedia of Child Development - Brian Hopkins THE CULTURAL ORIGINS OF HUMAN COGNITION - Michael Tomasello Young Children's Cognitive Development Qualitative Research In Psychology Expanding Perspectives In Methodolgy And DEsign - Pa Research Methods and Statistics in Psychology 2nd ed - Hugh Coolican Emotional Design Why we Love Or Hate everyday things - Donald Norman International Handbook Of Personal Construct Psychology - Fay Fransella Personality And Intellectual Competence - Adrian Furnham Personality Theories - George Boere PERSONALITY UNDER STRESS WHO GETS ANGRY AND WHY INDIVIDUAL DIFFERENCES IN C The Psychology of Emotion From Everyday Life to Theory - Kenneth T. Strongman The Psychology of Man's Possible Evolution - P. D. Ouspensky Applications of Nonverbal Communication - Ronald E. Riggio Culture And Psychology - Textbook Experiments with People Revelations From Social Psychology - Robert Abelson International Encyclopedia Of The Social & Behavioral Sciences Introduction To Political Psychology - Martha Cottman Introduction to Social Psychology Media Psychology - David Giles ONLINE CONSUMER PSYCHOLOGY Understanding and Influencing Consumer Behavior in th Social Psychology (12th Edition)-MANTESH The PSychological Foundations Of Culture - Mark Schaller THE SOCIOLOGY AND PSYCHOLOGY OF TERRORISM WHO BECOMES A TERRORIST AND WH WHY SEX MATTERS A Darwinian Look at Human Behavior - Bobbi S. Low A_New_Outline_of_Social_Psychology Blackwell_Handbook_of_Social_Psychology__Group_Processes__Blackwell_Handbooks_o Changing_Realities_of_Work_and_Family__Blackwell_Claremont_Applied_Social_Psychol Critical_Social_Psychology How_to_Write_a_Business_Plan__8th_edition Language_As_Social_Action__Social_Psychology_and_Language_Use Making_Sense_of_Television__The_Psychology_of_Audience_Interpretation__Internation Remembering__A_Study_in_Experimental_and_Social_Psychology sclub.org__Evidence_Based_Treatment_for_Alcohol_and_Drug_Abuse__A_Practititioner_ Social_Psychology Social_Psychology

100 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459

Social_Psychology__Goals_in_Interaction__4th_Edition_ Social_Psychology__SAGE_Course_Companions_ Social_Psychology__Unraveling_the_Mystery Social_Psychology_of_Consumer_Behavior__Frontiers_of_Social_Psychology_ Social_Psychology_of_Intergroup_Reconciliation__From_Violent_Conflict_to_Peaceful_Co Social_Psychology_of_Visual_Perception The_Justice_Motive_in_Adolescence_and_Young_Adulthood__Origins_and_Consequence The_Person_in_Social_Psychology__Psychology_Focus_ The_SAGE_Handbook_of_Social_Psychology__Concise_Student_Edition__Sage_Social_Psy The_Social_Psychology_of_Ethnic_Identity__European_Monographs_in_Social_Psycholog __The_Justice_Motive_in_Adolescence_and_Young_Adulthood__Origins_and_Consequen 101_Careers_in_Social_Work A_New_Model_of_School_Discipline__Engaging_Students_and_Preventing_Behavior_Pro Adolescent_Pregnancy__Policy_and_Prevention_Services__Springer_Series_on_Social_W Adult_Attachment_in_Clinical_Social_Work__Practice__Research__and_Policy__Essential Analyzing_Single_System_Design_Data__Pocket_Guides_to_Social_Work_Research_Meth Applied_Psychology_for_Social_Work__2nd_Edition__Transforming_Social_Work_Practic Applied_Psychology_for_Social_Work__Transforming_Social_Work_Practice_ Applying_Research_in_Social_Work_Practice Building_on_Women__039_s_Strengths__A_Social_Work_Agenda_for_the_Twenty_First_ Case_Study_Research__Design_and_Methods__Third_Edition__Applied_Social_Research_ Child_and_Family_Assessment_in_Social_Work_Practice__Social_Work_in_Action_Series_ Clinical_Data_Mining__Integrating_Practice_and_Research__Pocket_Guides_to_Social_W Clinical_Social_Work_Practice__A_Cognitive_Integrative_Perspective Cognitive_Behavior_Therapy_in_Clinical_Social_Work_Practice__Springer_Series_on_Soci Cognitive_Behavioural_Therapy__Research__Practice_and_Philosophy__Library_of_Socia Collaboration_in_Social_Work_Practice Communication_and_Interpersonal_Skills_in_Social_Work__2nd_Edition__Transforming_ Comprehensive_Handbook_of_Social_Work_and_Social_Welfare__Social_Policy_and_Pol Comprehensive_Handbook_of_Social_Work_and_Social_Welfare__Social_Work_Practice Comprehensive_Handbook_of_Social_Work_and_Social_Welfare__The_profession_of_so Comprehensive_Handbook_of_Social_Work_and_Social_Welfare__Volume_2___Human_ Confirmatory_Factor_Analysis__Pocket_Guides_to_Social_Work_Research_Methods_ Counselling_Skills_in_Social_Work_Practice__Counselling_Skills_S__ COUPLES_CONFLICT_AND_CHANGE__SOCIAL_WORK_WITH_MARITAL_RELATIONSHI__Tav Critical_Thinking_for_Social_Work__Post_Qualifying_Social_Work_Practice_ Determining_Sample_Size__Balancing_Power__Precision__and_Practicality__Pocket_Gui Developing_and_Validating_Rapid_Assessment_Instruments__Pocket_Guides_to_Social_W Developing_Cross_Cultural_Measurement__Pocket_Guides_to_Social_Work_Research_M Developing_Practice_Guidelines_for_Social_Work_Intervention__Issues__Methods__and Developments_in_Social_Work_Offenders__Research_Highlights_in_Social_Work_ Dilemmas_in_Human_Services_Management__Illustrative_Case_Studies__Springer_Serie Direct Social Work Practice - Theory and Skills (8th Edition) Distance_Education_in_Social_Work__Planning__Teaching__and_Learning Doing_Social_Work_Research Effective_Learning_and_Teaching_in_Social_Policy_and_Social_Work__Effective_Learning

101 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505

Effective_Practice_Learning_in_Social_Work__Transforming_Social_Work_Practice_ Elder_Abuse_and_Neglect__Causes__Diagnosis__and_Interventional_Strategies__Springe Ethical_Issues_in_Social_Work__Professional_Ethics_ Ethics_and_Values_in_Social_Work__An_Integrated_Approach_for_a_Comprehensive_Cu Evaluating_social_work_effectiveness Evaluation_in_Social_Work__The_Art_and_Science_of_Practice Evidence-based Policy and Practice in Mental Health Social Work Globalisation__Global_Justice_and_Social_Work Globalization_and_International_Social_Work__Contemporary_Social_Work_Studies_ GlobalSocialWorkStandards2005 GlobalSocialWorkStandards2005 Group_Work_Practice_to_Advance_Social_Competence__A_Specialized_Methodology_fo Groupwork_Practice_in_Social_Work__Transforming_Social_Work_Practice_ Handbook_for_Practice_Learning_in_Social_Work_and_Social_Care__Knowledge_and_Th Handbook_of_Health_Social_Work Handbook_of_HIV_and_Social_Work__Principles__Practice__and_Populations Handbook_of_Social_Work_in_Health_and_Aging Handbook_of_Social_Work_with_Groups Housing_Needs_and_Planning_Policy__International_Library_of_Sociology_N__Public_Po Human_Behavior_and_the_Social_Environment__Micro_Level__Individuals_and_Families Human_Growth_and_Development__An_Introduction_for_Social_Workers__Student_Soc Human_Rights_and_Social_Justice_in_a_Global_Perspective__An_Introduction_to_Intern Human_Rights_and_Social_Work__Towards_Rights_Based_Practice Human_services_management__organizational_leadership_in_social_work_practice Indigenous_Social_Work_around_the_World__Contemporary_Social_Work_Studies_ Integrative_Body_Mind_Spirit_Social_Work__An_Empirically_Based_Approach_to_Assess International_Social_Work__Professional_Action_in_an_Interdependent_World Intervention_Research__Developing_Social_Programs__Pocket_Guides_to_Social_Work_ Introducing_Child_Care_Social_Work__Contemporary_Policy_and_Practice__Post_Qualify Key_Issues_in_Childhood_and_Youth_Studies Management_and_Organisations_in_Social_Work__2nd_Edition__Transforming_Social_W Mental_Health_Social_Work_in_Context__Student_Social_Work_ Modern_Social_Work_Practice__Teaching_And_Learning_In_Practice_Settings Multidimensional_Evidence_Based_Practice__Synthesizing_Knowledge__Research__and_ New_Directions_in_Social_Work_Practice__Transforming_Social_Work_Practice_ Organisations_and_Management_in_Social_Work Post_Qualifying_Child_Care_Social_Work__Developing_Reflective_Practice Practising_Mental_Health_Social_Work__Social_Work_Skills_ Practising_Quality_Assurance_in_Social_Care__Post_Qualifying_Social_Work_Practice_ Practising_Social_Work Preparing_Research_Articles__Pocket_Guides_to_Social_Work_Research_Methods_ Proactive_Child_Protection_and_Social_Work__Transforming_Social_Work_Practice_ Professional_Development_in_Social_Work__Complex_Issues_in_Practice__Post_qualifyi PSYCHOSOCIAL COUNSELLING AND SOCIAL WORK WITH CLIENTS AND THEIR FAMILIES Public_Services_Inspection_in_the_Uk__Research_Highlights_in_Social_Work Relationship Based Social Work

102 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551

Reparation_and_Victim_Focused_Social_Work__Research_Highlights_in_Social_Work_ Research_Skills_for_Social_Work__Transforming_Social_Work_Practice_ Rethinking_Domestic_Violence__The_Social_Work_and_Probation_Response School_Social_Work__An_Evidence_Informed_Framework_for_Practice__Evidence_Based Social Work Management and Leadership Social_Structure_and_Emotion Social_Work__Health_and_Equality Social_Work__Immigration_and_Asylum__Debates__Dilemmas_and_Ethical_Issues_for_S Social_Work__Introducing_Professional_Practice Social_Work_And_Disadvantage__Addressing_the_Roots_And_Stigma_Through_Associat Social_Work_and_Empowerment__Third_Edition__Practical_Social_Work_ Social_Work_And_Evidence_based_Practice__Research_Highlights_in_Social_Work_ Social_Work_and_Human_Development__Second_Edition__Transforming_Social_Work_P Social_Work_and_Mental_Health__Third_Edition__Transforming_Social_Work_Practice_ Social_Work_and_Migration__Contemporary_Social_Work_Studies_ Social_Work_and_Social_Care__The_Guildredge_Social_Policy_Series_ Social_Work_and_Social_Care_Practice Social_Work_And_Social_Exclusion__The_Idea_of_Practice Social_Work_And_Social_Exclusion__The_Idea_of_Practiceees Social_Work_Diagnosis_in_Contemporary_Practice Social_Work_in_Health_and_Mental_Health__Issues__Developments__and_Actions Social_Work_Management_and_Leadership__Managing_Complexity_with_Creativity Social_Work_Placements__A_Traveller__039_s_Guide__Student_Social_Work_ Social_Work_Practice_and_Psychopharmacology__A_Person_in_Environment_Approach_ Social_Work_Practice_and_Psychopharmacology__Springer_Series_on_Social_Work_ Social_Work_Practice_with_Adults__Post_Qualifying_Social_Work_Practice_ Social_Work_Process_and_Practice__Approaches__Knowledge_and_Skill Social_Work_Skills__2nd_Edition Social_Work_Skills_With_Adults__Transforming_Social_Work_Practice_ Social_Work_Theories_In_Action Social_Work_with_Children_and_Families__Transforming_Social_Work_Practice___2nd_ Social_Work_With_Looked_After_Children__Transforming_Social_Work_Practice_ Social_Work_With_People_With_Learning_Difficulties__Transforming_Social_Work_Pract Social_Work_with_Unaccompanied_Asylum_Seeking_Children Spiritual_Diversity_in_Social_Work_Practice__The_Heart_of_Helping_Second_Edition Strategies_to_Approximate_Random_Sampling_and_Assignment__Pocket_Guides_to_Soc Substance_Misuse__The_Implications_of_Research__Policy_and_Practice__Research_Hig Systematic_Reviews_and_Meta_Analysis__Pocket_Guides_to_Social_Work_Research_Me The_Domains_and_Demands_of_School_Social_Work_Practice__A_Guide_to_Working_E The_Politics_of_Social_Work__Sage_Politics_Texts_ The_Post_Qualifying_Handbook_for_Social_Workers The_Social_Work_Business__State_of_Welfare_ The_Task_Centred_Book__Developing__Learning__Sustaining_and_Reviewing_Task_Cent The_Values_of_Change_in_Social_Work__Tavistock_Library_of_Social_Work_Practice_ Transfer_of_Learning_in_Professional_and_Vocational_Education__Handbook_for_Social Using_Groupwork__The_Social_Work_Skills_Series_

103 552 553 554 555 556 557 558 559

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104

7. Research and international collaboration 7.1 Research The research plan in the first years will be focused on the patient/client-centered care context within the health care system in Kosovo; Research areas are services and institutions of the health care sytem in Kosovo. In addition research topics can be part of broader research within international studies comparing different countries to increase the students mobility.

Parts of the research topics will be issues for the modules C, M, O and P (EBN & EBP, research related project, the phase of practice and the master thesis).

Remark: In the 2nd year of curriculum the students are recommended to develop a specialisation by strengthening the following modules together: Module M (Research related project; integrated research methods) [10 CP] Module O (Phase of practice (3 months)) [15 CP] Module P (Master thesis) [30 CP] So they can make the decision to orientate themselves to topics of small institutions of the health systems or on institution for elderly people under mentoring of involved staff.

Within this decision the selection of the topics of the present module are seen. The themes of the project are related to actual problems or questions in health services research. Preferably they should be outlined with cooperation to institutions of the field.

105

In order to support the research activity, the PrBHE QEAP Heimerer has established the Research Office (RO) with the main responsibility to develop and implement the research programme at institution level. It closely cooperates with Academic Council, coordinators of study programmes, and academics in order to identify the institutional research needs and conclude the research orientation the institution should have. It also plays an important role to support academics/teachers and students to orient teaching and learning processes in research activity as well.

RO closely cooperates with OPIC and South-East Europe Institute for Health and Nursing Advancement (SEE-IHN) in different research projects at national, regional and international level. In this respect, it plays an important role in the dimension of internationalizing the research activity at PrBHE “qeap-heimerer” .

RO consists of 3 experts from PrBHE “qeap-heimerer” , 1 external expert and 2 students is leading group of the Research Office. Based on own professional capacities and using memorandum of cooperation signed with different institutions, governmental and nongovernmental ones, PrBHE “qeap-heimerer” has designed a concrete plan to develop scientific research. It has a clear program, which aims to be followed in next two years.

Beside, motivating and promoting scientific work in institution, this office will coordinate work of professor and students toward creating qualitative and quantitative researches.

Main duty of this group is to hold periodical meetings with students that are interested for scientific research. Based on current researches and state of the art in medical sciences, particularly in nursing sciences, this group has started to realize certain studies, which aims to produce useful results and with relevance in science.

Based on the plan created, PrBHE “qeap-heimerer” will publish every semester a research that is relevant for the study programs that this institution offer.

Students from each study program in PrBHE “qeap-heimerer” , coordinated and facilitated by office of scientific research have formed an interdisciplinary research group from 10 students. Their duty is to choose different issues and topics for research (always in agreement with leading group of office) and after that to coordinate work with colleagues from the same area of study and to collect the data.

The office of scientific research will be open for every student interested in research. Also, academic staff will engage students in different aspects of research inside the office. Even students that are not interested to engage themselves actively in research, will have the opportunity to introduce research methods and techniques in institute.

Same group, but in close cooperation with PrBHE leaders has planned to realize a scientific journal for students and staff, as platform to promote scientific work. The process has been slowed, because PrBHE “qeap-heimerer” has intended to organize this journal in regional level, including some other public and private, educational and professional centers in region.

Even now, PrBHE “qeap-heimerer” is working toward enhancing scientific research and finding possibilities to publish the work done. Every semester, working group with professionals selects best researches and tries to publish on scientific journals in region and Europe.

Also, PrBHE “qeap-heimerer” has offered opportunities for all experts of medical sciences to present their scientific work. It has organized three expert conferences; seven round

106 tables and similar symposiums, as well as, has supported internal experts to participate in national and international conferences.

This model guarantees involvement of students in scientific research and also they will have the opportunity to be involved in researches realized outside learning curriculum, which enhance even more the importance of scientific research in our institution.

The PrBHE QEAP Heimerer has cooperation with the University of Applied Sciences Münster, Regarding to its project in Namibia developing an education program for gerontological nurse, a research field for students can be opened. Possibilities of cooperation and exchange of students will be discussed with participating universities.

Table below outlines the recent and ongoing research focus of QEAP Heimerer: Research title Health care providers security in workplace

Patient involvement

Patient’s rights The influence of communication on patient satisfaction with health care services Self confidence and perfectionism as mediator for nurse procrastination.

The importance of scientific research on developing

Research aim Project in general aims to ensure safety for health care providers in their workplaces, while the research is focused to realize what the current situation in this field.

This research main goal is to screen the level of patient involvement in healthcare. A focus is given in the identification of contribution given by the health care providers to enhance patient involvement. “qeap heimerer” and Institute are the first institutions to ideate and work on patients right research, as well as for the patient’s right implementation.

The study aim is to find out the general level of patient satisfaction with health care services in Kosovo and also to identify the role of quality of communication in patient satisfaction.

This study tends to find out the role of nurses self confidence and perfectionism on procrastination.

Such study as well is the first contribution given in the nursing field in Kosovo.

An analyzing of scientific research on developing politics for health care in Kosovo. Advantages of

Partners IEJL ASHI “qeap heimerer” Swiss Solidaris

Status

“qeap heimerer” IEJL - ASHI

Ongoing

“qeap heimerer” IEJL - ASHI

“qeap heimerer” IEJL - ASHI

Ongoing

Ongoing

Finished

“qeap heimerer” IEJL - ASHI

Finished

IEJL - ASHI

Finished

107 health care politics and education.

using such approach are discussed and specific recommendation for institutions was given.

108 The publication list of academic staff No.

1 2 3 4

ISSN ISBN

/

9789995691-43-1 9789995691-48-6 978-99956-91-387 9789995691-24-0

5

18045006

6

97899518859-7-3

7

Author(s)

Title of article

Alida Ramaj Emirjona Kica

Principet baz te infermieris se pergjithshme

Alida Ramaj Emirjona Kica

Infermieria dhe medikamenteve

Alida Ramaj

Asitstenca ne moshat Geriatrike

2010

Alida Ramaj Emirjona Kica Rezarta Lahu Rudina Qerqizi Gallopeni, Bujar

Procedurat Infermierore

2012

Alida Ramaj Idriz Sopjani Vasilika Prifti Jahn, P, Kitzmantel M, Renz P, Kukk E, Kuss O, ThokeColberg A, Horn I, Landenberger M.

8

Monika Rode

9

Monika Rode, Marcel Sailer

10

Monika Rode

11

OP09451 129

12 13

14

15

108 | P a g e

Year, volume, pages Accepted manuscript 2011

Monika Rode Monika Rode Besa Gacaferri Lumezi, Natyra Karahoda Gjurgjeala, Violeta Lokaj Berisha, Hatixhe Latifi Pupovci, Ganimete Minci Bejtullahu V Lokaj-Berisha , N Berisha, B Lumezi , L Ahmetaj , G Bejtullahu, N Karahoda , H Pupovci , Latifi-Pupovci H, Tafarshiku H, Karahoda-Gjurgjeala N, Daka

Title of Journal

administrimi

dhe

I

2011

teknikat

The (Mis)Match between supply and demand labor systems in Kosovo on employability skills: The moderating effects of personal attributes in transition to employment Ndergjegjesimi I Infermiereve dhe Mamive ne fushen e kerkimit shkencor:Manual Improvement of pain related self management for oncologic patients through a trans institutional modular nursing intervention: protocol of a cluster randomized multicenter trial.

The development of social skills, An empirical study of the occupational group of nursing Curriculum für das integrierte Bildungskonzept Weiterbildung Prozessmanagement und Studium BBA Case Management Die Nutzung der Selbstpflegedefizit-Theorie für die Entwicklung eines praxisorientierten Lernkonzept Dokumentationssystem zur Verbesserung Verzahnung von Theorie und Praxis Altenpflege in Namibia ''Hormonal changes in hirsute women”

BEH - Business and Economic Horizons

2013, 9(2): 34-52

2012 Trials,

Conference Maribor,

2011(1), 29.

book,

2013

Ed. De la Chaux, FEK

2009

Conference Olomouc

2005

book,

Pflegezeitschrift

2002

fhFocus Healthmed Journal, Vol.6 Nr.8,

21/2012 2012

,” Sensitization to Aeroallergens in Patients with Respiratory Allergies Based on Skin-Prick Test Results”

Iranian J Publ Health, Vol.41, No. 10

, October 2012

Përcaktimi i nivelit të autokundërtrupave kundër

Praxis Medica;45 (1)

2003

109 H dhe Minci-Bejtullahu G.

receptorit për hormonin tireostimulues te të sëmurët me sëmundje autoimune të gjëndrrës tiroide Niveli i kundërtrupave kundër tireoglobulinës dhe tireoperoksidazës te të sëmurët me sëmundjen Graves dhesëmundjen Hashimoto Fiscal impact assessment of new legislation in Kosovo Manula

16

Latifi-Pupovci H, Tafarshiku H, Daka H, Karahoda-Gjurgjeala N dhe Minci-Bejtullahu G.

17

Shaqir Haliti, Ferry Philipsen

18

Shaqir Haliti

Research on Poverty in Kosovo

BN 97836580 25724

Rogalski, Hagen; Dreier, Adina:

Demographie, medizinischpflegerische Versorgung und akademische Pflegebildung: Das kooperative Beispiel der Universitätsmedizin Greifswald und dem Fachbereich Gesundheit, Pflege, Management der Hochschule Neubrandenburg

ISBN 39419683 27

Rogalski, Hagen; Dreier, Adina; Oppermann, Roman Frank; Hoffmann, Wolfgang:

Systemische, multidimensionale Evaluation des Curriculum über die Praxisphase im "Community Medicine Nursing" - Projekt zur Entwicklung eines praxisnahen, lernenden Curriculum Zukunftschance Pflege - von der Professionalisierung zur Restrukturierung des Aufgabenfeldes. Future nursing opportunities professionalisation and restructuring of scope of duties.

"Community Medicine Nursing" - Projekt zur Entwicklung eines praxisnahen, lernenden Curriculum.

Rogalski, Hagen; Dreier, Adina;

BN 39419683 27

109 | P a g e

Rogalski, Hagen

Praxis Medica;46 (1)

2004

Published by Ministry of Economy and Finance Published by Ministry of Labour and Social Welfare of Kosovo Pflegeforschung trifft Pflege- praxisJahrbuch es Norddeutschen Zentrums zur Weiterentwicklung der Pflege, Springer Fachmedien Wiesbaden 2013

2007

. Schriftenreihe G der Hochschule Neubrandenburg, Neubrandenburg

2012

Pflege-Die wissenschaftliche Zeitschrift für Pflegeberufe.

1/2012. Verlag Hans Huber. Bern

2012

Schriftenreihe G der Hochschule Neubrandenburg, Neubrandenburg 2012

2012

2005 2012/2013, ; p.111-128

110

List of participation of academic staff in scientific seminars, symposiums, and conferences Nr. 1

Name and surname

Fitim Uka

Fitim Uka Fitim Uka Fitim Uka

Scientific Title

PhD cand.

PhD cand.

PhD cand.

PhD cand.

Academic Title

Lecturer

Lecturer

Conference/symposium/seminar

16th European Conference on Developmental Psychology Conference on Social Development and Interpersonal Dynamics in Childhood and Adolescence Education, ICT and Knowledge Society

Lecturer Lecturer

Week of Science

Organizer European Association of Developmental Psychology

2

Fitim Uka Bujar Gallopeni

3

Idriz Sopjani

110 | P a g e

PhD cand.

Lecturer

Year

Assessing preschool children’s self-regulation: Examining differences among parents, teachers, assessors, and direct assessments.

ADDRESSING MEASUREMENT NONEQUIVALENCE IN PRESCHOOL CHILDREN’S SELF-REGULATION ASSESSMENT Development of early speech and language skills among infants and toddlers The influence of communication on patient satisfaction with health services.

Knowledge and attitudes of Kosovar’s toward speech therapist.

2013

Ministry of Education

The role of psycho-social and economic environment on the development of early communication skills.

2013

The (Mis)Match between supply and demand labor systems in Kosovo on employability skills: The moderating effects of personal attributes in transition to employment Health care personnel's attitude in intensive care units towards hand

2013

International Society for the Study of Behavioral Development University „Pavaresia“, Vlore, Albania Ministry of Education Ministry of Education

Fitim Uka

Research work presented

Week of Science

PhD cand.

PhD cand.

Lecturer Lecturer

Week of Science Conference :Internationalisation in Higher Education: Evaluating concepts, challenges and strategie

Prague Development Center (PRADEC)

PhD cand.

Lecturer

First International Conference of Public Health School

University ‘Ismail Qemali” Vlorë,

2013

2013 2013 2013

2011

111

4

5

6

Monika Rode

Monika Rode

Monika Rode

PhD Cand.

PhD Cand.

PhD Cand.

Lecturer

Lecturer

Lecturer

Knowledge brings development and health, Maribor

9th International Self-Care Deficit Theory Conference, Johannisburg

9th International Self-Care Deficit Theory Conference, Johannisburg

7

Monika Rode. Petrit Beqiri

PhD Cand.

Lecturer

9th International Self-Care Deficit Theory Conference, Johannisburg

8

Monika Rode

PhD Cand.

Lecturer

7th International Self-Care Deficit Theory Conference, Ulm

9

Monika Rode

PhD Cand.

Lecturer

10

Monika Rode

PhD Cand.

Lecturer

11

Hagen Rogalski

Dr.

Lecturer

111 | P a g e

7th International Self-Care Deficit Theory Conference, Ulm International nursing conference, Olomouc Pflegeforschung trifft Pflegepraxis-weiß die Forschung, was zur Pflege passt?

Albania.

hygiene regard to the prevention of nosocomial infections: a crosssectional study at the University Hospital Prishtina.

University of Maribor

The development of social skills, An empirical study of the occupational group of nursing The development of an understanding of nursing as a dialogue made possible by the theory of self-care deficit for the qualification of nurses Self-care agency, Self-care deficits and levels of nursing diagnosis as an instrument for the differentiation of areas of responsibility in daily nursing Self-Care Deficit Nursing Theory as a structural concept for the development of cross-cultural skills in carers -An innovative approach to tackling modern challenges The implementation of a case related nursing system based on the self-care deficit nursing theory (SCDNT), The curricular integration of the elf-care-deficit theory into education system of nurses, 7.

World congress SDNT To use the Self-care-deficit-theory for development a practical orientated learning concept in nursing education Künftige Qualifizierungsansätze aus Greifswald und Neubrandenburg:

The international Orem Society for Nursing Science and scholarship The international Orem Society for Nursing Science and scholarship The international Orem Society for Nursing Science and scholarship The international Orem Society for Nursing Science and scholarship The international Orem Society for Nursing Science and scholarship University of Olomouc

2013 2006

2006

2006

2004

2004

2004

2013

112 Hamburg

12

Hagen Rogalski

Dr.

Lecturer

13

Hagen Rogalski

Dr.

Lecturer

14

Hagen Rogalski

Dr.

Lecturer

Neubrandenburg Workshop on Future Skill Needs – Hospital Sector Social Dialogue Thessaloniki 2. Pflegefachtagung Pflege in Theorie und Praxis –Ergebnisse von Forschungs- und Projektarbeiten . Pflegefachtagung Pflege in Theorie und Praxis – Ergebnisse studentischer Forschungs- und Projektarbeiten

Hospital Sector Social Dialogue Thessaloniki University of Apllied Sciences Neubrandenburg

Community Medicine Nursing

University of Apllied Sciences Neubrandenburg

16

Patrik Jahn

Shaqir Haliti

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PhD

MA

Conference: Sharing good practices on Worst forms of Child Labour

Organized by ILO, held in Bucharest, Romani

Conference: The role of ISO standards implementation

Co-organizer with Chamber of Commerce of Kosovo

Importance of implementation of ISO 9001 standard for Kosovo Companies

The Business Sustainability

The Regional Environmental Center for Central and Eastern Europe REC, Budva Montenegro

Professor

Lecturer

2010 2008

Zusammenhänge zwischen 2005 Selbstwirksamkeit und Pflegebedürftigkeitswahrnehmung bei Pflegekräften im Klinikbereich InterACTIV – An Exploratory Study of the Utilization of a Game Console to Promote Physical Activation of Hospitalized Adult Cancer Patients.

Presenting good practices June 2005 against Worst forms of Child Labour in Kosovo”

Oncol Nurs Forum 15

Das Beispiel Demenz und das akademische Pflegebildungskonzept Alt werden in Armut?“ The qualification project „Community Medicine Nursing“

Success

Through

December 10, 2009 22 – 26 March 2012

113

Introducing Certified Consultant Management (CMC in Kosovo)

Seminar/Training Calition

â&#x20AC;˘

List of staff with hours dedicated on research

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Kosovo

Shelters

Organized by BAS Program Kosovo part of EBRD

Organized by UNDP Kosovo

Design and monitoring of the implementation of a QMS according to ISO 9001:2008 in the Client organization Project Cycle Management and Business Planning

28 March 2012

July 25, 26 and 30, 31.

2013

114 List of academic staff at QEAP Heimerer according to type of engagement, workload in MSc study program in allocation with other study programs

Nr.

Name and Surname

2

Prof.asoc. N. Zabeli

1 3 4 5 6 7 8 9

10 11 12 13 14

Prof.ass. I. Begolli

Edu.Sci. PhD cand. M. Rode

Cand. rer.cur. P. Beqiri MSc. A. Spahiu

Cand. PhD. rer.cur. I. Sopjani MSc. F. Uka

MSc. B. Gallopeni

Cand. PhD. rer.cur. F. Mustafa

Prof. Dr.N. Karahoda MSc. SH. Haliti

Cand. PhD.rer. cur. N. N. Brajshori Prof. Dr.M. Bonato Prof.Dr.H.Ahmetaj

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Regular / non-regular Non-regular Non-regular Non-regular Regular

Non-regular Regular Regular

Non-regular Regular

Non-regular Non-regular Regular

Non-regular Non-regular

Total hours left from the regular and nonreglar contract for 6 semesters 537

Hours dedicated for research

179 hours

Percentage of hours dedicated to research per 6 semesters from total engagement hours in â&#x20AC;&#x153;qeap-heimererâ&#x20AC;?

140

85 hours

21.2%

560

186 hours

990

330 hours

930

310

370 808 415

1 063 440 560

1005 380 590

123 hours 404 138

29.8% 31.1% 27.5% 20.5% 25.8% 33.6% 23%

354

29.5%

120

20%

146 335 126 147

24.3% 27.9% 21.1% 24.5%

115

*The non-regular staff of “qeap-heimerer” have contracts with 600 hours per academic year and in total 1800 hours per three years. *The regular staff of “qeap-heimerer” have contracts with 1200 hours per academic year and in total 3600 hours per three years.

The calculation was made based on the amount of hours that each professor spent on research and the percentage was found by dividing the amount of hours that each spent on research with total amount of engagement hours and by multiplying with 100.

The table was created after the precise calculation of the hours left from the direct contact hours that each professor has with the students. From this amount of hours, based on the responsibilities that lecturers have, 1/2 , 1/3 or 1/4 of the total amount of hours is dedicated to the research.

For example, IdrizSopjani, is a regular staff with a contract of 1200 hours per year with our institution. Out of this, 270 hours are dedicated for the direct contact with students. The 930 hours left are divided proportionally in three responsibilities that he has: 310 are dedicated to his work as teaching process coordinator, 310 are dedicated to his mentor hours and 310 are dedicated for research.

Therefore in the percentage this was interpreted as 25.8% of his overall engagement in the “qeap-heimerer”.

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116

7.2 International cooperation The PrBHE QEAP Heimere has established the Office for Projects and International Cooepration (OPIC), with the main role to support and enhance the internationalization dimension of the PrBHE “qeap-heimerer” ’s education and research activities. OPIC has a close relation with the RO and SEE-IHN by cooperating in different projects in the field of higher education and research in health and medical sciences.

In achieving its mission and goals PrBHE “qeap-heimerer” cooperates with a quite number of international higher education and research institutions from the countries of Europe, region and further. The cooperation mainly focuses on advancing the work of PrBHE “qeap-heimerer” in terms of teaching methodology and research, joint study programmes, joint research projects, exchange of students and academics, and so on. In addition a list of all cooperation agreements is provided indicating also the fields where the cooperation is set so far between PrBHE “qeap-heimerer” and international partners.

No 1

International partner University of Applied Sciences Münster

2

University Maribor Slovenija

3

The Health and Life Sciences University Hall/Tyrol

Austria

4

Heimerer Schulen

Germany

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Country

Fields of cooperation

Germany

The cooperation is set in the framework of a TEMPUS Project, in the following issues: - Establish sustainable mechanisms and framework for the advancement of health professions; - Develop a Master Programme in Education for Health Systems; - Enhance international cooperation and public-private partnership; - Exchange of academic staff and students for the Master programme;

Timeframe of cooperation 2012-2015

The cooperation is set in the 2012-2015 framework of a TEMPUS Project, in the following issues: - Evaluation of working mechanisms in health professions The cooperation is set in the 2012-2015 framework of a TEMPUS Project, in the following issues: - Evaluation of the Master Study Programmes - Joint study programmes

117

5

Multiversity

Switzerland

6

Halle University

Germany

7

“Nursing Order”

Tirana, Albania

8

HEALTH BEHAVIOUR IN SCHOOL-AGED CHILDREN: a WHO CrossNational Study (HBSC)

Prishtina, Kosovo

7.

University of Namibia

Namibia

- Exchange of academic staff and students - Student internships - Exchange of academic staff and students - Study modules and exchange of study practices; - Training and research programmes; - cooperation in undergraduate and post-graduate programmes; - Joint research projects - Staff mobility - Student exchange - Student internships - Improvement of vocational education in health , particularly in nursing; - provision of consultancy activities; - provision of training programmes; Research projects Qeap Heimerer in cooperation with Southeast Institutte for Advancement in Health and Nursing is running the national research on health behavior in school aged children. Project is funded by WHO office in Prishtina and UNFPA office in Prishtina.

Acquisition in process

2013-2014

PrBHE “qeap-heimerer” is continuously extending the horizon of cooperation with international partners. It is currently in the process of establishing contacts of cooperation with a range of professional organizations and assocciations in the field of health professions as well as with other international higher education institutions, as presented in the table below.

No

International Partner

Country

Fields of cooperation

1

Standing Liaison

Based in

- Implementation of international

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Timeframe of cooperation

118 Committee of E.U. Speech and Language Therapists and Logopedists (CPLOL)

Paris, France

2

Council of Occupational Therapsists for the European Countries (COTEC)

Based in London, United Kindoms

3

European Based in Federation of Brussels, Nurses Associations Belgium (EFN)

4

European Oncology Nursing Society ENOS

5

European Forum of National Nursing and Midwifery Associations (EFNNMA)

6

Early Researchers Union

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Based in Brussels, Belgium

standards in PrBEH Heimerer and Kosovo in general, which are promoted through CPLOL in logopedics and other speech therapies; - Participation in European and world conferences, congresses, symposiums, etc, focused in lopodedy and speech therapy; - Implementation of international standards in PrBEH Heimerer and Kosovo in general, which are promoted through COTEC in occupational therapy; - Participation in European and world conferences, congresses, symposiums, etc, focused in occupational therapy; - Implementation of international standards in PrBEH Heimerer and Kosovo in general, which are promoted through EFN in nursing field; - Participation in European and world conferences, congresses, symposiums, etc, focused in nursing; - Focus of cooperation in Kosovo in starting the preparation of nurses in the specific field of work, as oncology is; - Cooperation in research projects in nursing field; - Participation in European and world conferences, congresses, symposiums, etc, focused in nursing; - Cooperation to be established with the aim to promote enhancement of knowledge, skills and competences for nurses in Kosovo and to influence the policies that focus in increasing the quality of nursing services - Our institution have close collaboration with Early Researchers Union, which is an organization of the profesionals of psychology. Our lecturer, Fitim Uka, is national

119 representative of Kosovo in this institution. The collaboration aim is to introduce research of psychology in Kosovo and ti include students in the research activities.

Besides cooperation with various international organizations and institutions PrBHE “qeap-heimerer” has a very close cooperation with a range of governmental, municipal and other institutions and organizations with focus on education and health fields. It has close cooperation with the Ministry of Education, Science and Technology, the Ministry of Health, and with the Ministry of Labor and Social Welfare in order to advance study programmes, health and welfare professions in harmonization with national policies.

In order to implement successfully the professional practice of students attending different study programmes PrBHE “qeap-heimerer” has cooperation with many health hospitals and clinics throughout many municipalities in Kosovo. These practices enable our institution to achieve our institutional strategic objective to focus also in the whole country with our services.

In addition, PrBHE “qeap-heimerer” cooperates with University of Prishtina, respectively Department of Nursing at the Faculty of Medicine as well as other higher education institutions in Kosovo which focus also in medical studies in order to exchange working practices, harmonize study programmes, exchange academics and possibly students as well as to collaborate in different joint projects. Below is the list showing the cooperation between PrBHE “qeap-heimerer” and different institutions and organizations in Kosovo: No

Institution / organization

Country / region

Fields of cooperation

1

Ministry of Educaiton, Science and Technology

Republic of Kosovo

2

Ministry of Labor and Social Welfare

Republic of Kosovo

- Advancement and linkage between vocational education and higher education in health professions and nursing; - international cooperation, engagement of diaspora in health professions and higher education; - Provision of consultancy in cooperation with international organizations; - advancement of higher education study programmes in health and welfare; - capacity building of social care workers in increasing the quality of services in health and welfare fields;

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Timeframe of cooperation 15 September 2012 – continues for a long period

2 October 2012 – continues for a long period

120

3

Ministry of Health

Republic of Kosovo

4

American Hospital Kosovo

Republic of Kosovo

5

University Clinical Center of Kosovo

Republic of Kosovo

6

University of Prishtina / Faculty of Medicine / Nursing Department Regional Hospital of Gjakova Municipality of Gjakova, Directorate for Education / Directorate for Health Municiplaity of Prishtina, Directorate for Health and Welfare/ Directorate for Education Municipality of Mitrovica, Directorate for Health Municipality of

Republic of Kosovo

7 8

9

10

11

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Gjakova Gjakova

- educational support to Ministry of Labor and Social welfare as awareness activities for a better social protection system; - advancement of health professions; - harmonization of higher education study programmes in health fields with health standards; - preparation of future healthcare profesionals in accordance with national health priorities and labor market demands; - Work placements / internships and supervision for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in medical clinics and schools for students that attend studies at PrBHE “qeap-heimerer”

Prishtina

- Work placements / internships and supervision in medical clinics and schools for students that attend studies at PrBHE “qeap-heimerer”

Mitrovica

- Work placements / internships and supervision in medical clinics for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and

Vushtrri

2 October 2012 – continues for a long period

20 April 2012 – continues for a long period

121

12

13

Vushtrri, Directorate for Health Municipality of Gjilan, Directorate for Health and Welfare N.T.T TrePharm

Gjilan

Fushe Kosova

14

Kosova Institute for Public Health

Prishtina

15

Municiplaity of Drenas, Directorate for Health

Drenas

16

Municipality of Kacanik, Directorate for Health Municipality of Peja, Directorate for Health

Kacanik

Municipality of Rahovec, Directorate for Health Municipality of Suhareka, Directorate for Health Municipality of Fushe Kosova, Directorate for Health Kosovo Logopedic Asossiation

Rahovec

Municipality of Kamenica, Directorate for

Kamenica

17

18

19

20

21

22

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Peja

Suhareka

Fushe Kosova Prishtina

supervision in medical clinics for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in medical clinics for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision for students that attend studies at PrBHE “qeap-heimerer” - Cooperation in the development of Permanent study curricula in health profiles, research activities, and other various joint projects - Work placements / internships and supervision in medical clinics for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in medical clinics for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in medical clinics for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in medical clinics for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in medical clinics for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in medical clinics for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in the clinics covered by the Asossiation for students that attend studies at PrBHE “qeapheimerer” - Work placements / internships and supervision in medical clinics for students that attend studies at PrBHE

122

23

Health Kosovo Agency for Food and Veterinary

Prishtina

24

Regional Spital of Peja

Peja

25

Regional Spital of Prizren

Prizren

26

Euromed Clinic

Fushe Kosova

27

Regional Spital of Mitrovica

Mitrovica

28

Regional Spital of Ferizaj

Ferizaj

29

Municipality of Ferizaj, Directorate for Education / Directorate for Health and Social Welfare Municipality of Podujeva, Directorate for Education Center for Family Medicine

Ferizaj

32

Center for Family Medicine

Skenderaj

33

Hospital of Vushtrri

Vushtrri

30

31

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Podujeva

Podujeva

“qeap-heimerer” - Work placements / internships and supervision in the Agency for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in the Hospital for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in the Hospital for students that attend studies at PrBHE “qeap-heimerer” - Cooperation in the development of study curricula in health profiles, research activities, and other various joint projects - Work placements / internships and supervision in the Hospital for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in the Hospital for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in medical clinics and schools for students that attend studies at PrBHE “qeap-heimerer”

- Work placements / internships and supervision in schools for students that attend studies at PrBHE “qeapheimerer” - Work placements / internships and supervision in the Center for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in the Center for students that attend studies at PrBHE “qeap-heimerer” - Work placements / internships and supervision in the Hospital for

123

34

AAB College

Prishtina

35

Kosovo Red Cross

Prishtina

36

Office of Prime Minister, Agency for Diaspora

Republic of Kosovo

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students that attend studies at PrBHE â&#x20AC;&#x153;qeap-heimererâ&#x20AC;?

- Student exchange - cooperation in interdisciplinary issues - joint research projects - international and regional cooperation projects - Internship programmes; - interdisciplinary cooperation; - training programmes; ; other educational activities; - Educational activities, with focus in diaspora engagement; - Training programmes and consultancy; - Research projects; - Other educational activities

124

8. Finances 8.1 Finacial sustainability PrBHE â&#x20AC;&#x153;qeap-heimererâ&#x20AC;? is a higher education institution, which is supported only by its shareholders. On the expenses for the programs and methodology, we have also included the financial expenses that are related to the implementation of the cooperation agreements with the Institutions abroad, especially the agreements with the Professional School of Munster Germany, ML University in Halle Germany, University of Health in Hall Austria, Professional School Heimerer in Munich Germany, etc.

Current number of students guarantees a financial sustainability without having to increase neither the number of students nor the costs of studies.

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125 8.2 Budget and finances Based on the current legislation, the fiscal year ends with the calendar year. This means the fiscal year is the calendar year 01 January â&#x20AC;&#x201C; 31 December.

The balance sheet and the income anticipation for next three years for the whole institution is represented below: Review of planned revenue & The planned income statement Nomination

zerat

2013/14

2014/15

2015/16

1 Income by students 2 Incomes by Tempus projects 3 Incomes by Master program

634426.96

754431

894000

51256.59

51256.59

51256.59

69000

138000

138000

4 Neto incomes (4=1-2-3)

754683.55

943687.59

1083256.59

754683.55

943687.59

1083256.59

180,000

227,721.00

284,841.00

9,000

11,386

14,242

17,000

15,000.00

25,000.00

36,000

36,000.00

36,000.00

20,000

10,000.00

10,000.00

30,000

20,000.00

20,000.00

10,000

10,000.00

10,000.00

10,000

10,000.00

10,000.00

6,000

6,000.00

6,000.00

15,000

20,000.00

25,000.00

30,187

37,748

43,330

5 Costo of selled products(KMSH) 6 Gross profit Operational expenses

7 Payment expenses 8 Pension contribution expenses 9 Library expenses 10 Rent expenses 11 onlin platform expenses 12 Marketing expenses 13 Publishing expenses 14 Online library expenses 15 Admission exams expenses 16 Expenditure for external profesor 17 Expenses for research work 4% of total income 125 | P a g e

126 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

Fuel exspense (central heating,generators,,vehicles)

15,000

18,000.00

32,000.00

2,400

2,600.00

3,600.00

Laboratory expenses

48,000

40,000.00

40,000.00

reconstruction expenses 3%

22,641

28,311

32,498

Office supply expenses

15,000

15,000.00

15,000.00

2,400

2,600.00

2,600.00

10000

10,000.00

20,000.00

Municipality expenses

2,400

2,600.00

2,800.00

internet expenses

3,000

3,300.00

3,600.00

Telephone expenses

2,400

2,640.00

2,904.00

Program accreditation expenses

15,000

12,000.00

10,000.00

Expenses of annual accreditation

3,000

3,000.00

3,000.00

Training expenses

10,000

12,000.00

15,000.00

Representation expenses 2%

15,094

18,874

21,665

Expenses for student support 5%

37,734

47,184

54,163

Expenses for infastucture 10%

75,468

94,369

108,326

Other expenses

14,919

18,200

20,350

657,643.05

734,532.07

871,918.63

97,040.50

209,155.52

211,337.96

Cleaning maintenance expenses

Electricity expenses Expenses for buying vehicles

Total operational expenses:(Nr 7-34) Profit/loss before tax kb (gros profit-operational expenses) Other expenses Humanitarian Contribution 4%

3,881.62

8,366.22

8,453.52

Profit/loss before tax kb (gros profit-operational expenses)

93,158.88

200,789.30

202,884.44

9315.887565

20078.92952

20288.44376

83,842.99

180,710.37

182,595.99

Net profit beforetax

41 Profit /loss after tax(41 =39-40)

Emri Biznesit: “Qeap – Heimerer” 126 | P a g e

127 Nr. I regjistrimit te biznesit : 70653923 Adresa e biznesit: Veternik-PrishtinĂŤ

Pasqyra e planifikuar e te ardhurave

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128

9. Follow-up plan for Fulfillment of Reccomendations of the Group of Experts Quality Follow-Up plan expresses the commitment of management, academic and administrative staff of the PrBHE “qeap-hemierer” in fulfillment of recommendation within the certain sections in which was identified the need for improvement. This plan is drawn based in expert team recommendations after the evaluation visit in Spring 2013. All recommendations from the final report are untangled as the specific planed objectives and with the planed time for their fulfillment. Also in the plan are decided the responsible persons and structures which will take care that the given objectives will be implemented according to the dynamics planed.

PrBHE “qeap-hemierer”’s primary objective, as a new institution, is the Institutional constitution and its structuring in order to achieve higher advancement in offering study programs in health with special emphasis in nursing fields.

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129

Recommendation

Recommendation 1: The clinical practice for basic nursing study program can't be optional but must be obligatory. Slovenian literature should be deleted and replaced with the literature in their native language. The realization of the changes has to be checked in next visit. They need competent nursing local employees for a stable staffing structure. We strongly suggest a maximum enrolment of 40 students.

Recommendation 2: The self-evaluation report 2012/13 of QAEP Heimerer for the study program "Bachelor of Arts (BA) Health Sciences for medical professions" describes two study profiles for "Basic Studies of Occupational Therapy, BSc." and "Basic Studies of Speech and Language Therapy/Logopedy". Both profiles deliver a higher education according to international and in particular European standards.

In the opinion of the expert team the program should be renamed into "Therapy Sciences" with two elective profiles "Occupational Therapy" and "Speech and Language Therapy".

Recommendation 3: The self-evaluation report 2012/13 of QAEP Heimerer shows, that the program meets the needs of the Republic of Kosovo and the whole region.

Ideally, at least for the future, there should be two separate study programs for each therapeutic vocation. In the further 129 | P a g e

Actions Review of the study program to integrate the expert recommendations

Timeframe SeptemberOctober 2013

Responsible The Coordinator of the Study Program

Change the name of the study program from â&#x20AC;&#x153;Bachelor of Arts (BA) Health Sciences for medical professions" with two study profiles for "Basic Studies of Occupational Therapy, BSc." and "Basic Studies of Speech and Language Therapy/Logopedy" to "Therapy Sciences" with two elective profiles "Occupational Therapy" and "Speech and Language Therapy"

October 2013

The Coordinator of the Study Program

Consider the need and demand for separation of profiles in two separate programs, as well as for a new study program in Physiotherapy

September 2013 â&#x20AC;&#x201C; June 2014

QEAP Management

130 development of the study programs, it should be considered to complement the programs with a bachelor program for physiotherapy.

Recommendation 4: The content of the curriculum for therapy sciences is complete and appropriate to the academic degree. The literature mentioned in the module descriptions is adequate, but still some sources have to be added or updated. The relation of contact hours and selfstudy hours as well as of theoretical and practical teaching is balanced and reasonable. For each module a responsible member of regular staff should be appointed.

Recommendation 5: The quality of the literature available at QAEP Heimerer as print and/or electronic versions for the study programs is suboptimal. Especially lacking are journals for occupational therapy and speech and language therapy. At least one internationally accepted journal for each profile must be available.

Recommendation 6: Reasonable admission prerequisites and procedures for the program seem to be in place.

Students have to pass an admission test. Yet, the admission prerequisites and procedures remained somewhat unclear.

Recommendation 7: The ratio of academic staff to students is difficult to appraise, since there are no reliable data about the staff.

Recommendation 8: International co-operations for the program in research and 130 | P a g e

Appointment of regular staff for each Octobermodule December 2013

QEAP Management and the Coordinator of the Study Program

Supply the library with additional literature / journals

SeptemberDecember 2013

QEP Management

Further clarification of the admission procedures

SeptemberOctober 2013

Education Coordinator

Clarification of lists of academic staff

SeptemberOctober 2013

Education Coordinator

Seek new projects for international cooperation with focus on staff

2013-2014

International Cooperation Office,

131 teaching are announced, but not clear presented in detail. Taking the early stage (the first year has just now started) of the program, the international co-operations seem to be adequate. Nevertheless, in regard of the staff development (e.g. train-the-trainer activities), international co-operations are essential and should be increased.

Recommendation 9: A differentiated and transparent budget for the program has been not been provided. The financial situation of the program cannot be assessed.

Even after the site visit, the finances and infrastructure remain somewhat obscure. On the surface the situation seems to be satisfying~ a deeper insight has not been possible.

Recommendation 10: There is a need for experienced lecturers from abroad with clinical experience and at least a masters degree. In the opinion of the expert team it is a condition, that at least one occupational and one speech and language therapist belongs - maybe in part-time - clearly to the permanent staff of the school.

Recommendation 11: In addition, the plan for Train the trainer-programs and the development of the staff in general should be described concretely and be implemented soon and should be substantiated with names and institutions before the program comes to the second year.

Recommendation 12: Urgently needed is an air condition in the computer laboratory and library.

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mobility

QEAP Management

Review the financial plan in a clearer framework

SeptemberNovember 2013

Financial Office, QEAP Management

Ensure the permanent staff in speech therapy

SeptemberNovember 2013

QEAP Management

Develop and implement a staff development plan

September 2013June 2014

QEAP Management

Placement of the air-condition in the library

April 2014

Logistics Office

132

10. ANNEXES

10.1 SAMPEL OF CONTRACT 10.2 SYLLABUS 10.3 SAMPLE OF STAFF CV 10.4 STUDENTS QUESTIONAIRE 10.5 SAMPLE DIPLOMA SUPLEMENT

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133

ANNEX 1 10.1 SAMPLE OF CONTRACT

NO. ______________ DATE ___, ___, ______ PRISHTINA EMPLOYMENT AGREEMENT FOR THE TEACHING STAFF Between the following agreement partners: EMPLOYER: EMPLOYEE: Name and Surname: Date and birth place: Function: Qualification: Status: Address and phone: E-mail address: ID Number: Account number and bank name:

PRBHE - Heimerer

Article 1 The contract signed by both agreement partners defines the rights and obligations of the employer and the employee.

1.

2.

3.

Article 2 The employment contract is made for the following academic years: ..................

The contract comes into force from _______________ The duration of the contract for one academic year is based on the curriculum of the respective subject.

    

Article 3 The employee is engaged on a regular or irregular basis (full-time or part-time work).

The obligations in article 5 are valid just in case the employee is engaged on a regular basis.

The employee shall receive for his services a fixed gross monthly salary of euro ____________€ The above-mentioned amount of money includes all the obligations of article 4.

The mentioned sum includes the tax liability and the old age insurance.

Article 4

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134 In return for the agreed amount of money the employee is obliged to do as follows:  to lecture and practice regularly according to the planned timetable;  to compile and present the curriculum on time and as scheduled;  to assess the students in a correct way;  to take part in the preparations and carrying out of entrance examinations;  to be creative when lecturing;  to take part in the scientific research work organized by the Institution;  to have consultations with students according to the Schedule.  to take part at least once a month at meetings of the academic staff, otherwise it could lead to financial reductions;  to take part at commissions to which the employee is nominated to and carry out all the tasks assigned to them carefully;  to present regularly the evidence of lectures, otherwise the employer reserves the right to make financial cuts as a consequence of employee’s carelessness;  to report their work based on the regulations according to the Statute;  to create good loyal and human relations;  to follow and respect occasional administrative and organizational changes;  to carry out also other tasks determined by the founder of the HPS, the Directory and the person in charge of program of the respective faculty.

Article 5 The effective working time shall be 8 (eight) hours a day.

The regular working week has 5 (five) or 6 (six) days, depending on the lectures schedule and the HPS needs.

The daily working hours start at .........AM and end at........PM; this schedule can be changed and adapted to the lectures timetable.

The daily timetable can be changed in agreement between the parties.

Article 6 The determined amount of money in Article 3 of this Contract includes also the obligations, such as carrying out examinations, tests and other methods of assessment, as well as tax liabilities and old age insurance.

Article 7 The hired staff is obliged to hold lectures, examinations, tests and other methods of assessment defined by the dean of the respective faculty, regardless of the number of hours.

Article 8 For the period when the professor is not contracted, he/she is obliged to respond the invitation of the responsible person concerning students’ examinations.

Article 9 In return for carrying out examinations, a certain amount of money is counted based on the regulations of the AAB-Riinvest.

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135 Article 10 The employee receives his/her last salary with a reduction of 50% and the remaining 50% will be given at the end of all examinations in the coming period.

The employer retains the right to keep 50% of the first salary as a protection measure against failure to fulfill the contract.

Article 11 The employer retains the right to supervise the way of working and fulfillment of all the tasks in a proper way as agreed by Article 4.

Article 12 To the employees who lecture optional subjects, when the number of students (at least 15) is not reached, the Agreement is nullified and it may be recontracted in the following academic year.

Article 13 In case of non-compliance with the tasks stated in Article 4 of this Contract and compliance with the Statute and other regulations of the PRBHE HEIMERER, the employer retains the right to take disciplinary measures such as financial cuts in compliance with the Regulations of the Institution. In case of failing to hold lectures, a reduction of 10% of the hourly wage is done.

Similar sanctions can also be taken in other cases of failing to fulfill the respective obligations.

Article 14 The employee responses to the Head of the of the respective Program and the Directory of the PRBHE HEIMERER. Article 15 The employer is obliged to fulfill his obligations as stated in this Contract in an accurate way, to assure the necessary conditions and facilities for the teaching structure and to offer his/her assistance if necessary (based on this Contract).

Article 16 The employee is obliged to respect the rules in compliance with the Statute and other regulations of the Institution.

Article 17 The employee is obliged to present his/her documentation which proves his/her qualification and a current bank account into which the employer transfers the salary at the end of every month.

Article 18 Except of legal cases, the termination of the Agreement can be executed only in extraordinary cases by giving a written notice which must be approved by the Directoryâ&#x20AC;&#x2122;s Office of the PRBHE HEIMERER in order to be legally binding. The employer retains the right 135 | P a g e

136 to dismiss an employee in case of failing to fulfill the tasks and obligations and to repeat violence of the working regulation.

Article 19 The employee is only allowed to have another working place apart from PRBHE HEIMERER if it was granted by the employer in advance.

The employer retains the right to observe the execution of this article.

Article 20 In case of failing to respect the above-mentioned Article, the employer retains the right to take disciplinary sanctions, such as nonpayment of the monthly salary and short rate penalty.

Article 21 The employee is bound to professional discretion and secrecy of his/her salary (Article 3) during the period of the Contract and also after its termination.

Failing to respect the above-mentioned Article leads to judicial consequences.

Article 22 All disagreements will be solved by mutual consent, and in case of a contest, the competent body in this case is the Municipal Court in Prishtina.

Article 23 This Contract is signed in three (3) identical copies, one is received by the employee and two (2) remain in the Archives of Institution.

Contracted parties Employer For the PRBHE HEIMERER

___________________________ Secretary

v.v

___________________________ Date

Statement of the acceptance of the terms of Contract: I agree all obligations and duties anticipated by this Contract with great responsibilities and I declare that I will fulfill accurately all the tasks envisaged by this exactly, and I will also accept the disciplinary sanctions determined by this Contract.

Employee ___________________________ Name and surname 136 | P a g e

v.v

___________________________ Signature

137

ANNEX 2 10.2 SYLLABUS 2.14.1. Module Title: HSc 01 Public Health (patient-institution- related; operative health promotion) ECTS Credits: 5 Professor: Prof.ass. Ilir Begolli 2.14.2. Description of the subject: - Reflection of theories of public health systems - Structure of health care system – quality aspects of a functional system - Problem analysis of health care systems - Analysis of common aspects/structure and differences of health care system in Kosovo and international systems - Possibilities of collaboration between health care systems - Strategies of integration of needs in health care organization caused by actual challenges/reform, spectrum of diseases and demographic change in Kosovo Objective Learning Outcomes: The students compare different health systems and structures. They reflect the demographic change in the world and especially in Kosovo regarding to the economy development, spectrum of diseases and society.

Students learn to be flexible to create cooperation, networking and choose creative ways to deal with partner in health care organizations. Students understanding key health promotion definitions and concepts and the differences from related concepts, such as disease prevention and population health. They identify the key features and values that shape health promotion practice. Students reflect health care systems and developing a method, to integrate new knowledge into their professional understanding of education.

Learning and Teaching Methods: - Lectures, - Group work, - Role-play, - Reflective thinking tasks like case analysis, discussions Assessment Methods: - Presentation The success in colloquiums and eventual seminar work will give extra points towards the grading of the final exam. Passing criteria: 51% successful tasks in colloquium, passed with the minimum grade E 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 selflearning 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 Clinical Exercise Clinical Practice Individual student work Workload 40 20 90 150 Indicative Reading: BTI 2012, Kosovo country report World Health Organization,. Towards age-friendly primary health care. Genf, 2004 World Health Organization.

Percival, V. and Sondorp, E.: (2010) A case study of health sector reform in Kosovo, Confl Health. 2010; 4: 7.Published online 2010 April 16. doi: 10.1186/1752-1505-4-7PMCID: PMC2864221 Joseph Barjis (2011): Healthcare Simulation and its Potential Areas and Future Trends; Barjis–SCS M&S Magazine – 2011/ 1 (January).

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138

ANNEX 3 10.3 CV’S OF THE STAFF 1. Family Name: 2. First Name: 3. Nationality: 4. Date of Birth 5. Gender: 6. Contact details:

Beqiri Petrit Albanian 27.04.1972 Male Email: petrit@gmx.de Tel: 00377 44 845 045, 0049 172 831 88 94

7. Education Degree: Institution: MLU Halle Degree Date: Degree : PhD candidate Institution: MLU Halle Degree Date: September 2005 Degree/ Master : Master of Science in Nursing and Helath Care Institution: LMU Munich Degree Date: September 2000 Degree / Doctorate : Physician 8. Academic Degree: Institution: qeap- heimerer - PBrHE Degree Date: Lecturer 9. Publications and Professional Conferences: Publications: 1. Brajshori. N, Beqiri. P, Jahn. P ( 2011) The Effects of Transitions, That Affect the Safety and Health Promotion at Workplace to Nursing Personnel ( An Example from South Eastern Europe). “Instituti Alb- Shkenca, Libri i Përmbledhjeve 6, Prishtinë, 1-4 Shtator 2011”; ISBN 978-9951-518-10-9. page 508.

2. Brajshori. N, Beqiri. P, Jahn. P ( 2009 ) Buliding of master programes for medical and nursing science at University of Prishtina in cooperation with Health&Nursing Science Institute of Halle-Germany. First International Conference of Public Health School University ‘Ismail Qemali” Vlorë, Albania. Abstracts book. 4 November 2011. page 28.

3. Beqiri P, Sopjani I, Brajshori N, Jahn P, ( 2009) Health care personnel's attitude in intensive care units towards hand hygiene regard to the prevention of nosocomial infections: a cross138 | P a g e

139 sectional study at the University Hospital Prishtina. First International Conference of Public Health School University ‘Ismail Qemali” Vlorë, Albania. Conference book. 4 November 2011. ISBN 978-99956-91-74-5. page 87-95.

4. Beqiri. P,Rrecaj.I, Ukaj.Xh, Brajshori.N, Sopjani.I&Mustafa,F (2010) Research project “Operational research related to assessing the knowledge and attitudes of community Rea for HIV/AIDS in Kosovo” funded from Global Found HIV/AIDS 5. Beqiri. P, Brajshori.N, Rrecaj.I, Ukaj.Xh, Sopjani.I, Mustafa,F (2010) Research project “ Which are the Institutions who dealing with HIV/AIDS in Kosovo” funded from Global Found HIV/AIDS 6. Beqiri. P, Brajshori.N, Sopjani.I,Mustafa,F (2010) Research project “Operational research related to assessing the risk of mobile population in Kosova” funded from Global Found HIV/AID 7. Beqiri. P, Uka. F,Brajshori.N (2013) The influence of communication on patient satisfaction with health services, 8. Beqiri. P, Uka. F,Brajshori.N (2013) Knowledge and attitudes of Kosovar population toward speech therapist 9. Beqiri. P, Uka. F,Brajshori.N, (2013) The importance of scientific research in context of health and education politics in Kosovo and region.

10. Beqiri. P, Uka. F,Brajshori.N (2013) The role of psycho-social and economic environment on the development of early communication skills.

Professional Conferences: 1. Chairman of Conference: Contemporary Challenges of Diaspora in the social-health sphere and needs of a new memorandum of Diaspora-Homeland , July-2011, Prishtinë, Kosovo 2. Chairman of Conference: Challenge of involvement of expertise in health policymaking ( national and international overview), May 2011, Prishtinë, Kosovo 3. Chairman of Conference: Conference of Experts -Theme: Challenge of involvement of expertise in health policymaking ( national and international overview),May 2011, Prishtine 4. Chairman of Conference: International Conference: How to build Chamber of Health Professions, November 2011, Prishtine 5. Chairman of Conference: International Conference: How to build Chamber of Health Professions, September 2012, Prishtine 6. Chairman of Conference: Fourth International Symposium: Opportunities and challenges of networking with professionals- DAAD, 31.10.2009 Tirana , Albanien 7. Chairman of Conference: Third International Symposium: Topic: Nursing role in health interdisciplinary, DAAD, 11.10.2008 Prishtina - Kosovo 8. Chairman of Conference: Second International Symposium, Stable changes in nursing , DAAD, 22.09.2007, Tirana, Albanien 9. Chairman of Conference: First International Symposium, Academic reconstruction in Southeastern Europe, DAAD, 10.11.2006, Prishtine, Kosovo 10. Professional Experience: Dates: Since 2010 Location: Prishtina, Kosovo Name of the Institution: CEO European Center for Professional Education Heimerer

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140 Dates: Location: Name of the Institution /Short description: Dates:

Since 2007 Prishtina, Kosovo Institute of South Eastern Europe for advancement in Health and Nursing/ Leader of Institute Since 2000

Location: Name of the Institution /Short description: Dates: Location: Name of the Institution /Short description: Dates: Location: Name of the Institution /Short description: Dates: Location: Name of the Institution /Short description: Dates: Location: Name of the Institution /Short description: Dates: Location: Name of the Institution /Short description: Dates: Location: Name of the Institution /Short description:

Munich,Germany Pro Comed, A-Plus, Xoa Media, UPD / Conselor for Health Management Since 2007 Muenchen, Germany Hans-Weinberger Akademie/ External Docent Since 2006 Prishtina, Kosovo Medical Faculty, Department of Nursing and midwifery, University of Prishtina / External Docent Since 2008 Munich, Germany University of Applied Sciences, Munich, Germany / External Docent Since 2008 Munich, Germany Technical University of Munich, Germany / External Docent Since 2006 Prishtina, Kosovo Medical Faculty, Institute of Health and Nursing Sciences / Research assistant Since 2005 Halle Germany University Martin-Luther Halle, Germany / Research assistant

11. Overseas Experience: Country: Kosovo Date: Since 2006 Description: External docent, Medical Faculty, Department of Nursing and midwifery, University of Prishtina, Kosovo Country: Kosovo Date: Since 2006 Description: Research assistant â&#x20AC;&#x201C; Medical Faculty, Institute of Health and Nursing Sciences, Prishtina Country: Albania Date: Since 2006 140 | P a g e

141 Description Project coordinator for university inter-institutional cooperation between Southeast countries 12. Additional information: Since 2007 Founder and leader of “Southeast Institute for Advancement in Health and Nursing” Since 2010 Founder and Executive Director for Private Bearer of Higher Education “qeapheimerer” Since 2007 Counselor for „Unabhängige Patientenberatung Deutschland“ (UPD).

Special skills and • Consulting service in health care, Management in health competences: care.

• Transcultural communication.

• Evidence Based Practice.

• High skills and competences in management, leading, networking, teaching and organizing.

Language skills: (1 to 5: 1 lowest - 5 fluent) Language.

Speaking Writing Reading Albanian 5 5 5 German 5 5 5 Serbo-croatian 3 4 3 English 4 4 3 Membership of Professional Bodies: • Counselor and Coordinator for „Gesellschaft für Integration und Kultur in Europa“ e.V. (GIK) • Counselor for Stadt München, Flüchtlingsamt • Health Counselor at: Pro Comed GmbH,Xoai Media Transfer GmbH,A/Plus GmbH. • Intercultural communication & Health management,Bayerisches Zentrum für Transkulturelle Medizin.

• External expert for IOM • External expert for Ministry of Health Republic Kosovo

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142

ANNEX 4 10.4 STUDENTS QUESTIONAIRE

Dear students!

By giving your objective evaluation for professors, you will directly influence enhancement of teaching quality and improvement of certain aspects of teaching in our institution. We invite you to fill out this questionnaire prepared by Quality Management of PRBHE Heimerer. None of your personal data will be part of our interest and your answers will be kept confidentially. Please, read carefully every question and let us know to what extent you agree/disagree with the following statements.

Thank you very much for your collaboration.

Gender: Male Female Study year: I II III Age: ________________________________ Course:____________________________ Professor: _________________________ ATMOSPHERE The instructor tried to create a good learning climate.

The instructor was open to students.

The instructor made sure that the class was interesting for students.

The instructor was ready to help students.

The instructor was enthusiastic about teaching the class.

Disagree 1 2

3

1 1

2 2

3 3

4 4

5 5

1 1

2 2

3 3

4 4

5 5

CONTENT The content of the course had the right level of complexity.

The content of the course fitted the interests of students The content of the course was based on current research.

The instructor informed learners of objectives at the beginning of the class.

Disagree 1 2

3

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

INPUT OF THE INSTRUCTOR The instructor provided enough guidance for students during classes.

The instructor asked important questions during classes.

Disagree 1 2

3

1

3

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2

Fully agree 4 5

Fully agree 4 5

Fully agree 4 5 4

5

143 The instructor provoked debate during the class.

The instructor provided examples during classes.

The instructor tried to identify studentsâ&#x20AC;&#x2122; needs and adapt the class depending on them.

The instructor was knowledgeable about the subject of the class.

The instructor was always prepared for the course.

The instructor grades us fairly.

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1

2

3

4

5

1

2

3

4

5

METHODS Discussions at the class were meaningful and important.

The instructor promoted self-regulated learning.

The instructor chose appropriate methods to teach the class.

The instructor was actively involved in teaching the class.

The instructor ensured recall of prior knowledge.

The instructor tried to involve students into discussions during classes.

Disagree 1 2

3

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

ORGANIZATION The sessions were well-organized by the instructor.

The course had a clear and logical structure.

The different topics of the course were wellconnected and integrated.

Disagree 1 2

3

1 1

3 3

ASSIGNMENTS The reading materials were appropriate.

The tasks for students were appropriate.

Final exam was appropriate.

In the final exams, only questions that we have answered/discussed/learned in the class were presented.

Disagree 1 2 1 2 1 2 1 2

3 3 3 3

Fully agree 4 5 4 5 4 5 4 5

OVERALL Evaluation The instructor was very professional.

The instructor has experience.

The instructor is very pragmatic.

Disagree 1 2 1 2

3 3

Fully agree 4 5 4 5

2 2

Fully agree 4 5

Fully agree 4 5 4 4

5 5

My overall grade for this instructor is:

Low High 1 2 3 4 5 6 7 8 9 10

PERSONAL SUCCES

Low

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High

144 How you will evaluate your personal success in this subject.

What grade you were expecting in this subject?

What grade have you got?

1

PERSONAL INTEREST IN THIS SUBJECT

Not interested interested 1 2 3

5

2 6

How interested were you in the subject before taking the course?

How interested are you in the subject after 1 2 taking the course?

5 Thank you for your participating

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3 7

4 8

5 9

10

Very 4 3

5 4

145

ANNEX 5 10.5 SAMPLE DIPLOMA SUPPLEMENT

Qendër Europiane e Arsimit Profesional/European Center for Professional Education

SHTOJCA E DIPLOMËS / DIPLOMA SUPPLEMENT Kjo shtojcë është hartuar në bazë të modelit të hartuar nga Komisioni Evropian, Këshilli i Evropës dhe UNESCO/CEPES. Qëllimi i shtojës është që të sigurojë të dhëna të pavarura dhe të mjaftueshme për përmirësimin e “transparencës” ndërkombëtare si dhe njohjes akademike dhe profesionale të kualifikimeve (diplomave, titujve shkencorë, certifikatave, etj). Është dizajnuar që të ofrojë përshkrimin e natyrës, nivelit, kontekstit , përmbajtjes dhe statusit të studimeve të cilat individi, emri i të cilit është në kualifikim origjinal, i ndjek dhe i kryen me sukses për çka edhe kjo shtojcë sqaron. Duhet të jetë e pa anuar nga gjykimet për vlerën, ekuivalencën apo sugjerimet për njohjen. Duhet të jepen informacione në të gjithë tetë sektorët. Aty ku informacionet nuk jepen, duhet të sqarohet arsyeja pse.

This Diploma Supplement model was developed by the European Commission, Council of Europe and Unesco/CEPES. The purpose of the supplement is to provide sufficient independent data to improve the international ‘transparency’ and fair academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and status of the studies that were pursued and successfully completed by the individual named on the original qualification to which this supplement is appended. It should be free from any value judgments, equivalence statements or suggestions about recognition.

Information in all eight sections should be provided. Where information is not provided, an explanation should give the reason why.

1. INFORMACIONE IDENTIFIKUESE TË BARTËSVE TË KUALIFIKIMEVE/ INFORMATION IDENTIFYING THE HOLDER OF THE QUALIFICATION 1.1 Mbiemri / Family name 1.2 Emri / Given name(s): 1.3 Data e lindjes (DITË/MUAJ/VIT) / Date of birth (DAY/MONTH/YEARE) 1.4 Numri i studentit (dosja) nëse egziston/ Student identification number or code (if available):

1.5 Data e regjistrimit dhe përfundimit/ Date of registration and completion

2. INFORMACIONE PËR KUALIFIKIMIN E FITUAR/ INFORMATION IDENTIFYING THE QUALIFICATION 2.1 Emri i kualifikimit dhe emri i gradës (e plotë/e shkruar)/ Name of qualification and (if applicable) title conferred (in original language) 2.2 Fusha (t) kryesore të kualifikimit / Main field (s) of study for the qualification 145 | P a g e

146 2.3 Emri dhe statusi i institucionit që e lëshon (në gjuhën origjinale) / Name and status of awarding institution (in original language) 2.4 Emri dhe statusi i institucionit (nëse ndryshon nga 2.3) që administron studimet (në gjuhën origjinale)/ Name and status of institution (if different from 2.3) administering studies (in original language): 2.5 Gjuha e studimit/ Language(s) of instruction/examination:

3. INFORMACIONE PËR NIVELIN E KUALIFIKIMIT TË FITUAR/ INFORMATION ON THE LEVEL OF THE QUALIFICATION 3.1 Niveli i kualifikimit/ Level of qualification 3.2 Kohëzgjatja zyrtare e programit (studimeve)/ Official length of program 3.3 Pragu i pranimit në institucion / Access requirement (s)

4. INFORMACIONE PËR PËRMBAJTJEN DHE REZULTATET E ARRITUAR/ INFORMATION ON THE CONTENTS AND RESULTS GAINED 4.1 Mënyra e studimit / Mode of study 4.2 Kërkesat e programit / Program requirements 4.3 Detajet e programit: ( p.sh. modulet apo njësitë e studjuara), si dhe notat dhe kreditet individuale të fituara (nëse këto informata egzistojnë, duhet t’i bashkëngjitet pasqyra e notave) / Program details: (e.g. modules or units studied), and the individual grades/marks/credits obtained: (if this information is available on an official transcript this should be used here)

4.4 Skema e notimit, udhëzim për përshkrimin e notave Nota/Grade

Përshkrimi / Description

Përqindja e njohurisë/ Percentage of knowledge

Ekuivalenca e notave në ECTS/ Grade equivalent in ECTS

10

Shkëlqyeshëm/Excellent

90-100

A

9

Shumë mire/Very good

80-89

B

8

Mirë/Good

70-70

C

7

Kënaqshëm/Sufficient

60-69

D

6

Mjaftueshëm/Pass

50-59

E

5

Dobët/Fail

0-49

FX/F

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147 4.5 Klasifikimi i përgjithshëm i kualifikimit (në gjuhën origjinale) / Overall classification of the qualification (in original language):

5. INFORMACIONE PËR FUNKSIONIN E KUALIFIKIMIT/ INFORMATION ON THE FUNCTION OF THE QUALIFICATION 5.1 Pranimi në studimet e mëtejme / Access to further study 5.2 Statusi profesional (nëse ekziston) / Professional status (if applicable):

6. INFORMACIONE SHTESË/ADDITIONAL INFORMATION 6.1 Informata shtesë/Additional information 6.2 Burimet e informative shtesë/ Further information sources:

7. CERTIFIKIMI I SHTOJCËS /CERTIFICATION OF THE SUPPLEMENT 7.1 Data / Date: Ditë/Day

Mua/Month

Vit / Year

7.2 Nënshkrimi / Signature: 7.3 Kapaciteti / Capacity 7.4 Vula zyrtare / Official stamp or seal:

8. INFORMACIONE PËR SISTEMIN KOMBËTAR TË ARSIMIT TË LARTË NË REPUBLIKËN E KOSOVËS / INFORMATION ON THE NATIONAL HIGHER EDUCATION SYSTEM IN THE REPUBLIC OF KOSOVO

8.1 Sipas Ligjit (nr. 04/L-037) për Arsimin e Lartë, arsim i lartë në Republikën e Kosovës konsiderohet çdo arsimim pas shkollës së mesme të lartë (Ligji nr. 04/L-032 për arsimin parauniversitar), në nivelet 5, 6, 7 dhe 8 të Kornizës Evropiane të Kualifikimeve për të mësuarit gjatë gjithë jetës, për të cilin mund të jepen kredi (ECTS). Në përputhj me Procesin e Bolonjës, arsimi i lartë në Republikën e Kosovës organizohet në tri cikle: Bachelor, Master dhe Doktoratë.

According to the Law (No. 04/L-037) on Higher Education, higher education in the Republic of Kosovo is considered any post-upper secondary education (Law No. 04/L-032 on pre-university education), at levels 5, 6, 7 and 8 of the European Qualifications Framework for Lifelong Learning for which ECTS credits may be granted. In line with the Bologna Process, higher education in the Republic of Kosovo is organized in three cycles: Bachelor, Master and PhD.

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148 8.2 Kualifikimet e arsimit të lartë në Republikën e Kosovës, mund të jenë akademike apo profesionale dhe mund të jpen nga institucionet (bartësit) e arsimit të lartë si “Universitetet”, “Kolegjet Universitare”, “Kolegjet”, “Institutet”, “Shkollat” ose “Akademitë”. Bazuar në Ligjin për Arsimin e Lartë dhe Ligjin për Kualifikimet Kombëtare, akreditimin e programeve dhe institucioneve të cilat ofrojnë kualifikime në arsim të lartë e bën Agjencioni Kosovar i Akreditimit – AKA. Higher education qualifications in the Republic of Kosovo may be either academic or vocational and can be issued by institutions (holders) of higher education such as “Universities”, “University Colleges”, “Colleges”, “Institutes”, “Schools”, or “Academies”. Based on the Law on Higher Education and the Law on the National Qualifications the accreditation of programs and institutions offering qualifications in higher education is done by the Kosovo Accreditation Agency – KAA. 8.3 Institucionet e arsimit të lartë në Republikën e Kosovës, si publike ashtu edhe private, e përdorin Sistemin evropian për mbledhje dhe transfer të kredive (ECTS – European Credit Accumulation and Transfer System). Në IAL në Kosovë, ngarkesa vjetore e një student të rregullt vlerësohet të jetë 1500 orë, prandaj një ECTS kredi është e barabartë me 25 orë të mësimit të planifikuar.

Për më shumë informata vizitoni: www.masht-gov.net; www.akreditimi-ks.org; www.akk-ks.net Both public and private institutions of higher education in the Republic of Kosovo use the ECTS (European Credit Accumulation and Transfer System). In Higher Education Institutions in Kosovo the annual full-time student workload is estimated at 1500 hours, making one ECTS credit equal to 25 hours of planned classes.

For more information visit: www.masht-gov.net; www.akreditimi-ks.org; www.akk-ks.net

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