GEROM Brochure [EN] by Faculty of Health Sciences

Joint development of online gerontological master degree programmeGEROM

Project coordinator

University of Maribor, Faculty of Health Sciences, Slovenia

Editorial Board

Dr Peter Kokol, University of Maribor, Slovenia Helena BlaĹžun, MSc, University of Maribor, Slovenia

Language editing

Dr Rita Collins, University College Dublin, Ireland Dr Khim Horton, University of Surrey, United Kingdom

Images

Source: http://office.microsoft.com/images/

Technical Editor

Borut Gaber, Bsc

Brochure Design

Borut Gaber, Bsc

Publisher

University of Maribor, Faculty of Health Sciences Ĺ˝itna ulica 15 SI-2000 Maribor

UNI Servis d.o.o. Krekova ulica 2 SI-2000 Maribor

Number of copies

English: 1300; Slovenian: 400; German: 400; Bulgarian: 400

Published

September 2010

Disclaimer This project has been/is funded with support from the European Commission under the Agreement number 2007-2583/001-001, project number 134498-LLP-1-SI-ERASMUS-ECDSP. This contribution reflects views/view only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Further details and contact information for the GEROM project can be found on the GEROM web page at (http://www.gerom.net/). 2 | GEROM | http://www.gerom.net/

CONTENTS Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Module 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Module 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Module 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Module 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Module 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Module 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Module 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Module 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Module 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Admission process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Tuition fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Part of the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 The execution of the programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Acquired title . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Evaluation method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Learning environment (Moodle) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Profile and competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Career prospects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Presentation of the GEROM project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Partner presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Faculty possibilities/Campus&services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Team & academic staff/Contact persons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 http://www.gerom.net/ | GEROM | 3

Preface

As the 'third age' of human life is becoming noticeably longer, the opportunity for older people to obtain new skills lowers the degree to which ageing is considered as a period of life dominated by being disadvantaged in many ways. Post-professional/working life is no longer seen as a period of disengagement but rather as a period which opens up new opportunities and new perspectives; older people are no longer seen as being dependent and in need of care, but rather as active and self-determined people. Beyond this individual perspective of growing older, the societal perspective also needs consideration: recent studies have shown that, due to decreasing reproduction rates throughout Europe, the competence and experience of older people will in the future be crucial, in order to stabilise economies and in order to maintain the overall competence of the societies of Europe. This can only be achieved if the older people are integrated into a network of competence acquisition and provision. The Master's study program GEROM was developed by a number of European partners within the European project entitled â&#x20AC;&#x17E;Joint development of online gerontological master degree programmeâ&#x20AC;&#x153;. The study programme prepares students for the requirements of a future-oriented work in the field of gerontology, where an understanding that new technologies and their benefits are essential for global enhancement of quality of life for older people. The medium-term outlook for postgraduates of the 2-year Master's program is administrative and upper-level management positions in the health care sector and related fields. These will be in areas such as the community and institutions which support the care for older people and strive to enhance their quality of life. The master degree GEROM programme is aimed at health professionals and social care practitioners, as well as researchers working in the field of older people. The programme provides advanced education for those, who are involved in health and related disciplines with special interest for ageing and health, health systems for older people, policy, practice development, community services etc. The programme also provides the opportunity for their further research training on the PhD level in the field of older person care.

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Overview

TITLE

MasterÂ´s program GEROM

STARTS

Every year in October

DURATION

4 semesters including Thesis preparation

TIME MODEL

Full-time and part-time study program

PREREQUISITES

Bachelor or equivalent degree in health care, social, medical science, including public health

ANNUAL INTAKE

30 places available each year

ADMISSION

Application form, an English proficiency certificate, 2 letters of recommendation, online entrance exam and interviews

FOCUS

Strong international, entrepreneurial and practical focus

FACULTY

Faculty of Health Sciences University of Maribor, Slovenia Faculty of Health and Medical Sciences University of Surrey, United Kingdom University College Dublin, Ireland University of Applied Sciences, Austria College of Medicine, Medical University, Bulgaria Center for Interdisciplinary and Multidisciplinary Research and Studies, Slovenia University of Oulu, Faculty of Health Sciences, Finland

STUDY LANGUAGE

English

OTHER LANGUAGES

A broad range of complementary language courses will be offered to the students

ACADEMIC DEGREE

Master of Science in Gerontology

TUITION FEES

Published later

APPLICATION

Applications may be sent to the selected/chosen institution at any time using the application form along with the necessary documentation. IMPORTANT: All transcripts must be attested. Early applications are recommended.

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Objectives

The MSc Older Person Care is designed to prepare students to: ? Critically analyze social and health policies on ageing and develop and articulate informed positions in maters of social policy related to older people and their care. ? To identify, develop and refine research problems in relation to older people and their care and to plan a minor research study aimed at addressing a problem. ? To provide students with knowledge of European health and welfare systems based on the values of equity, solidarity, access to good care for older people, and universality, the different European national health systems, and relevant EU institutions. ? Synthesize theories and concepts from the field of ageing and health, in order to develop skills for health outcomes evaluation and health screening for clinical practice and/or empirical research and/or policy development. ? To equip students with all the leadership and management skills needed for a career in various private and public organization dealing with older people and care for this vulnerable group. ? Develop the analytic skills needed to solve problems of high social complexity as well as to increase students' competencies in effective communication and team work to achieve specific goals.

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Structure

In the masterâ&#x20AC;&#x2122;s program, special focus is laid on: The programme is designed with the programme-specific modules, which are oriented toward the older people and gerontological nursing care: ? Global context of ageing ? Theoretical bases of ageing ? Positive ageing ? Ambient assisted living Within the programme there are also general or core modules that focus on the research methodology, learning management's skills and including informatics, which has the capacity to change the everyday life of older people. The core modules are: ? Research and Innovations ? Ethical Issues in Older Person Care ? Leadership and Management ? Informatics At the end of the programme, after the successful completion of the specific and general modules, students will prepare the MSc dissertation. This module will enable students to develop skills in the creation of a literature review and appropriate methodology to undertake research in a diligent and systematic way. This module is entitled: ? Dissertation module

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Module 1: Global context of ageing

15 ECTS

Module 2: Theoretical bases of ageing

15 ECTS

Module 3: Research and Innovations

15 ECTS

*Module 4: Informatics

15 ECTS

*Module 5: Ethical Issues in Older Person Care

15 ECTS

*Module 6: Leadership and Management

15 ECTS

*Module 7: Positive ageing

15 ECTS

*Module 8: Ambient assisted living

15 ECTS

Module 9: Dissertation

30 ECTS

SEMESTER 1 [30 ECTS]

SEMESTER 2 [30 ECTS]

SEMESTER 3 [30 ECTS]

SEMESTER 4 [30 ECTS]

* Optional modules

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Curriculum

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Module 1 Title of the module:

Module 1: Global context of ageing

Module level:

Master degree

Semester:

Module leader:

Helena Bla탑un

Country leader:

Slovenia

Number of credits:

15 ECTS

Number of places:

10 - 20

Indicative Module Description: This module will explore in depth the principles of older person care in the context of global demographic changes. Epidemiology, family structures, legislation and social policy as it relates to the European ageing community are the focus for this module. Issues related to the practice of older person care in the context of health care services are also explored.

Aims and Learning outcomes: On completion of this module the student should be able to: Discuss the principles of older person care and describe the impact of epidemiological and demographic changes in society. Explain the emerging and changing family structures within Europe and how these impact older person care. Identify emerging issues in an ageing society and understand the models of care used to plan the provision of services to older people. Critically analyze how legislation and social policy influence how care is provided to older people. Show how older voices influence and impact of service planning and provision.

Subject knowledge and understanding: Recognition of the influence of demographic changes and epidemiological factors on the provision of services to older people. Knowledge of family structures, emerging issues and the complexity of work and responsibility for older person care.

Cognitive skills: Communication with older people, their families and significant others. Interfacing with statutory and non-statutory groups, who work with and for older people. Interfacing with health and social care professionals, who care for older people.

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Practical skills: M o d u l e

Ability to analyze and synthesize. Ability to create new ideas (creativity). Ability to adapt to new situations. Critical thinking and self-criticism.

1 Transferable skills: Effective and confidential communication skills. Working in multi-disciplinary and multi-sectoral team.

Required prerequisite study:

Method of assessment:

Written Assignment (2500 words)

Required reading (journals, books, websites): Books Bernard, M., Scharf, T (2007) Critical Perspectives on Ageing Societies. Bristol, Polity Press Bobbio N. (2001) Old Age and Other Essays. Cambridge, Poltiy Press Bond, J. Peace, S. Dittman-Kohli, F. and Westerhoff, G.J. (eds) (2007) Ageing in Society. 3rd edition. Sage pubs, London. Reed J., Stanley D., Clarke C. (2004) Health, well-being and older people. Bristol, Policy Press Victor, C. (2005) The Social Context of Ageing: A Texbook of Gerontology. London, Routledge. Victor, C. Scambler, S. & Bond, J. (2008) The Social World of Older People. : Understanding Loneliness and Social Isolation in Later Life. Milton Keynes, Open University Press. Vincent, J.A., Phillipson, C.R. & Downs, M. (eds.) (2006) The Futures of Old Age. London, Sage Pubs. Ltd.

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Journals The following list of suggested journals gives some direction â&#x20AC;&#x201C; students will be directed to an appropriate and timely selection of journal articles for discussion, critical review and presentation.

Age and Ageing

Ageing and Society

Critical Social Policy

Qualitative Health Research

Social Science & Medicine

Journal of Advanced Nursing

Journal of Research in Nursing

International Journal of Nursing Studies

Nursing Inquiry

International studies of Ageing

Nursing Ethics

Professional Social Work

Practice Development in Health Care

Journal of Clinical Nursing

Radical Pedagogy

Journal of Curriculum Studies

Journal of Gerontological Education

Nurse Education Today

Western Journal of Nursing Research

Nurse Researcher

Journal of Social Policy and Ageing

Journal of Aging and Health

International Journal of Older People Nursing

Journal of Applied Gerontology

Research on Aging

Websites National Center for the Protection of Older People (www.ncpop.ie) Health Information and Quality Authority (www.hiqa.ie) http://www.hiqa.ie/media/pdfs/HIQA_Residential_Care_Standards_2008.pdf. Health Information and Quality Authority (2008) National Quality Standards for Residential Care Settings for Older People in Ireland. Department of Health (2008) Health and Social care Act. DH, London. http://www.opsi.gov.uk/acts/acts2008/pdf/ukpga_20080014_en.pdf Department of Health (2006) Our Health, our care, our say: a new direction of community services. DH, London. http://www.dh.gov.uk/en/Healthcare/Ourhealthourcareoursay/index.htm www.scotland.gov.uk/Topics/Health/Scrutiny

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M o d u l e 1

Module 2 Title of the module:

Module 2: Theoretical Bases of ageing

Module level:

Master degree

Semester:

Module leader:

Loretta Crawley/Michael Connolly

Country leader:

Ireland

Number of credits:

15 ECTS

Number of places:

10 - 20

Indicative Module Description: This module will examine the processes of ageing with particular reference to the physiological, psychological and socio-cultural dimensions of the ageing process. The module is presented in two units. Unit1: Examines physiological and psychological age related changes Unit 2: Examines the social, cultural and ethnic dimensions of ageing with reference to the social construction of ageing and exploring critical theory as it relates to growing old.

Aims and learning outcomes: On completion of this module the student should be able to: Critically discuss the theories of ageing and describe the normal ageing process. Explain how theories of ageing inform health care provision to older people. Identify how critical theory enhances our awareness and understanding of the issues that affect older people. Critically analyze the socio-cultural and ethnic dimensions of aging and how these impact on delivery of care to older people.

Subject knowledge and understanding: Demonstration of advanced theoretical and conceptual knowledge and understanding of theories of ageing as they relate to older people and their care. Knowledge and understanding will be informed by contemporary debate, by critical analysis of discourses and by evidence and insights from empirical research. Knowledge and understanding will also provide a basis for originality in developing and applying ideas, in the context of a professional role as well as through the conduct of empirical research. Application of knowledge, understanding and problem-solving abilities in the conduct of a professional role, which will involve working directly with older people or working indirectly through mediated systems, such as policy development, service management, or practitioner education.

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Cognitive skills: Integrating knowledge of theories relating to older people to inform and guide their M o professional role. d Reflecting on wider disciplinary, scientific and professional issues and social, cultural and u ethnic responsibilities that are linked to the application of their knowledge and l judgments. e Communicating theories relating to older people, as well as the knowledge and rationale underpinning these theories, to specialist and non-specialist audiences clearly and unambiguously.

Practical skills: Possession of learning skills to permit self-directed, autonomous continuous engagement in further learning. Acting in professional situations in ways that take account of the complex and changing nature of practice environments and settings such that s/he will identify his/her own learning needs and tasks, and set and/or negotiate their own learning tasks to meet these needs for practice. Engage with older people to exchange ideas and experiences as mean to empower older people.

Transferable skills: Providing leadership in the field of older person care and with older people's organisations. Ensuring a greater understanding of how critical theory enhances our awareness and understanding of the issues that affect older people. Exchange of ideas between older people, organizations who work with and for older people and health and social care professionals.

Required prerequisite study:

Method of assessment: Written critique of theories of ageing and their impact on the care of older people. Care vignettes and on-line discussion will provide the basis for the critique.

Required reading (books, journals, websites): Books Bengtson, V. Gans, D., Putney, N. and Silverstein, M. (2009)(Eds) Handbook of Theories of Aging. Second Edition. New York: Springer. Bernard, M., Scharf, T (2007) Critical Perspectives on Ageing Societies. Bristol, Polity Press

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Linton A., Lach H. (2006) Matteson and McConnell's Gerontological Nursing: Concepts M and Practice. 3rd ed. London. W.B. Saunders Company. o Reed J., Stanley D., Clarke C. (2004) Health, well-being and older people. Bristol, Policy d Press u l Victor, C. (2005) The Social Context of Ageing: A Texbook of Gerontology. London, e Routledge. 2

Victor, C. Scambler, S. & Bond, J. (2008) The Social World of Older People. : Understanding Loneliness and Social Isolation in Later Life. Milton Keynes, Open University Press. Vincent, J.A., Phillipson, C.R. & Downs, M. (eds.) (2006) The Futures of Old Age. London, Sage Pubs. Ltd. Wade S. (Ed) (2004) Intermediate Care of Older People. London, Wurr Publishers Woodrow P., (Ed.) (2002) Ageing, Issues for Physical, psychological and social health. London, Whurr Publishers

Journals Fulton M.M., Allen E. (2005) Polyphamracy in the Elderly: A Literature Review. Journal of American Academy of Nurse Practitioners. 14 (4) 123-132 Gallagher P.F., Barry P.J., Ryan C., Hartigan I., O'Mahony D. (2008) Inappropriate prescribing in an acutely ill population of elderly patients as determined by Beer's Criteria. Age and Ageing 37: 96-101 O'Mahony D., Gallagher P.F. (2008) Inappropriate prescribing in the older population: need for new criteria. Age and Ageing 37: 138-141 Ziere G., Dieleman J.P. Hofman A., Pols H.A.P., van der Cammen M., Stricker B.H.CH. (2005) Polypharmacy and falls in the middle age and elderly population. British Journal of Clinical Pharmacology 61(2) 218-223

The following list of suggested journals gives some direction â&#x20AC;&#x201C; students will be directed to an appropriate and timely selection of journal articles for discussion, critical review and presentation.

Age and Ageing

Ageing and Society

Critical Social Policy

Qualitative Health Research

Social Science & Medicine

Journal of Advanced Nursing

Journal of Research in Nursing

International Journal of Nursing Studies

Nursing Inquiry

International studies of Ageing

Nursing Ethics

Professional Social Work

Practice Development in Health Care

Journal of Clinical Nursing

Radical Pedagogy

Journal of Curriculum Studies

Journal of Gerontological Education

Nurse Education Today

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Western Journal of Nursing Research

Nurse Researcher

Journal of Social Policy and Ageing

Journal of Applied Gerontology

International Journal of Older People Nursing

Research on Aging

Websites National Center for the Protection of Older People (www.ncpop.ie) Health Information and Quality Authority (www.hiqa.ie)

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M o d u l e 2

Module 3 Title of the module:

Module 3: Research and Innovations

Module level:

Master degree

Semester:

Module leader:

Dr Khim Horton with contributions from Professor Pam Smith and Dr Anne Arber

Country leader:

Number of credits:

15 ECTS

Number of places:

Up to 20

Indicative Module Description: This module comprises four units of learning. Unit 1: Introduction to Research, assists the student to explore and understand the nature of the research enterprise and provides an introductory unit of learning relating to research and innovation. Unit 2: Critical Appraisal, helps in the development of a critical approach to the theoretical, methodological and ethical issues associated with research. Unit 3: Methods and Methodology, offers theoretical frameworks by which students are enabled to be articulate and well informed to implement innovations and be change agents at individual level and to provide leadership within organisational, national and international contexts. Unit 4: Skills for Research, examines the relevant skills necessary for undertaking research and innovations.

Aims and Learning outcomes: The module aims are to: Assist the student to explore and examine the nature of the research enterprise, its relationship to the natural and social sciences, which include health, education and/or social care. Develop a critical understanding of the range of theoretical, methodological and ethical issues associated with the study of health, education and social care. Examine the convention of dividing research into 'qualitative' and 'quantitative' approaches and their relationship to evidence based policy and practice, the measurement of clinical effectiveness and evaluation of educational practices as well as the use of mixed methods. Explore and analyse issues and innovations associated with gerontological care. Use and apply frameworks to identify and analyse complex internal and external factors necessary to inform decisions. Be articulate, well-informed and confident in debate and critical thinking in order to drive innovation at both the level of the individual practitioner and within different organisational, national and international contexts. Identify new forms of knowledge production and innovation.

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Subject knowledge and understanding: Identify and examine the values and assumptions that underpin the main research M o approaches used in gerontology. d Critically examine the relationship of the research approach to the creation of u gerontological knowledge, policy and strategy and innovations in gerontological care. l Develop a critical understanding of epistemology and the different ways designed to e manage knowledge production, innovation and knowledge transfer and how these can inform research in policy and practice. Demonstrate a critical understanding of the use of specific research methods and techniques such as questionnaires, interviews, focus groups, observation, qualitative analysis and statistics and their application to different research approaches and designs.

Cognitive skills: Critically examine current knowledge, policy, the role of epistemology and develop areas of interest for further study in gerontology. Critically examine the application and use of a particular methodology or method in a selected setting and for the study of a given topic. Examine the assumptions underlying research methodologies and methods which inform evidence based policy and practice and argue their relative merits. Develop their own perspectives regarding the way forward for gerontology. Evaluate the dynamic nature of knowledge required to support innovation and research. Understand the principles underlying creative thinking, problem solving and the role of emotions and how these contribute to research and organisational change.

Practical skills: Undertake a literature review using manual and electronic techniques. Keep a reflective research journal. Develop and write a research proposal and plan to undertake a research dissertation. Investigate the ethical processes required for undertaking research and innovation for gerontological care. Engage older people in the research process and capture the voices of older people. Apply and use theoretical frameworks and identify appropriate tools and techniques for understanding and interpreting the rapidly changing arena of gerontological care. Demonstrate the ability to develop strategies to promote and manage innovation in a variety of political, policy, management, education and practice contexts. Develop a more creative and caring climate within the organisation.

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Transferable skills: M o d u l e 3

Develop a critical approach to evaluating the gerontological literature and use it as evidence to argue the case for innovation and change in gerontology from an educational, health or social care practice perspective . Develop evaluative skills for the audit of practice, selecting and applying a broad range of valid and reliable approaches and methods. Become a research-minded practitioner, educator or leader in gerontology. Appreciate and demonstrate the capacity to work innovatively within his/her role across disciplinary, organisational and institutional boundaries. Engage with other agencies relating to the research process.

Required prerequisite study: Students would have normally completed an undergraduate module in research methods and methodology.

Method of assessment: Written essay: Unit 1 Formative assessment: Introduction to Research Required to keep a 'blog' and reflect on their learning in relation to research. To discuss the rationale for research topic and outline their research question. Give feedback to two of their peers in relation to the above. Unit 2 Summative assessment: Critical Appraisal [25% of module mark] Required to review a research article and share views with group. Consider four key aspects: how focused research question was, author's rationale for undertaking the study; implications for practice arising from the study; and in what way the research study was innovative. [1000 words in total] Unit 3 Summative assessment: Methods and Methodology [25% of module marks] Required to consider two research methodologies that interest student. Identify two advantages and disadvantages of chosen methodology and to respond to one other student's answer. [1000 words in total] Unit 4 Summative assessment: Skillls for research [50% of module marks] Required to identify a topic and state rationale, undertake a literature search and share search strategy and to write a short literature review on the topic. Choose a method of data collection and explain why and how they would use this method. [2000 words in total]

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Required reading (journals, books, websites): Blackburn, J.A. & Dulmus, C.N. (Eds.). (2007). Handbook of Gerontology. Evidence-based M Approaches to Theory, Practice, and Policy. Hoboken, New Jersey: John Wiley & Sons, o d Inc. u Bowling, A. & Ebrahim, S. (2005). Handbook of Health Research Methods: Investigation, l measurement and analysis. Milton Keynes: Oxford University Press. e Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education. 6th (edn.) London: Routledge. Field, A. (2005). Discovering statistics using SPSS (3rd edn). London: Sage. Holloway, I. & Wheeler, S. (2006). Qualitative Research for Nurses. Blackwell Science, Oxford. Marshall, C. & Rossman, G. (2006). Designing Qualitative Research. (4th edn.). USA: Sage. Martin, V., & Rogers, A.M. (2004). Leading interprofessional teams in health and social care. Abingdon: Routledge. McLaughlin, H. (ed) (2009). Service User Research in Health and Social Care. USA: Sage. Moule, P. & Goodman, M. (2009). Nursing Research: An Introduction. London: Sage. McCormack, B., Manley, R. & Garbett, R. (2004). Practice Development in Nursing. Oxford: Blackwell Publishing. Oliver, P. (2003). The student's guide to research ethics. Milton Keynes: Open University Press. Parahoo, K. (2006). Nursing Research: Principles, Process and Issues. 2nd edn. Basingstoke: Palgrave. Plano Clark, V.L. & Creswell, J.W. (Eds.). (2008). The Mixed Methods Reader. Thousand Oaks, CA: Sage. Reason, P. & Bradbury, H. (eds) (2008). HANDBOOK OF ACTION RESEARCH: PARTICIPATIVE INQUIRY AND PRACTICE 2ND EDITION. London: Sage Publications. Rumsey, S. (2004). How to find information. Milton Keynes: Open University Press. Smith, P. James, T. Lorentzon, M. and Pope, R. (eds.) (2004). Shaping the Facts: Evidencebased Nursing and Health Care, Edinburgh: Churchill Livingstone. Streubert Speziale, H.J., & Rinaldi Carpenter, D. (2006). Qualitative Research in Nursing: Advancing the Humanistic Imperative. (4th edn.) Philadelphia: Lippincott Williams & Wilkins. Watson, R., Atkinson, I., Egerton, P. (2006). Successful Statistics for Nursing & Healthcare. Basingstoke: Palgrave,

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Journals M The following list of suggested journals gives some direction â&#x20AC;&#x201C; students will be directed to o an appropriate and timely selection of journal articles for discussion, critical review and d presentation. u l e Age and Ageing Ageing and Society 3

Critical Social Policy

Qualitative Health Research

Social Science & Medicine

Journal of Advanced Nursing

Journal of Research in Nursing

International Journal of Nursing Studies

Nursing Inquiry

International studies of Ageing

Nursing Ethics

Professional Social Work

Practice Development in Health Care

Journal of Clinical Nursing

Radical Pedagogy

Journal of Curriculum Studies

Journal of Gerontological Education

Nurse Education Today

Western Journal of Nursing Research

Nurse Researcher

Journal of Mixed Methods Research

Journal of Social Policy and Ageing

Health Services Research International Journal of Qualitative Methods The Qualitative Report

Websites Cochrane: The Cochrane database can be accessed through the UNIS website: University of Surrey; http://www.surrey.ac.uk/library York Centre for Systematic Reviews and Dissemination; http://www.york.ac.uk/inst/crd C.H.A.I.N (Contact, help, advice, information network); Chain@doh.gov.uk Health Development Agency; http://www.hda-online.org.uk NELH (The National Electronic Library for Health); http://www.nelh.nhs.uk National Co-ordinating Centre for NHS service delivery and organisation R & D (NCCSDO); http://www.sdo.ishtm.ac.uk Department of Health; http://www.doh.gov.uk Central Office for Research Ethics; http://www.corec.org.uk http://www.york.ac.uk/inst/crd/aboutcrd.htm http://www.cochrane.org/reviews/clibintro.htm http://www.rdforum.nhs.uk https://www.myresearchproject.org.uk/Signin.aspx http://www.nres.npsa.nhs.uk/

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Module 4 Title of the module:

Module 4: Informatics

Module level:

Master degree

Semester:

Module leader:

Prof Dr Peter Kokol

Country leader:

Slovenia

Number of credits:

15 ECTS

Number of places:

10 - 20

Indicative Module Description: The Informatics module is divided in two units: ? Principles of Informatics ? Virtual Environments The first unit introduces (1) key fundamental concepts of health informatics in general and its applications in gerontology and (2) the concepts of how to use the Information Communication Technologies (ICT) to improve the quality of life of ageing population. It aims to encourage students to use computers and various world wide web resources more frequently in their workplace and their life in general and how to promote the use of ICT by older people. The second unit of this module introduces some novel approaches to integration of virtual environments in healthcare and everyday life of both students and older people. Such technologies will help the students to get more realistic experience of problems they will encounter in real world.

Aims and Learning outcomes: On completion of this module the student should be able to: Gain the required ICT related knowledge which is a prerequisite for successful work in gerontology. Develop the skills on new techniques and methods that they need to know for more efficient work using advanced features of fundamental ICT tools (e.g. word processing, spreadsheets, presentations, world wide web). Acquire the skills of communication with ICT professionals during the requirements engineering and HIS development. Develop the skills on how to use ICT to improve the quality of life of older persons. Explore a world of virtual environments that will be used to improve and assess their knowledge in other modules of the GEROM programme. Acquire fundamental skills on how to use virtual environments in promoting healthy living to older people. Introduce the basics of data mining process (e.g. decision trees, rule based systems).

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Subject knowledge and understanding: M o d u l e 4

Demonstrate the understanding of fundamental principles of ICT through: ? Basics of computer systems. ? Everyday applications (word processing, spreadsheets, presentations). ? Communications in HIS design and requirements engineering. ? Fundamental knowledge about electronic and personal health care encounter /account. ? Participative health care. Demonstrate the understanding of fundamental principles of virtual environments: ? Visual virtual environments. ? Virtual Patient systems. ? Practical use of scenarios in Virtual Patient systems.

Cognitive skills: Critically examine the application of the use of ICT for data retrieval and pre-processing. Critically examine the role of ICT in improving the quality of life of older people and transfer the basics of ICT to them. Integrate understanding of principles of ICT and virtual environments in the development of joint learning of students and older people.

Practical skills: Develop virtual patient scenarios using ICT in everyday professional life. Engage with older people in the role of ICT and virtual environments. Analyse data and develop decision tree.

Transferable skills: Develop effective communication skills using ICT technology. Engage with ICT professionals and users including older people. Develop a greater understanding of the principles of ICT and virtual environments and working in multidisciplinary and multi-sectoral teams.

Required prerequisite study: Basic use of e-learning environment that can be acquired through Induction unit.

Method of assessment: Performing the analysis using ICT (data mining techniques resulting in the decision tree) or developing the Virtual Patient scenario.

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Required reading (journals, books, websites): M o Gonzalez, J. P., Meister, C., Ozgur, S., Dilworth, B., Troy, A., and Brandt, T. J. (2006). Office d VBA Macros You Can Use Today: Over 100 Amazing Ways to Automate Word, Excel, u PowerPoint, Outlook, and Access. Holy Macro! Books, illustrated edition edition. l e Hanson, C.W. (2005). Healthcare Informatics. McGraw-Hill Professional, 1 edition. Books

Robert, Phd, M. S., and Md, A. Y. (2009). Medical Informatics: Practical Guide for the Healthcare Professional 2008. Lulu.com. Knoke, D. and Yang, S. (2007). Social Network Analysis (Quantitative Applications in the Social Sciences). Sage Publications, Inc, 2nd edition. Robert, Phd, M. S., and Md, A. Y. (2009). Medical Informatics: Practical Guide for the Healthcare Professional 2008. Lulu.com. Sanders, M. J. (2007). Virtual Patient Encounters for Mosby's Paramedic Textbook - Revised Reprint. Mosby/JEMS, 3 edition. Tan, P.-N., Steinbach, M., and Kumar, V. (2005). Introduction to Data Mining, (First Edition). Addison Wesley.

Journals CIN - Computers informatics nursing Medical informatics and the internet in medicine Journal of computer assisted learning Human-computer interaction Journal of medical internet research International journal of human-computer studies Journal of biomedical informatics IEEE internet computing IEEE transactions on information technology in biomedicine

Websites http://www.ict-ageing.eu/ http://www.aal-europe.eu/Published/infso2103.pdf http://www.age-platform.org/EN/IMG/pdf_AGE__Ethics_and_ICT_Final.pdf http://www.ehealthnews.eu/images/stories/pdf/ictageing_vienna_handout_final2.pdf http://www.eldergames.org/ http://www.netcarity.org/ http://secondhealth.wordpress.com/

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Module 5 Title of the module:

Module 5: Ethical Issues in Older Person Care

Module level:

Master degree

Semester:

Module leader:

Michael Connolly/Loretta Crawley

Country leader:

Ireland

Number of credits:

15 ECTS

Number of places:

10 - 20

Indicative Module Description: This module will examine quality of life issues for older people focusing on dignity and respect, as well as exploring relevant ethics issues facing older people and their careers.

Aims and Learning outcomes: On completion of this module the student should be able to: Critically analyze the meaning of quality of life for older people. Discuss issues that alter or enhance quality of life for older people. Critically evaluate Traditional and Contemporary Moral Theories and their influence on the care of older people. Identify emerging ethical issues in the care of older people and their impact on the person and their family.

Subject knowledge and understanding: Demonstration of advanced theoretical and conceptual knowledge and understanding of moral theories as they relate to older people and their care. Knowledge and understanding will be informed by contemporary debate, by critical analysis of ethical issues, and by evidence and insights from care of older people. Recognition and solving of ethical problems at work with elderly. Knowledge and understanding will also provide a basis for originality in developing and applying ethical principles, in the context of a professional role as well as through the conduct of empirical research.

Cognitive skills: Integrating knowledge of moral theories relating to older people to inform and guide their professional role. Reflecting on wider disciplinary, scientific and professional issues and social, cultural and ethnic responsibilities required to make judgments. Communicating moral theories relating to older people, as well as the knowledge and rationale underpinning these theories, to specialist and non-specialist audiences clearly 26 | GEROM | http://www.gerom.net/

and unambiguously. M o Practical skills: d Possession of learning skills to permit self-directed, autonomous continuous engagement u l in further learning. e Acting in professional situations in ways that take account of the complex ethical issues that occur in older person care. 5 Engage with older people to exchange ideas and experiences as mean encourage ethical care of older people.

Transferable skills: Providing advocacy for older people through the promotion of ethical thinking to enhance care planning and provision to older people. Ensuring a greater understanding of how moral theory enhances our awareness and understanding of the ethical issues that affect older people.

Required prerequisite study:

Method of assessment: 4 on-line debates on topics drawn for case studies. Marks will be awarded for participant contribution, relevance and depth of analysis of the ethical issue that arise. (25% each â&#x20AC;&#x201C; total 100 %)

Required reading (books, journals, websites): Books Banks S., Gallagher A. (2009) Ethics in professional life, virutes for health and social care. London, Palgrave Macmillan. Edge, R. S. and Groves, R. (1994) The Ethics Health Care: a Guide for Clinical Practice. Delmare, USA. 22, 1135-1140 Garret T.M., Baillie H.W., Garrett R.M. (2001) Health Care Ethics Principles and Problems. (4th Edition). New Jersey, Prentice Hall. Hawley G. (Ed.) (2007) Ethics in clinical practice: an interprofessional approach. Harlow, Pearson Education Ltd. Kearon K. (1995) Medical Ethics An Introduction. Dublin, Columba Press Melia K. (2004) Health care Ethics. London, Sage Publications Singer P. (1994) Rethinking Life & Death â&#x20AC;&#x201C; The Collapse of Our Traditional Ethics. Oxford, Oxford University Press

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Journals M o d u l e 5

Dudzinski, Denise M.; Shannon, Sarah E. (2006) Competent Patient's Refusal of Nursing Care. Nursing Ethics, 13 (6), 608-621 Hellström, Ulla W.; Sarvimäki, Anneli (2007) Experiences of self determination by older persons living in sheltered hosing. Nursing Ethics, 14(3), 413-424 Sandman, Lars; Bolmsjö, Ingrid Ågren; Westergren, Albert (2008) Ethical considerations of refusing nutrition after stroke. Nursing Ethics 15 (2) 147-159 Välimäki, Maritta; Haapsaari, Helena; Katajisto, Jouko; Suhonen, Riitta. (2008) Nursing students' perceptions of self-determination in elderly people. Nursing Ethics, 15 (3) 346359

The following list of suggested journals gives some direction – students will be directed to an appropriate and timely selection of journal articles for discussion, critical review and presentation.

Age and Ageing

Ageing and Society

Critical Social Policy

Qualitative Health Research

Social Science & Medicine

Journal of Advanced Nursing

Journal of Research in Nursing

International Journal of Nursing Studies

Nursing Inquiry

International studies of Ageing

Nursing Ethics

Professional Social Work

Practice Development in Health Care

Journal of Clinical Nursing

Radical Pedagogy

Journal of Curriculum Studies

Journal of Gerontological Education

Nurse Education Today

Western Journal of Nursing Research

Nurse Researcher

Journal of Social Policy and Ageing

Websites National Center for the Protection of Older People (www.ncpop.ie) Health Information and Quality Authority (www.hiqa.ie)

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Module 6 Title of the module:

Module 6: Leadership and Management

Module level:

Master degree

Semester:

Module leader:

To be appointed from the CUAS

Country leader:

Austria

Number of credits:

15 ECTS

Number of places:

10 - 20

Indicative Module Description: The module â&#x20AC;&#x17E;Leadership and Managementâ&#x20AC;&#x153; is concerned with management concepts, tools and their implications in the gerontological field. For example, interface, innovation management and disease management are highlighted. Developing innovative services in the field of gerontology will be an important future challenge and will be addressed in the module. Meeting this demand interprofessional collaboration and teamwork are essential. Furthermore, managing institutions, agencies, and families which take care for the older people needs knowledge in the area of organizational and personnel development: personnel planning, educational planning, employee motivation or team development are crucial for high-quality working conditions and job performance. These aspects can be evaluated using concepts and tools of quality management. Models of evaluation and quality assurance are introduced and discussed using practical examples from the gerontological field.

Aims and Learning outcomes: On completion of this module the student should be able to: Critically analyze management concepts and tools for the implementation in the gerontological field. Identify resources and barriers regarding interprofessional collaboration and understand the importance of organizational and personnel management in order to realize successful teamwork of different professionals. Design and implement adequate evaluation concepts to assure quality. Find pathways to realize innovation management in the care for older persons.

Subject knowledge and understanding: Demonstration of advanced knowledge regarding the implementation of management concepts and tools in agencies and institutions responsible for the care of older people. Understanding of the importance of interprofessional collaboration to secure the quality of care. Reflecting challenges in the work in interprofessional teams and finding solutions to overcome potential barriers. Application of knowledge regarding evaluation designs and methods.

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Developing adequate evaluation plans using examples from the gerontological field. M o d Cognitive skills: u Ability and readiness to reflect and discuss about complex organizational structures. l e Readiness for critical self-reflection and coaching. 6

Integrating the view points of different professions working in the gerontological field to meet the needs of the older people. Reflecting on stakeholders and collaboration in the field of gerontology for successful interface management.

Practical skills: Acting in interprofessional teams. Extending communicative abilities to improve negotiation within the interprofessional team. Supporting processes of teambuilding through advanced knowledge regarding the needs and view points of the different professions. Developing and realising evaluation plans. Working on self and professional development.

Transferable skills: Providing leadership. Promoting self and professional development. Working in interprofessional teams. Communicating and collaborating with different stakeholders.

Required prerequisite study: None

Method of assessment: Written assignment.

Required reading (journals, books, websites): Books Anderson, N., Ones, D.S., Sinangil, H.K., & Viswesvaran, C. (Eds). (2002). Handbook of industrial, work and organizational psychology, Volume 2: Organizational psychology. Thousand Oaks, CA: Sage Publications. Anderson, N., Ones, D.S., Sinangil, H.K., & Viswesvaran, C. (Eds). (2002). Handbook of 30 | GEROM | http://www.gerom.net/

industrial, work and organizational psychology, Volume 1: Personnel psychology. Thousand Oaks, CA: Sage Publications. M Bass B.M. & Raggio, R.E. (2006) Transformational Leadership. London: Lawrence Erlbaum o d Associates. u Borkowski, N. (2005). Organizational behavior in health care. Sudbury, Mass: Jones & l Bartlett Publishers. e Clark, C.C. (2008). Group leadership skills for nurses and health professionals. New York: Springer. Gibson, C.B., & Cohen, S.G. (Eds). (2003). Virtual teams that work: Creating conditions for virtual team effectiveness. San Francisco: Jossey-Bass. Gopee, N. & Galloway, J (2009). Leadership and Management in Healthcare. London: Sage. Heinemann, G.D., & Zeiss, A.M. (Eds.). (2002). Team performance in health care: Assessment and development. New York: Kluwer Academic/Plenum Publishers. Hewinson, A. (2004). Management for nurses and health professionals: Theory into practice. Oxford: Blackwell Science. Kessler, E.H., & Bailey, J.R. (Eds.). (2007). Handbook of organizational and managerial wisdom. Thousand Oaks, CA: Sage Publications. Kouzes, J.M. & Posner, B.Z. (2007) The Leadership Challenge (4th Edn.) San Francisco: Jossey-Bass. Martin, V., & Rogers, A.M. (2004). Leading interprofessional teams in health and social care. Abingdon: Routledge. Rothwell, W.J., Sterns, H., Spokus, D., & Reaser, J. (2008). Working longer: New strategies for managing, training, and retaining older employees. New York: AMACOM. Sullivan-Marx, E.M., & Gray-Miceli, D. (Eds). (2008). Leadership and management skills for long-term care. New York: Springer.

Journals The following list of journals gives some direction â&#x20AC;&#x201C; students will be directed to an appropriate and timely selection of relevant journal articles. Age and Ageing Journal of Applied Psychology Archives of Gerontology and Geriatrics Creativity and Innovation Management Journal of Management Development European Journal of Work and Organizational Psychology Journal of Management Studies Health Services Management Research Journal of Nursing Management Research and Practice in Human Resource Management

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Journal of Occupational and Organisational Psychology M Journal of Vocational Behavior o d u Websites l e Society for Industrial and Organizational Psychology Inc. : http://www.siop.org/ 6

International Association of Applied Psychology, Division 1 of Work and Organizational Psychology: http://www.iaapsy.org/division1/ European Association of Work and Organizational Psychology: http://www.eawop.org/web/ International Association of Gerontology and Geriatrics: http://www.iagg.com.br/webforms/index.aspx Ă&#x2013;sterreichische Gesellschaft fĂźr Geriatrie und Gerontologie: http://www.geriatrieonline.at/

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Module 7 Title of the module:

Module 7: Positive ageing

Module level:

Master degree

Semester:

Module leader:

Loretta Crawley

Country leader:

Ireland

Number of credits:

15 ECTS

Number of places:

10 - 20

Indicative Module Description: This module will explore quality of life issues for older people focusing on the importance of healthy ageing, health promotion and health education for the older population. The module will examine how health promotion and health education can support healthy ageing. It will examine the social significance of the gendered body as it grows old and explore concepts such as sex and sexuality in old age, the importance of relationships, quality of life issues, dignity and respect, compassionate care, end of life decisions and family dynamics.

Aims and Learning outcomes: On completion of this module the student should be able to: Critically analyse the social meanings of physical, psychological, and sexual health for older people. Explore the concept of the gendered body in old age. Discuss the relevance of health promotion for older people. Discuss issues that alter or enhance older people's ability to engage in health promotion and maintenance. Critically reflect on ways that health education can support healthy ageing. Engage with older people in developing strategies to assist them maintain good health. Connect with external organisations that represent the views of older people to encourage health promotion.

Subject knowledge and understanding: Demonstrate a critical understanding of the gendered body and health promotion issues. Develop a critical understanding of a variety of approaches and ideas to involve older people in delveloping health promotion strategies.

Cognitive skills: Demonstrate an understanding of the principles underlying health promotion and mainatenace. http://www.gerom.net/ | GEROM | 33

Evaluate the relevance of health promotion strategies and policies to older people. M Participate in support at development and education of elderly. o d Encourages participation of older people in health promotion and maintenance. u l e Practical skills: 7

Apply and use health promotion strategies and policies theoretical frameworks and identify appropriate tools and techniques for understanding and interpreting the rapidly changing arena of gerontological care. Demonstrate the ability to develop strategies to promote and manage health for older people in a variety of settings. Develop a more creative and caring climate within your organisation.

Transferable skills: Appreciate the need for health promotion for older people and demonstrate the capacity to develop a health promotion strategy.

Required pre requisite study: Bachelor degree (nurse, social worker, physiotherapist).

Method of assessment: Poster presentation. Written essay: Develop a health promotion strategy taking cognisance of economic, social and cultural factors.

Required reading (journals, books, websites): Books Bernard, M., Scharf, T (2007) Critical Perspectives on Ageing Societies Polity Press Bristol Bernard, M. ( 2000) Promoting Health in Old age : Critical Issues Calasanati, T Slevin, K. ( 2001) Gender, Social Inequalities and Aging Altimara Press, California HelstrĂśm, Y. Hallberg, I.L.R., (2001) Perspective of elderly people receiving home help, care and quality of life. Health and Social Care in the Community 9, 61 â&#x20AC;&#x201C; 71. Jakobsson, U., Hallberg, I.L.R. Westgreen, A., (2004) Exploring determinants for quality of life among older people in pain and in need of help for daily living. Quality of Life Research 13, 126 â&#x20AC;&#x201C; 136.

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Ageing and Society

Archives of Gerontology and Geriatrics Creativity and Innovation Management European Journal of Work and Organizational Psychology Journal of Applied Psychology Journal of Management Development Journal of Management Studies Journal of Nursing Management The Gerontologist

Websites Age Action Ireland: http://www.ageaction.ie/ Age And Opportunity: www.olderinireland.ie Cochrane: The Cochrane database can be accessed through the UNIS website: University of Surrey; http://www.surrey.ac.uk/library York Centre for Systematic Reviews and Dissemination; http://www.york.ac.uk/inst/crd C.H.A.I.N (Contact, help, advice, information network); Chain@doh.gov.uk Health Development Agency; http://www.hda-online.org.uk Health Promotion Unit Department for health and Children: www.healthpromotion.ie NELH (The National Electronic Library for Health); http://www.nelh.nhs.uk National Co-ordinating Centre for NHS service delivery and organisation R & D (NCCSDO); http://www.sdo.ishtm.ac.uk Department of Health in United Kingdom; http://www.doh.gov.uk Department of Health and Children in Ireland: www.doh.ie Central Office for Research Ethics; http://www.corec.org.uk http://www.york.ac.uk/inst/crd/aboutcrd.htm http://www.cochrane.org/reviews/clibintro.htm http://www.rdforum.nhs.uk https://www.myresearchproject.org.uk/Signin.aspx http://www.nres.npsa.nhs.uk/ National Council for Ageing and Older People; www.ncaop.ie National Centre for the Protection of Older People; www.ncpop.ie

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M o d u l e 7

Module 8 Title of the module:

Module 8: Ambient assisted living

Module level:

Master degree

Semester:

Module leader:

Assoc Prof N.Krasteva - Bulgaria, PhD

Country leader:

P. Kolchakova - Bulgaria, PhD

Number of credits:

15 ECTS

Number of places:

Faculty at Medical University Plovdiv, Bulgaria

Indicative Module Description: This module is optional. It will enable the students to build their professional competences to critically evaluate and implement knowledge in gerontology and to utilize information and communication technology used in learning and working environment.

Aims and Learning outcomes: The aims are to provide advanced specialist knowledge and understanding of the ageing at place and the challenges older people meet and specialist as well when providing health care, rehabilitation, support, use of Tele and Smart technologies in order to support the independent living of older people and managing the acute and long term conditions.

Subject knowledge and understanding: Gain understanding and border knowledge of ageing at place and care for older people. Have the ability to consider the use of Tele and Smart technology. Make professional judgments and assessments, planning and delivery of care for older people having acute episodes and long term conditions.

Cognitive skills: Critically analyze and evaluate according to their competences the health status of older people and their wish to live independently related to the possibilities the supporting technologies supply. Consider the use of the Tele and Smart technology and their impact on delivery of healthcare for older people. Recognize and describe the role of the rehabilitation care in their own country and in the European Union. Describe and discuss the individual rehabilitation possibilities following acute episode and long term condition.

36 | GEROM | http://www.gerom.net/

Practical skills: Demonstrate advanced assessment skills when managing acute episodes and long term M o conditions. d Debate issues associated with the use of Tele and smart technologies in healthcare. u l Demonstrate the understanding of how to promote independent living/self-care. e 8

Transferable skills: Show critical awareness of the challenges older people meet when living independently. Show awareness of the role of the new technologies in assisted living. Communicate effectively and confidently in an academic and professional forum. Work effectively as a member of multiprofessional group.

Required prerequisite study: Basic â&#x20AC;&#x201C; bachelor degree at Medical College (nurse, midwives, rehabilitators, social workers).

Method of assessment: Assessment of course project at the end of the module.

Required reading (journals, books, websites):

Books Weaver, C.A., White Delaney, C., Weber, P. & Carr R.L. (2006). Nursing and informatics for the 21st Century. Chicago: HIMSS. Beolchi, L. (Ed.) (2002). Telemedicine Glossary. DG INFDO â&#x20AC;&#x201D;B1, 3rd, 4th Edition. Geneva. Beare, S.B. (2005) Gerontological Nursing, Third Edition. Philadelphia: F. A. Davis Company. Barnard, A. & Locsin, R. (2007) Technology and Nursing, London: Palgrave Macmillan. Understanding ageing (1995). Cambridge: Cambridge University Press.

Journals Journal of Telemedicine and Telecare /Editor: Ace Allen, MD/

Websites http://www.telemedtoday.com http://www.liebertonline.com/doi/pdfplus/10.1089/tmj.2008.8473 http://www.gerom.net/ | GEROM | 37

Module 9 Title of the module:

Module 9: Dissertation

Module level:

Master degree

Semester:

Module leader:

Dr Khim Horton

Country leader:

Number of credits:

30 ECTS

Number of places:

Up to 20

Indicative Module Description: Most of the taught component for the dissertation module would have been taught in the Innovations and Research I and II modules. An introductory lecture will be given to explain the aims and outcomes of the dissertation. On-line facilitation of 20 hours will comprise of lecture notes, seminar discussion and self directed exercises. The conduct of the project will be managed through the dissertation supervision process. Students will be allocated a dissertation supervisor, guided by the choice of topic and methodology chosen. The research project is the personal work of each student and occupies a significant part of the programme. The research project should be selected under the guidance of the research supervisor and the Director of studies. The project should focus on an aspect in the student's field that can be supported by expertise within their respective country institutions. The project can employ any design appropriate to the topic, however students should have particular regard for the ethical aspects of any method selected. In addition a selfreflective account of the way the student has developed during the programme should be included. The data collected must be amenable to analysis within the competence of the students under the guidance of a research supervisor. Further details are given in the programme handbook under â&#x20AC;&#x17E;student guidanceâ&#x20AC;&#x153;. Students may choose one of three options: Option 1 - research project Option 2 - practice development project Option 3 - systematic review of the literature

Aims and Learning outcomes: The module aims are to: Critically review the relevant literature. Examine current knowledge in relation to the chosen project area. Develop a research question within a key area of interest relevant to practice. Prepare a proposal for submission to an Ethics Committee, where applicable. Undertake a project under supervision, by adhering to the research process. 38 | GEROM | http://www.gerom.net/

Organise and complete a research project and produce a project report. M o d u l e

Disseminate the findings.

Subject knowledge and understanding: Evaluate the relevant literature. Formulate an appropriate research question and produce a research proposal. Have an understanding of the research and policy context for the particular project.

Cognitive skills: Consider the ethical implications of their particular research proposal. Analyse data, utilising appropriate analytical methodologies. Discuss the implications of their findings for practice.

Practical skills: Produce a research proposal and gain local or university Ethics Committee approval Where appropriate. Organise and conduct the project under supervision. Collect and analyse appropriate data. Discuss the findings relevant to advanced practice and policy.

Transferable skills: Write a dissertation to meet university criteria. Disseminate findings to a variety of audiences. Demonstrate a high level of understanding of the research process.

Required prerequisite study: Students would normally be expected to have completed an undergraduate research module or equivalent as well as 60 ECTs or 120 credits including a research module e.g. Innovations and Research module or equivalent. Successful completion of the Research and Innovations module is a prerequisite.

Method of assessment: Written essay (a dissertation comprising about 15,000 words).

Required reading (journals, books, websites): Ben, J. (2005). Doing your research project: a guide for first time researchers in education http://www.gerom.net/ | GEROM | 39

& social sciences (3rd edn.) Milton Keynes: Open University Press. M o d u l e

Bowling, A. & Ebrahim, S. (2005). Handbook of Health Research Methods: Investigation, measurement and analysis. Milton Keynes: Oxford University Press.

Denzin, N. K. & Lincoln, Y. S. (eds.) (2000). Handbook of qualitative research. London: Sage.

Blackburn, J.A. & Dulmus, C.N. (Eds.). (2007). Handbook of Gerontology. Evidence-based Approaches to Theory, Practice, and Policy. Hoboken, New Jersey: John Wiley & Sons, Inc.

Field, A. (2005). Discovering statistics using SPSS (3rd edn). London: Sage, Hall, G. & Longman, L. (eds) (2008). The Postgraduate's Companion. London: Sage. Marshall, C. & Rossman, G. (2006). Designing Qualitative Research. (4th edn.) USA: Sage. McLaughlin, H. (ed) (2009). Service User Research in Health and Social Care., USA: Sage. Moule, P. & Goodman, M. (2009). Nursing Research: An Introduction. London: Sage. Oliver, P. (2003). The student's guide to research ethics. Milton Keynes: OU Press. Parahoo, K. (2006). Nursing Research: Principles, Process and Issues. (2nd edn.) Basingstoke: Palgrave. Plano Clark, V.L. & Creswell, J.W. (Eds.). (2008). The Mixed Methods Reader. Thousand Oaks, CA: Sage. Reason, P. & Bradbury, H. (eds) (2008). Handbook of action research: participative inquiry and practice 2nd edition. London: Sage Publications. Silverman, D. (2001). Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction. (2nd edn.) London: Sage. Stake, R. (1995). The Art of Case Study Research. USA: Sage. Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research. (2nd edn.) London: Sage. Streubert Speziale, H.J., & Rinaldi Carpenter, D. (2006) Qualitative Research in Nursing: Advancing the Humanistic Imperative. (4th edn.) Williams & Wilkins.

Philadelphia: Lippincott

Watson, R., Atkinson, I. & Egerton, P. (2006). Successful Statistics for Nursing & Healthcare. Basingstoke: Palgrave.

Age and Ageing

Ageing and Society

Critical Social Policy

Qualitative Health Research

Social Science & Medicine

Journal of Advanced Nursing

Journal of Research in Nursing

International Journal of Nursing Studies

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Nursing Inquiry

International studies of Ageing

Nursing Ethics

Professional Social Work

Practice Development in Health Care

Journal of Clinical Nursing

Radical Pedagogy

Journal of Curriculum Studies

Journal of Gerontological Education

Nurse Education Today

Western Journal of Nursing Research

Nurse Researcher

Journal of Social Policy and Ageing

Journal of Mixed Methods Research

Health Services Research International Journal of Qualitative Methods The Qualitative Report

Websites Cochrane: The Cochrane database can be accessed through the UNIS website: University of Surrey; http://www.surrey.ac.uk/library York Centre for Systematic Reviews and Dissemination; http://www.york.ac.uk/inst/crd C.H.A.I.N (Contact, help, advice, information network); Chain@doh.gov.uk Health Development Agency; http://www.hda-online.org.uk NELH (The National Electronic Library for Health); http://www.nelh.nhs.uk National Co-ordinating Centre for NHS service delivery and organisation R & D (NCCSDO); http://www.sdo.ishtm.ac.uk Department of Health; http://www.doh.gov.uk Central Office for Research Ethics; http://www.corec.org.uk http://www.york.ac.uk/inst/crd/aboutcrd.htm http://www.cochrane.org/reviews/clibintro.htm www.rdforum.nhs.uk https://www.myresearchproject.org.uk/Signin.aspx http://www.nres.npsa.nhs.uk/

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M o d u l e 9

Admission process

GEROM program was developed within the EU project and will be executed in different countries. Entry requirements The following are the general entry requirements for the master degree programme GEROM. Applicants must: ? Have a primary bachelor degree (or equivalent) in a relevant discipline (health and social care, medical science, including public health background). ? Be clinicians currently registered with a recognized professional body. ? Provide letters of recommendation from two references at the educational andâ&#x2C6;&#x2022; or professional level(s). ? Demonstrate evidence of recent study. For the detailed entry requirements applicants must contact the institutional contact person/s, because those may be different according to the national regulations and institutional rules. Online entrance exam may be required by some universities to determine a candidates level of prior knowledge of healthcare. Interviews may be required by some universities according to their normal entry requirements

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Tuition fees

Tuition fee will be published before the start of the programme on the GEROM web page and on the web pages of the institutions. In order to get more information please contact the responsible persons of the programme curriculum.

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Part of the world

A global perspective of gerontology is a significant component of the GEROM MasterÂ´s program. Courses are taught online, with 24-7 accessibility to course materials. There are no fixed lecture times and students can interact with their peers and instructors from all partner countries at their mutual convenience. During the Intensive Programme Summer School, which is organized each year in June at one of the partner institutions, students are also able to meet their teachers from partner institutions in person. In addition each Summer School offers lectures from respected lecturers from around the globe. See websites from previous Summer Schools at: http://www.fzv.uni-mb.si/iss2009/ and http://www.fzv.uni-mb.si/iss2010/. Students of the GEROM Master's program have the opportunity to take part in a semesterabroad programme with a partner university to gain practical experience at a foreign institution. Erasmus students exchange programme funding can be used for financing the semester-abroad exchanges.

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The execution of the programme

The advent of e-learning has seen a surge in the development of courses underpinned by a constructivist approach to education. Constructivism or social construction as it is sometimes referred, is a perspective on learning that acknowledges the social and the cultural influence on learning. It also implies that students are central to the learning process and by implication the teacher is a facilitator of this learning. This focus fits well with a curriculum that spans the six different countries involved in this project, as it is possible to develop the curriculum in such a way as to make it culturally sensitive. This masters degree programme is available as an e-learning course with adaptive ecourse materials using the e-learning open source platform, Moodle. An additional innovation within the course is the virtual environment for clinical practice, which will enable students to practice clinical and nursing interventions, nursing diagnosing using the ICT technology. This kind of individualized learning provides students the capability to select the mode of delivery and timing of module material to suit his/her own learning needs. Bruner's spiral curriculum model guides the selection, sequencing, pacing and assessment of knowledge. This curriculum provides an opportunity for students to engage at a deep level with theoretical and practical bases of a number of issues and conecpts of aging, namely, the global context of aging, positive aging, the integration of virtual environments in healthcare, the everyday life of students and older people, models of leadership, and with research methods as a means for producing knowledge for clinical practice and championing change to improve patient outcomes on the basis of best available evidence. GEROM is a 2-year Master programme comprising 120 ECTS. It requires completion of 3 core modules, 3 (out of 5) optional modules and Master Thesis.

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Acquired title

Acquired title â&#x20AC;&#x201C; Master in Gerontological nursing care

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Evaluation method

GEROM study programme defines multiple types of assessment in form of poster presentations, clinical logs, short answer questions, portfolios of evidence, assignments – written essays, examinations, reflective logs/case studies, critical analysis of a policy, scenarios (OSCE – objective structured clinical exam/evaluation), decision trees (for Virtual Patient scenarios), peer – reviews, critical evaluations of a particular theory that underpin specific area of practice, etc. Forms of assessment for specific modules are included in Curriculum and detailed module descriptions could be changed at the end of each academic year.

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Learning environment (Moodle)

The framework of GEROM virtual learning and teaching environment is represented by Moodle learning management system. Additionally GEROM has included a second platform that is used for virtual clinical practice that is based on OpenLabyrinth web application. Moodle is a course management system for online learning. The acronym MOODLE stands for Modular Object-Oriented Dynamic Learning Environment. Among its many users, Moodle has become a term of its own synonymous with a software package designed to help educators create quality online instruction. Its goal is to provide a set of tools that support an inquiry and discovery based approach to online learning. Furthermore, it allows users to create an environment that enables collaborative interaction among students as a stand alone or in addition to conventional classroom instruction.

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Moodle is also a learning management system (LMS). LMSs differ from course management systems because they they present information to learners in small units, assess what they have learned, and based on the quality of learner achievement branch out into additional material or move to the next level of the material. In other words, the lesson module allows for the design of lessons that are closely controlled and the learning path guides learners step-by-step, and allows for advancement to new material only when sufficient mastery has been achieved. The second learning platform contained within GEROM is used for Virtual clinical practice. It is based on OpenLabyrinth software an open source online activity modelling system that allows users to build interactive 'game-informed' educational activities such as virtual patients, simulations, games, mazes and algorithms. It has been designed to be adaptable and simple to use, while retaining a wealth of game-like features.

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Profile and competences

The GEROM master degree programme will enable students to gain specialised knowledge of the professional issues concerned with the gerontological care. Students will be expected to develop research and professional skills. The programme is designed to provide competent postpostgraduates who will be able to work within demanding working environments, accept the specific responsibilities regarding older people, and develop critical thinking through the use of reflection cycles. These postpostgraduates will be prepared to work within interdisciplinary and multidisciplinary professional teams for improvement of care delivery. The programme also enables the postpostgraduates to gain the following competencies: ? Ethical reflection and commitment to the professional ethics within the work with older people. ? Inclusion of the organizational knowledge for the better professional decision making. ? Planning and monitoring the execution of the gerontological nursing care activities. ? The use of the scientifically research methods for the research practice in the field of gerontological nursing care. Following successful completion of the course the students will be able to: ? Analyse concepts and theories, which define the nature of knowledge on the theoretical and practical field of gerontology and discuss the relevance of those theories in the clinical environment. ? Discuss various approaches and models of care suitable for use with older people and evaluate the evidence-base for for the delivery of such care. ? Critically evaluate the research literature on the particular basis, such as the quality of care delivery to older people. ? Discuss the methods and principles of quality indicators and quality improvement and the use of those measures in the health and social care. ? Describe the nature of the changes and use of those changes in the gerontology. ? Critique the ethical extension of human acts and to discuss the use of moral theories in the practical field of care of older people. ? Discuss cognitive and humanistic theories of learning and to discuss the use of those theories within the assessment and evaluation of the gaine knowledge on the field of gerontology. ? Study up to date knowledge in the professional clinical practice and to study its meaning and use in the gerontological nursing care. Specific competences which students will gain within the GEROM learning units The programme consists of 4 semesters, each semester 30 ECTS. Student will have to successfully conclude: ? 3 obligatory modules (45 ECTS), 50 | GEROM | http://www.gerom.net/

? 3 optional modules (45 ECTS) and ? Dissertation (30 ECTS). The course consists of core or obligatory modules where the focus is on the global contex of ageing and the caring issues that emerge form ageing in modern society. Student will expand their knowledge in the other fields such as Informatics, Ethical issues in older person care, Leadership and management, Positive ageing and Ambient assisted living. Together, the modules will foster critical decision making in the clinical practice, the implementation of theoretical models in the process of the care delivery. The postgraduate will also gain knowledge from the field of health promotion for older people and to organize primary health care and prevention steps on the primary level. The postgraduate will be qualified to plan research studies in the field of older person care with a special focus on the issues of confidentiality, ethics, vulnerability, sensibility and empathy, which are required for the effective dissemination and evaluation of research projects. The postgraduate will also be able to work effectivly within an evidence based gerontological care environment through the analysis of health care research and policies. They will also be equipped to take leadersip roles within their organization to monitor and document the outcomes and effects of care. The postgraduate will recognise and incorporate social and socio-cultural changes and the influence of these facts into the care of older people, family life, paradox relation to the illness and health. They will also be able to understand the complexities social conditions for the individual's construction of their own identity. Postgraduates will be understanind the theoretical principles of health living and quality of life of older persons and the influences of the environmental and other psycho-social factors on older people's health. Postgraduates will be trained to work with people in the field of health promotion for older people. Postgraduates will gain knowledge from the field of simulations in gerontological nursing care, e-learning, virtual reality and information communication technology and its potential use for a better quality of life for older people. As mentioned above the postgraduates within the GEROM programme will be able to explore issues and conepts that support the use of information technology in health and nursing care, understand the importance of the role information communication technology in supporting the quality of life for older people and be able to use information technology in the delivery of care for older people.

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Career prospects

After successful completion of intensive interdisciplinary study program, Graduates will be prepared to build their careers in the following fields and segments: ? Cooperation with elderly on daily bases. ? Working in medical care and nursing system. ? Acting in social services and social security. ? Education, science and research. ? Personal development, mediation, coaching and counseling. ? Influencing on regional, national and international legislation and administrative bodies. ? Career in retirement homes as recreational and leisure activities planner. ? Leading roles in ageing related institutions. ? Long-term care and nursing for elderly. ? Product and services development in the health care industry specifically for the aged.

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Presentation of the GEROM project

The average life expectancy is increasing and therefore the age profile of the population is changing. However, with ageing the needs and capabilities also change. Our aspiration is to promote dignity and quality of life of older people. We recognize the need for a new generation of highly competent professionals, who will be able to: ? ensure a high quality of life at a late age, ? identify and meet the specific needs of the older person, ? assist older people by providing a safe and comfortable life, ? improve inter-generational relationships, ? improve communication among older people. The development of the joint development of an online gerontological masters degree programme - named GEROM involves partners from different countries. The project is funded by EU Education and Culture â&#x20AC;&#x201C; Lifelong Learning Programme and EACEA (Education, Audiovisual & Culture Executive Agency). The project partners are: ? Slovenia, Faculty of Health Sciences, University of Maribor, (Program Coordinator) and Centre of Interdisciplinary and Multidisciplinary Research and Studies, ? Bulgaria, Medical University Plovdiv â&#x20AC;&#x201C; College of Medicine, ? Ireland, School of Nursing, Midwifery & Health Systems, University College Dublin, ? United Kingdom, University of Surrey, ? Austria, Carinthia University of Applied Sciences, School of Health Care Management, ? Finland, Department of Health Sciences, University of Oulu. This is a completely new and creative approach to developing a study program that will focus on the care of older people and is also consistent with the guidelines of the Bologna Agreement.

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Partner presentation Faculty of Health Sciences, University of Maribor, Slovenia

Contact person: Helena Blažun, MSc Full address: University of Maribor Faculty of Health Sciences Zitna ulica 15 2000 Maribor Slovenia | Phone: +386 2 300 4701 | Fax: +386 2 300 4747 | | Web page: http://www.fzv.uni-mb.si/ | The Faculty of Health Sciences, University of Maribor (hereafter FHS UM) is a contemporary, quickly developing pedagogical and research institution, which educates students with the most up-to-date didactical approaches with the support of the information communication technology. As the first in Slovenia the faculty team developed and implemented the undergraduate study programme Nursing care in line with the European directives for regulated professions. At the moment we are executing a first degree study programme in Nursing care according to the Bologna process. In the academic year 2007/2008 the faculty opened the door to students on two postgraduate master degree study programmes Nursing Care and Bioinformatics and in the academic year 2009/2010 we started executing the master degree programme in Management of Health and Social organizations. The graduates of the FHS UM have the professional relation to work and working assignments, interdisciplinary knowledge, effective communication, general education, independence in thinking, the ability of quick and proper decision making, empathy and loving relation toward patients, as well as other users of health care services, the ability of team work and cooperation in international teams and projects. One of the major advantages of the FHS UM is wide international and national scientifical research activity. FHS UM cooperates in numerous projects with different health care and educational institutions. It's one of very few educational institutions, which lead two major EU projects entitled “Joint development of online gerontological master degree GEROM” and “Promoting the improvement of elderly ICT skills and well being by intergenerational and multi-sectoral education - PRIMER – ICT” and is partner in the project “Breaking the Taboo Two - Developing and testing tools to train the trainer”. In the FHS UM we will keep contributing to Slovene excellence, reputation and prosperity of the University of Maribor, recognition of Maribor as an University City and region in the European area as well as worldwide with research achievements, education of health professionals, researches, with establishing new interdisciplinary study programmes and with generating of the latest knowledge aiming for improving the quality of life, and by enriching research environment of the region, Slovenia and wider. Our work is guided by the following principles: People are always the most important; Relationships are based on honesty; Diversity of people and ideas is welcomed; Conflicts are creative source of new ideas; Discussions are academic; Excellence is realized by team work; Dedication to intellectual achievements is highly appreciated. http://www.gerom.net/ | GEROM | 55

Department of Health Sciences, University of Oulu, Finland

Contact person: Prof Dr Arja Isola Full address: University of Oulu Faculty of Health Sciences Kajaanintie 46 E 90220 Oulu Finland | Phone: +358 8 537 5617 | Fax: +358 8 537 5606 | | Web page: http://www.medicine.oulu.fi/ | The University of Oulu is a vibrant science and learning community of 15,300 students and 3,200 staff members. In the Faculty of Medicine 1,700 students pursue degrees in medicine, Dentistry and health Care. In Department of Health sciences instruction is given in the disciplinary programmes of Nursing Science, Health Administration, Clinical Laboratory Science and Radiography as well as the degree programme for Teachers of Health Sciences. The main goal of department is to produce health science research that meets high national and international standards. The objective of our health science research is to develop cooperatively oriented care, which means interaction between the individual and the service system in ways that benefit the client.

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Medical University Plovdiv, College of Medicine, Bulgaria

Contact person: Penka Kolchakova, PhD Full address: College of Medicine Medical University Ul. Buxton Bros. 120 4004 Plovdiv Bulgaria | Phone: +359 32 69 2762 | Fax: +359 32 69 2347 | | Web page: http://www.medcollege-plovdiv.org/ | In the structure of Medical University Plovdiv, the specialities nurses and midwives are trained in the Medical Faculty and in the College of Medicine, there are six specialities medical laboratory assistants, assistant pharmacists, X-ray laboratory assistants, dental mechanics, physical therapeutists and sanitary inspectors. The training of nurses and midwives is four years long /240 ECTS/, and three years long /180 ECTS/ for the rest specialities â&#x20AC;&#x201C; all bachelor degree. It is full time and is done under new academic curricula. They were introduced in the 1997/98 school year, they are continuously updated /last update in 2009/ and meet the standards adopted by the European health education system. The necessary number of academic staff provides the study process. Theoretical training is carried out by eminent university lecturers and the practical training - by highly qualified teachers in practice. The academic teaching staff, consisting of 100 full-time appointed and 10 part-time lecturers (out of them all 13 are professors, 35 - associate professors, 5 - doctors of medicine, 57 masters with the relevant specialty), keeps up and enriches the educational traditions of the college. All the specialities received accreditation for six years - till 2016 year from the National Accreditation Agency. There is a close cooperation between the college and the different faculties of Medical University Plovdiv, which facilitates the educational process. The Medical College Plovdiv maintains stable and effective connections and consolidates its prestige in contacts with foreign partners. College of Medicine Plovdiv is a member of two international organisations - FINE and European Nursing Module Network.

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School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland Contact person: Rita Collins, PhD Full address: Health Science Centre University College Dublin Belfield 4, Dublin Ireland

| Phone: +353 1 716 6406 | Fax: +353 1 716 6450 | | Web page: www.ucd.ie/nmhs/ | University College Dublin is a national public third level university of approximately 22,000 students. It has 5 colleges and the School of Nursing; Midwifery & Health Systems is one of eight schools within the College of Life Sciences and employs 60 academic staff. It has approximately 1600 students. One thousand of these are undergraduate students studying general, psychiatric and children's nursing as well as a cohort studying undergraduate midwifery. The school has a research stream on Older Persons and has been successful in obtaining many national grants most particularly in studying â&#x20AC;&#x17E;lonelinessâ&#x20AC;&#x153; in older people. There is also work in progress on: Elder Abuse, Older people and emergency department use, Quality of life for older people in extended care and Experiences of older people with intellectual disabilities. There Health Systems research group has national funding for the development of an e-learning packages for preceptors of nurses on supernumerary placements.

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University of Surrey, United Kingdom

Contact person: Khim Horton, PhD Full address: Centre for Research in Nursing & Midwifery Education Faculty of Health & Medical Sciences Duke of Kent Building (L4) Guildford, Surrey GU2 7TE, England | Phone: +44 (0) 1483 684555 | Fax: +44 (0) 1483 686711 | | Web page: http://www.surrey.ac.uk/ | The University of Surrey is a national University recruiting approximately 12,000 national and international students annually. It has four Faculties employing approximately 550 academics, including the Division of Health & Social Care (DHSC). The DHSC is a multidisciplinary teaching and research organization employing approximately 100 academics who collaborate with other colleagues in the biological and social sciences. A range of quality educational programmes at diploma, degree and postgraduate level in nursing, midwifery, operating department practice and mental health are offered. Masters programmes include Advanced Practice for Nursing & Allied Health Professionals, Occupational Health, health ergonomics, Mental Health (primary care) and Teaching & Learning. There are 30 MPhil/PhD students and a Clinical Doctorate is offered to students who are already expert practitioners or healthcare managers and future healthcare leaders. The DHSC is committed to lifelong learning with a full programme of activities supported by blended learning and the latest educational technologies. Research activities embrace ethics, evidence based practice, policy and education. We have specific research expertise in workforce and organizational development including the use of new technology; user consultation and multi agency working; and physical and emotional health and wellbeing across the lifespan. Knowledge transfer activities ensure that clinically based research is used by a range of outside agencies.

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Carinthia University of Applied Sciences, School of Health Care Management, Austria Contact person: Eva Brunner, PhD Full address: Carinthia University of Applied Sciences School of Health and Care Hauptplatz 12 9560 Feldkirchen i.K. Austria | Phone: +43 5 90500-4101 | Fax: +43 5 90500-4110 | | Web page: www.fh-kaernten.at | The Carinthia University of Applied Sciences was founded in 1995 as the body responsible for FH degree programmes in Carinthia in the legal form of an association with its headquarters in Spittal / Drau. The School of Health Care Management is located in Feldkirchen. The staff comprises eight full-time employed professors, two part-time employed professors, three full-time and two part-time employed research assistants. More than 200 students are enrolled in the School of Health and Care. At present, the School of Health Care Management offers a B.A. in Health Care Management (full-time, part-time) and a M.A. in Health Management. Further education courses are also offered (Mediation and Conflict Management, Pedagogy for Health Care Professionals, Academic Health and Care Management). The School of Health Care Management was an outrider in the implementation of eLearning and blended learning. This integration of new technologies into the common lectures aims at a reduction of time students have to be present at the university, making it easier for them to combine work and family responsibilities with a continuous education. Current research projects are among others in the area of palliative care in nursing homes, health and quality of life in old age, development of a nursing registry in Carinthia and the trainings situation of health care professionals.

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Faculty possibilities/ Campus&services

LIBRARY Students of the GEROM study programme have many possibilities to search the literature and readings materials within the libraries or electronic resources. Within the electronic resources we will provide students the most important electronic journals from the field of social and health care and services stated below: ? CINAHL ? EBSCOhost ? ProQuest ? ScienceDirect ? Web of Science ? Wiley InterScience ? SAGE Journals Online ? Quality and safety in health care ? Epidemiologic Reviews ? Bibliotheca Alexandria (The Supercourse)

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Team & academic staff / Contact persons

The academic staff consists of professors and lecturers of GEROM Consortium as well as acknowledged experts from the fields of health, social and ICT sciences at the international levels. Coupling progressive didactic teaching methods with intensive mentoring ensures a practical education that offers students the support needed to complete this course of studies within the projected timeframe of 2 years. Observing the study programme, you will notice that there is a module leading country specified for each module. However, in each of the GEROM partner countries there are module leaders that can discuss open issues with a student also in face-to-face meetings. To get more information on module leaders in your country, please contact the following contact persons:

Country

Contact Person

E-mail

Slovenia

Peter Kokol

kokol@uni-mb.si

Slovenia

Helena Bla탑un

helena.blazun@uni-mb.si

United Kingdom

Khim Horton

k.horton@surrey.ac.uk

Ireland

Rita Collins

rita.collins@ucd.ie

Austria

Eva Brunner

e.brunner@fh-kaernten.at

Bulgaria

Penka Kolchakova

pkoltchakova@abv.bg

Finland

Arja Isola

arja.isola@oulu.fi

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