Faculty of Health Sciences

Second cycle programs focus on the acquisition of extended and specialist knowledge to introduce students to advanced and specialist functions in the chosen study program and to the research, analytical, professional and work environment in which these functions take place in companies, institutions, administrations, clinics and laboratories, as well as in various forms of their integration. Students should also be introduced to an expanded set of tools to support work and business processes, organizational and communication skills, along with the ability to analyze and structure problems arising from those processes. The main goal the study of the second cycle is for the student-candidate to acquire in-depth general knowledge based on basic professional knowledge from a wider scientific field, ie. scientific field that are the subject of study, and deep and specialist knowledge from the narrow field of self-interest in which he prepares the final work, and to acquire the necessary knowledge of using scientific methods and research techniques in the narrow field of research, to be able to creatively solve complex problems. practices, ie. in order to qualify for further scientific research work. Individual second cycle study objectives which are realized at the Pan-European University include:

• Acquisition, development and transfer of knowledge and skills through the educational process and scientific research work with the aim of contributing to the development of individuals and the progress of society;
• Providing opportunities for individuals to, under equal conditions, continue the education acquired in the first cycle, acquire abilities, competencies, knowledge and skills of higher education in the second cycle and adopt high moral and humanistic values arising from the educational goals of the second cycle;
• Achieving the strategic goals of the European Higher Education Area, lifelong learning and mobility of students and academic staff in the field of second cycle studies;
• Achieving a qualification framework for second cycle studies that is compatible with the Qualifications Framework in the European Higher Education Area and which enables the acquisition of general generic abilities and competencies of the second cycle based on European standards;
• Improving the theoretical framework and taking over additional competencies in the broader scientific field in which the second cycle study is located as a basis for advanced specialist and expert knowledge and professional development;
• Creating and maintaining international comparability of standards, especially in the intra-institutional, inter-institutional, regional and European contexts, and thus enabling, enhancing and enhancing mobility for both students and academic staff, as well as for non-academic staff and citizens;
• Providing second cycle students with a systematic understanding and mastering of knowledge in his field of study, which is based on knowledge, ie expands and upgrades the knowledge of undergraduate study, and at the same time represents the basis for originality in developing and applying ideas in the context of research;
• Enabling students to apply their knowledge and understanding, as well as problem-solving skills, to new and unfamiliar environments within a broader ( or interdisciplinary ) context related to their field of study;
• Enabling students to apply conceptual and abstract thinking, with a high level of creativity, which allows the formation of critical thinking and elaboration of alternative solutions, as well as the application of research and academic work in a given discipline;
• Enabling students to integrate knowledge and deal with complex problems, and to formulate judgments based on the information provided, with a willingness to take on social and ethical responsibilities related to the application of that knowledge or judgments;
• Acquiring interpersonal and teamwork skills, appropriate to different learning and employment contexts, enabling students to take the initiative, make decisions in time shortages, lead and harmonize teams and social groups.
• Redefining curricula and reengineering second-cycle study curricula in order to provide appropriate professional competencies for students and design the educational process as a step spiral and achieve the principles of lifelong learning;
• Individualization and adaptation of studies to the intellectual and psychological measure and needs of students through an interdisciplinary elective program, research practice and internship.
• Introduction of modern methods of working with students through interactive teaching in small groups, pedagogical workshops, research work and projects, creative participation of students in the educational process with evaluation of students' knowledge in the form of continuous process of monitoring their achievements and synthesis of all forms of work;
• Establishment and development of comprehensive academic cooperation in the field of second cycle studies with other higher education institutions from the country and abroad, economic entities and research institutions, with emphasis on development of joint study programs, research projects, mobility of students and academic staff and development of dual and joint concepts diploma;

In order to achieve these educational goals in the study of the second cycle, students should experience different types of teaching methods such as contact teaching with frontal lectures or. instructional and optional classes for elective program, exercises, seminars, research seminars and project tasks, pedagogical workshops, problem-oriented workshops, laboratory classes, demonstration classes, source research and individual work, work-oriented exercises, model making, field research, research work and solving complex practical functional problems of institutions, organizations and companies in the environment. In connection with that, students should go through various methods of knowledge assessment which document the achieved educational outcomes. This means that the educational outcomes of the course should be achieved by appropriate teaching and examination methods, where students present not only the level of their basic knowledge, but also their ability to use instruments to support work, research and business process, to organize their work, to communicate in context of their work and to argue the results. The Pan-European University therefore uses many different methods of assessing students 'knowledge and achievements during their second cycle studies, and in particular methods that improve students' organizational, communication and systemic competencies are assessed. After the second cycle studies, students should have the opportunity to work and be employed in more complex, complex and responsible jobs, as well as mobility in further third cycle studies, ie. inclusion in the "learning for life" system. The teaching of the second cycle is based on the core knowledge of the first cycle. According to the teaching orientation, it can be vertical, horizontal or interdisciplinary, depending on the knowledge acquired during the first cycle studies. In the second cycle, different teaching methods are used which stimulate not only the acquisition of knowledge in the subject areas, but also the preparation of students to find relevant tools for solving problems, as well as their ability to organize and communicate and finally be able to present. problem solving in a broader context.

The realization of the goals of the second cycle studies leads to a focus on the following generic skills that are necessary in different types of organizations and different areas in order for graduates to be prepared for constant and accelerated changes in the work and living environment. The student's generic abilities assume: a / Ability to analyze (which assumes abilities):

• Identification of key elements of the problem-solving environment;
• Defining assumptions and goals for problem solving;
• Identifying the resources and competencies necessary to solve the problem;

b / Ability to choose;

• Ability to make decisions;
• Awareness of the degree of uncertainty and risks associated with decision making;
• Recognition of the implications and consequences of choice;
• Ability to argue and defend a decision.

c / Implementation capability assumes:

• Planning and organization for the execution of jobs / tasks
• Appropriate parameter setting
• Choosing an option and making a decision
• Argumentation and implementation of the decision
• Understanding and awareness
• Leadership skills

The second cycle study programs of the Pan-European University provide the development and acquisition of general (generic) second level cycle competencies in students that include but are not limited to the following abilities and skills: ability to analyze and synthesize, solve problems, ability to plan and organize, decision making, ability to create new ideas (creativity) and adapt to new situations, information management skills (ability to obtain and analyze information from different sources), teamwork and ability to work in interdisciplinary teams, interpersonal skills, ability to apply knowledge in practice and research skills, abilities and project creation and management skills, ability to learn independently, oral and written communication in mother tongue and foreign language, ethical commitment, then acquiring in-depth basic general knowledge based on basic professional knowledge related to the wider science areas and scientific fields that are the subject of study, (which include theoretical and methodological knowledge important for understanding broader theoretical assumptions and concepts and general methodological frameworks of scientific fields), and the acquisition of specific academic and professional competencies related to already scientific fields and subjects (which include theoretical-methodological, scientific-professional and general-professional prior knowledge important for understanding the content of the subject or already scientific field, current content of specific knowledge of the subject / discipline, approach to the subject, development of specific course methodology and problem solving in that specific field, and application of knowledge ).

Qualifications that a student should possess from previous education and which are a condition for successful second cycle study:

• has demonstrated knowledge and understanding of the field of study, acquired in previous schooling, which is supported by advanced teaching aids at a level that includes basic aspects of knowledge of modern achievements in the field of study;
• can apply knowledge and understanding of the field of study in a way that demonstrates a professional approach in work and profession, and has competencies that he demonstrates by thinking and presenting arguments and solving problems in his field of study;
• has the ability to collect and interpret relevant data (usually in his / her field of expertise) in order to form an expert opinion that includes the implications that these views may have on relevant social, scientific or ethical topics;
• can convey information, ideas, problems and solutions, either to professional or lay audiences;
• he developed the learning ability necessary to, with a high level of independence, be able to continue his studies of the second cycle.

Qualifications that mark the end of the second cycle are awarded to a student who:

• has demonstrated knowledge and understanding built on knowledge, and expands and / or enhances knowledge commonly associated with the first cycle, and which provides the basis and opportunity for originality in the development and / or application of ideas, often in research contexts;
• can apply knowledge, understanding and problem-solving skills in a new, unfamiliar environment within a broader (or multidisciplinary) context related to his / her field of study;
• has the ability to link knowledge and handle complex situations, and to formulate judgments on the basis of insufficient or limited information, while respecting the social and ethical responsibility associated with the application of that knowledge and judgments;
• can clearly and unambiguously convey the conclusions, knowledge and explanation of the thesis he supports, to a professional or lay audience;
• has the ability to learn that allows him to continue the process of study, research and development in a way that can be broadly self-organized and autonomous.

Second cycle study descriptors:

Students should be able to:

• To use and evaluate tools for expert analysis;
• To work in specific interdisciplinary areas and activities and to specialize in that area until a highly professional new person;
• To make a connection with the functions in the organizations and associations in which they work with their environment;
• To argue the principles they use in finding solutions to problems at the operational and strategic level;
• To defend the proposed solution;
• To be prepared for decision-making at the operational and strategic level;
• To possess guided research skills;
• To possess the ability to work independently and independently;
• To possess the abilities and skills of leadership, organization and communication of teams and complex organizations, and to understand the dynamics of social groups;
• To build the skill of holistic (synergistic) judgment and the ability to critically evaluate strategic decisions;
• To build abilities and skills to implement change in their work and business environment;
• To possess international mobility and understanding of different cultures.

Educational outcomes should give all second cycle students the skills to formulate:

• Issues related to the background of the problem;
• Research questions;
• Problem solving methodology;
• Problem analysis;
• Conclusions related to problem elaboration;
• Recommendations relating to problem solving;
• Recommendations relating to problem solving;
• Orchestrating and harmonizing problem-solving teams;
• Problem presentation and problem communication;
• Handling technologies, procedures and methods for successfully solving set goals, projects and problems

The study created the foundations for lifelong professional mobility and permanent professional development.

Specific competencies of licensed study programs in the second cycle study arise from the teaching modules of the study core of scientific fields in which these programs are native, and from specialist teaching modules within scientific fields and narrower scientific fields that are studied. A significant part of specific competencies arises from the content of the elective program, research program and papers (mandatory: specialist-graduate access paper and master's thesis ), which the student is obliged to develop and defend during this study.

Study program "Nursing" - specific competencies

The process of intensive development and application of high technologies and engineering in medicine, hyperproduction of information and dissemination of scientific knowledge, multiplication of specialist knowledge, but also the interdisciplinary character of modern knowledge, are reflected in the organization, methodology and didactics of collateral education in health. reasons for the programs in education of these professions to move towards the requirements of higher and postgraduate education.

The study of the second cycle in the field of nursing also arose from the need to study the field of health care and accompanying scientific disciplines that provide a holistic approach to the function of health care in an inter-disciplinary and multidisciplinary way.

The curriculum of nursing studies in the first and second cycle was made on the basis of the recommendations of the International Council of Nurses (ICN) and the World Health Organization. The curriculum of the study was modeled on the plans and programs of the faculties of health care in Great Britain, the USA, Australia, Canada and some Western European countries.

The basic principles of the "Nursing" curriculum in the second cycle study are:

• Introduction of a holistic approach where the needs in the field of health, preservation of health, treatment and care are treated as an expression of human integrity conditioned by hereditary, constitutional and acquired biological, psychological, social and spiritual factors inseparable from the environment in which people live.
• Treating health as the greatest human value, which is a dynamic phenomenon and an expression of the needs of survival, growth and reproduction within its living environment. Research of biological, psychological, sociocultural, economic, ecological and political factors that affect the ability of individuals to perform life activities and maintain health.
• Research on the impact on health promotion through the action of individuals and the community on important factors that affect health such as housing, nutrition, strengthening social support for vulnerable groups, combating addiction and in accordance with this knowledge research on factors improving health care systems (access to health care, healthy environment, social support, lifestyles).
• Nursing practice as a complex process that includes assessment, planning, implementation and evaluation of needs, preventive procedures, diagnostic procedures, and procedures related to therapy, care and mitigation of disease consequences throughout the life cycle, from conception to death, at any point in life from health to disease.
• Complex knowledge about nursing practice as a source of health, improving the adaptation of individuals, families and communities to changed socio-economic and environmental conditions, and improving health through taking responsibility for their own health.
• Improving the professional aspects of nursing education as a permanent process with further deepening of basic knowledge in the pathophysiology of various health problems, as well as professional knowledge in the field of nursing practice.

The second cycle master studies focus on subjects that deepen knowledge with possible orientations, either in the vertical direction, where students enter the depth of the subject area of first cycle studies, or in the horizontal direction, which means that students add new subject areas of health care and public health. their study of the second cycle, or go to diversification or. interdisciplinary study, which means the inclusion of subjects and areas that are not directly related to health care such as. health management, wellness, various branches of physical activities and sports, application of modern technologies in the field of health care and medical practice, etc. The master's program contains a key component of the thesis that typically includes one or more areas in the parent areas of health care.

The study also develops students' competencies for working in health teams at all levels of health care, developing multi-disciplinary teams and acquiring competencies in managing health care teams.

The study develops the ability and competencies of students in the process of educating staff in the field of nursing and education of other health professionals, ie. educator education competencies.

The study will increase students 'ability to identify, warn and address the ethical dimensions of health care, enable the reduction of human error in this delicate area, define care policy, realize patients' rights, improve communication and patient relations with professional health care staff.

Based on in-depth basic knowledge and knowledge from collateral areas, the study enables mastering of complex nursing practice skills such as: application of technologically intensive processes of nursing care, new methods of communication with patients, their socio-environment and team members, ensuring patient safety, applying teaching principles and learning, organizing advanced nursing care for different target groups of patients, training in the application of complex methods in the decision-making process, critical thinking and problem solving, application of the principles of " social justice ", improved participation in diagnostic and therapeutic procedures.

Specific competencies of the study program of the second cycle of nursing studies are based on the upgrade of core, already professional knowledge, study programs of the first cycle of nursing studies

• Study program: Nursing (knowledge goals; skills goals; study descriptors; ability goals; competencies)

Specific competencies of licensed study programs in the second cycle study arise from the teaching modules of the study core of scientific fields in which these programs are native, and from specialist teaching modules within scientific fields and narrower scientific fields that are studied. A significant part of specific competencies arises from the content of the elective program, research program and papers (mandatory: specialist-graduate access paper and master's thesis), which the student is obliged to develop and defend during this study.

Study program "Sanitary Engineering" - specific competencies

The WHO Global Strategy for Health and Environment (WHO, Geneva, 1993 ) emphasizes the health consequences of the interaction of harmful physical, chemical and biological factors, as well as negative social factors on the health of the population. This strategy emphasizes the lack of appropriate staff and emphasizes the need to strengthen national capacities in the development of staff capable of harmonizing the relationship between the natural environment, sustainable development and public health.

Students of the second cycle of sanitary engineering are provided with additional knowledge in specialist scientific fields that significantly affect public health such as: improving the quality of drinking water, waste management and soil protection from pollution, health security of food and food, air pollution prevention including reduction of pollutant emissions, prevention in the workplace and improvement of living and living conditions in settlements and local communities. The interaction of the environment and public health is a complex problem that requires adequately trained experts at the specialist and / or master level.

Through specialist modules, students can also take interdisciplinary knowledge related to environmental management and sustainable development, integrating the fields of development economics and economic modeling with the narrower scientific fields of natural, bio-technical, social, cultural and information specialist disciplines in order to define an environment that is " friendly "and humanely profiled in relation to the needs of local and regional communities, but also perspectively in relation to the future needs of the descendants of those communities.

Sanitary engineers in the second cycle study gain additional competencies in the field of sanitary supervision of drinking water supply and disposal of waste materials, trade in food and food, storage and sale of food; control of poison traffic; supervision of technological processes of the food industry, control and supervision of air quality, control of production and trade of objects of general use, supervision of disinfection, disinsection and deratization procedures. In the second cycle study, sanitary engineers gain additional specific competencies related to various complex environmental factor analysis procedures.

Additional competencies related to the interdisciplinary approach and improved communication and management skills of students, enable further professional development in the jobs of sanitary inspectorate and state border sanitary inspectorate, expert on public health, environmental assessment of production and risk factors in handling, storage and transportation of poisons. hazardous substances. Students are also trained for complex jobs in the laboratories of food producers or. toxic substances, as well as in laboratories of public sanitary services.

With a modular teaching approach, specialist and interdisciplinary knowledge gained in the study of the second cycle, as well as deepening the fundamental knowledge in the field of bio-technologies, students are trained for "Environmental Management" or. management of sustainable natural resources focused on management of renewable and alternative energy sources, management and protection of water, air and soil, integrated management of natural, economic and socio-cultural elements of local and regional communities and their natural environment in their interaction and synthesis, quality of life management, management of self-sustainable technologies (such as organic agriculture and prevention of genetic pollution), and management of self-sustainable public services.

The second cycle master studies focus on subjects that deepen knowledge with possible orientations, either in the vertical direction, where students enter the depth of the subject area of first cycle studies, or in the horizontal direction, which means that students add new subject areas of sanitary engineering and public health. their study of the second cycle, or go to diversification or. interdisciplinary study, which means the inclusion of subjects and areas that are not directly related to sanitary engineering such as. management in the sanitary field, balneology, application of modern technologies in the field of health care and in laboratory practice, medical-laboratory engineering, etc. The master's program contains a key component of the thesis that typically includes one or more areas in the home areas of sanitary engineering.

Specific competencies of the study program of the second cycle of studies Sanitary Engineering are based on the upgrade of core, already professional knowledge, study program of the first cycle of studies Sanitary Engineering

Study program: Sanitary Engineering (knowledge objectives; skills objectives; study descriptors; competence objectives; competencies)

The program of the second cycle of the study Management in Health Care provides the acquisition of general, generic competencies of students at the level of the second cycle, and specific competencies related to theoretical-methodological, scientific-professional and general-professional knowledge important for understanding course content or scientific field.

Specific competencies of licensed study programs in the second cycle study derive from the teaching modules of the study core of scientific fields in which these programs are native, and from specialist teaching modules within scientific fields and narrower scientific fields being studied. A significant part of specific competencies derives from the content of the elective program, research program and papers (compulsory: specialist-graduate thesis and master's thesis), which the student is obliged to develop and defend during this study.

After the second cycle studies, students of health management will be involved in managerial positions in organizational units, institutions, bodies and organizations in the field of health, as well as in strategic planning and human resources management and organization of work processes. defining policies and standards in the field of public health. The curriculum of the study "Management in Health" in the second cycle, which leads to the construction of specific competencies and abilities of students necessary for managerial and managerial functions in different types of organizations and different areas of health, has been adjusted to this aspect of their professional engagement.

Students gain advanced knowledge in the fields of medical, operational, logistical and financial support, basic and current care for all categories of the population, especially vulnerable categories, as well as additional knowledge about factors endangering public health and public goods.

Students are trained in communication skills, dynamics of social groups and teams, methods and techniques of decision making, so that they can build a partnership with doctors, nurses and other professional staff in the healthcare industry.

The educational outcomes of the second cycle studies give students of "Management in Health" competencies in the field of strategic management and business economics, economics of health activities and portfolio economics of public funds, which are practically upgraded to competencies that these students already have in health care.

Graduated students of "Health Management" in the master cycle are qualified for professional resp. expert, administrative, managerial and consulting services in the health sector in public and private health institutions, rehabilitation institutions and spas, sports organizations and institutions, inspection institutions, health funds and local government bodies or. state administration bodies. Students are trained for professional jobs in the fields of finance and investment, logistics, marketing, planning, data processing and portfolio management in the healthcare industry.

Graduates are trained for occupations and jobs: clerks, secretaries, administrators, managers and advisors of public and private health institutions and funds, directors of medical institutions, heads of services for medical-administrative and documentation affairs, heads of technical and logistical services and maintenance services, administrator of personnel affairs and public relations.

The field of health management enables health care managers to significantly contribute to the improvement of health in local communities in which their health care institutions provide services, and thus to improve the quality of life of their fellow citizens.

Educational outcomes should give all second cycle students the skills to formulate:

• Issues related to the background of the problem;
• Research questions;
• Problem solving methodology;
• Problem analysis;
• Conclusions related to problem elaboration;
• Recommendations relating to problem solving;
• Sources for further elaboration of the problem;
• Orchestrating and harmonizing problem-solving teams;
• Problem presentation and problem communication;
• Handling technologies, procedures and methods for successfully solving set goals, projects and problems