Faculty of Health Sciences

Second-cycle programs focus on the acquisition of extended and specialist knowledge in order to familiarize students with advanced and specialist functions in the chosen study program and with the research, analytical, professional and work environment in which these functions take place in companies, institutions, administrative bodies, clinics and laboratories, as well as in different forms of their integration. Students should also become familiar with 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 second cycle study is for the student-candidate to acquire in-depth general knowledge based on basic professional knowledge from a wider scientific field or. scientific field that is the subject of study, and deep and specialist knowledge from the narrower area of ​​his own interest in which he prepares the final thesis, and to acquire the necessary knowledge of using scientific methods and research techniques in the narrower area of ​​research, in order to be able to creatively solve complex problems from his practices, or in order to be qualified for further scientific research work. Individual study goals of the second cycle which are realized at the Pan-European University include:

• Acquiring, developing and transferring knowledge and abilities 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, extend the education acquired in the first cycle, acquire abilities, competences, knowledge and skills of higher education in the second cycle and adopt high moral and humanistic values ​​resulting from the educational goals of the second cycle;
• Achieving the strategic goals of the European area of ​​higher education, lifelong learning and mobility of students and academic staff in the field of second cycle studies;
• Realization of the qualification framework of second cycle studies that is compatible with the Qualification Framework in the European area of ​​higher education and which enables the acquisition of general generic abilities and competencies of the second cycle based on European standards;
• Improvement of the theoretical framework and acquisition of additional competencies of the wider scientific field in which the second cycle study is located as a basis for improved specialist and expert knowledge and professional development;
• Creating and maintaining international comparability of standards, especially in the intra-institutional, inter-institutional, regional and European context, and thus enable, promote and improve mobility for students and academic staff, as well as for non-academic staff and citizens;
• Enabling students of the second cycle to systematically understand and master knowledge in his field of study, which is based on knowledge, that is, expands and builds on the knowledge of undergraduate studies, and at the same time represents the basis for originality in the development and application of ideas in the context of research work;
• Enabling students to be able to apply their knowledge and understanding, as well as problem-solving skills, to new and unfamiliar environments within a wider (or interdisciplinary) context related to their field of study;
• Enabling students to apply conceptual and abstract thinking, with a high level of creativity, which enables the formation of critical thinking and the development 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 given information, with the readiness to assume social and ethical responsibilities related to the application of that knowledge or judgments;
• Acquisition of interpersonal skills and teamwork skills, suitable for different learning and employment contexts, enabling students to initiate, make decisions in a time deficit, lead and harmonize teams and social groups.
• Redefinition of teaching plans and reengineering of study curricula of the second cycle in order to ensure appropriate professional competencies of students and design the educational process as a stepped spiral and realize the principle of lifelong learning;
• Individualization and adaptation of studies to the intellectual and psychological level 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 a continuous process of monitoring their achievements and synthesis of all forms of work;
• Establishing and developing versatile academic cooperation in the field of second-cycle studies with other higher education institutions from the country and abroad, business entities and research institutions, with an emphasis on the development of joint study programs, scientific research projects, mobility of students and academic staff and the development of the concept of dual and joint 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 face-to-face lectures or instructional and optional classes for the elective program, exercises, seminars, research seminars and project assignments, pedagogical workshops, problem-oriented workshops, laboratory classes, demonstration classes, research of sources and individual work, work-oriented exercises, model making, research work in the field, research work and solving complex practical functional problems of institutions, organizations and companies in the environment. In connection with that, students should undergo various knowledge assessment methods that 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 the work, research and business process, to organize their work, to communicate in the 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 the second cycle of studies, and in particular methods that improve the organizational, communication and system competencies of students are evaluated. After the studies of the second cycle, students should have the possibility of work and employment in more complex, complex and responsible jobs, as well as mobility in further studies of the third cycle or. 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 direction, it can be vertical, horizontal or interdisciplinary, which depends on the knowledge acquired during the first cycle studies. In the second cycle, different teaching methods are used to stimulate not only the acquisition of knowledge in the subject areas, but also the preparation of students to find relevant instruments for solving problems, as well as their ability to organize and communicate and finally to be able to present problem solving in a wider context.

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

• Identification of key elements of the environment in which problem solving takes place;
• Defining assumptions and goals for problem solving;
• Determining 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 involved in making a decision;
• Realizing the implications and consequences of the choice;
• Ability to argue and defend a decision.

c/ Ability to implement presupposes:

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

The study programs of the second cycle studies of the Pan-European University ensure the development and acquisition of general (generic) competencies of the second cycle level in students, which include but are not limited to the following abilities and skills: the ability to analyze and synthesize, solve problems, the ability to plan and organize, the ability to make decisions, the ability to create new ideas (creativity) and adapt to new situations, information management skills (the ability to obtain and analyze information from different sources), teamwork and the ability to work in interdisciplinary teams, interpersonal skills, the ability to apply knowledge in practice and research skills, abilities and the skills of creating and managing (management) projects, the ability to learn independently, oral and written communication in the native and foreign languages, ethical commitment, then the acquisition of in-depth basic general knowledge based on basic professional knowledge related to wider science scientific fields and scientific fields that are the subject of study (which include theoretical and methodological knowledge essential 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 narrower scientific fields and subjects (which include theoretical-methodological, scientific-professional and general-professional prior knowledge essential for understanding the content of the subject or narrower scientific field, current content of specific knowledge of the respective subject/discipline, approach to the subject, development of specific methodology of the subject and ways of solving problems in that specific field, and application of knowledge ).

Qualifications that the student should possess from previous schooling and which are a condition for successful second cycle studies:

• 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 the basic aspects of knowledge of contemporary achievements in that field of study;
• can apply knowledge and understanding of the field of study in a way that demonstrates a professional approach to work and profession, and has competencies that he demonstrates through thinking and presenting arguments and solving problems in his field of study;
• has the ability to collect and interpret relevant data (usually in his field of expertise) in order to form an expert opinion that includes the implications 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 has developed the learning ability that is necessary to be able to continue his second cycle studies with a high level of independence.

Qualifications marking the completion of the second cycle are awarded to students who:

• possesses demonstrated knowledge and understanding that build on knowledge, and extend and/or increase knowledge commonly associated with the first cycle, and that provide a 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 wider (or multidisciplinary) context related to his field of study;
• has the ability to connect knowledge and handle complex situations, and to formulate judgments based on insufficient or limited information, while respecting the social and ethical responsibility related to the application of such knowledge and judgments;
• can clearly and unambiguously convey the conclusions, knowledge and explanation of the thesis it supports, to a professional or lay audience;
• possesses a learning ability that allows him to continue the process of study, research and development in a way that can be broadly self-organized and autonomous.

Descriptors of second cycle studies:

Students should be able to:

• To use and evaluate professional analysis tools;
• To work in specific interdisciplinary fields and activities and to specialize in that field to a highly professional level;
• 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;
• That they are prepared for decision-making at the operational and strategic level;
• To possess abilities for guided research;
• To have 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 changes in their work and business environment;
• To possess international mobility and understanding of different cultures.

The educational outcomes should give all students of the second cycle the skills to formulate:

• Questions relating to the background of the problem;
• Research questions;
• Problem solving methodology;
• Problem analysis;
• Conclusions related to problem elaboration;
• Recommendations related to problem solving;
• Recommendations related 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

Within the studies, the foundations for lifelong professional mobility and permanent professional development were created.

The specific competencies of the licensed study programs in the second cycle study derive from the teaching modules of the study core of the scientific fields in which these programs are based, and from the specialist teaching modules within the scientific fields and narrower scientific areas that are studied. A significant part of specific competences derives from the content of the elective program, research program and papers (obligatory: specialist-diploma entry thesis and master's thesis), which the student is obliged to prepare and defend during this study.

Study program "Nursing" – specific competencies

The process of intensive development and application of high technologies and engineering in medicine, the hyperproduction of information and the spread of scientific knowledge, the multiplication of specialist knowledge, but also the interdisciplinary character of modern knowledge, reflect on the organization, methodology and didactics of the education of collateral professions in the health field, which is one of the main reasons to move programs in the education of those professions towards the requirements of higher and postgraduate education.

The study of the second cycle in the field of nursing also resulted 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 based on the recommendations International Council of Nurses (ICN) and the World Health Organization. The study plan and program is modeled on the plans and programs of health care faculties in Great Britain, USA, Australia, Canada and some Western European countries.

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

• Introducing a holistic approach where the needs in the field of health, health preservation, treatment and care are treated as an expression of human integrity conditioned by hereditary, constitutional and acquired biological, psychological, social and spiritual factors indivisible from the conditions of the environment in which people live.
• Treating health as the greatest human value, which is a dynamic phenomenon and an expression of the need for 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 improving health through the action of individuals and the entire community on important factors that affect health such as housing, nutrition, strengthening social support for vulnerable categories of the population, combating addiction and, in accordance with this knowledge, research on factors for improving the health care system (accessibility of 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 the life course from health to illness.
• Complex knowledge about nursing practice as the origin of health, improving the adaptation of the individual, family and community to changed socioeconomic and ecological conditions, and improving health through taking responsibility for one's 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.

Master's studies of the second cycle focus on subjects that deepen knowledge with possible orientations, either in the vertical direction, where students enter the depth of the subject area of ​​study of the first cycle, or in the horizontal direction, which means that students add new subject areas of health care and public health to to their second cycle studies, or they go for 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, different 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 core thesis component that usually includes one or more areas in the parent areas of health care.

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

The study develops the skills and competencies of students in the process of training staff in the field of nursing and education of other health workers, i.e. competences of education of educators.

The study will increase the ability of students to identify, warn and solve the ethical dimensions of health care, enable the reduction of human errors in this delicate area, define care policies, realize patient rights, improve communication and the patient's relationship with professional health personnel.

On the basis of deepened basic knowledge and knowledge from collateral areas, the study enables the mastering of complex skills of nursing practice, 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, application of teaching principles and learning, organizing advanced nursing care for different target groups of patients, training in the application of complex methods in the process of decision-making, critical thinking and problem solving, applying the principles of "social justice", improved participation in the implementation of diagnostic and therapeutic procedures.

The specific competences of the study program of the second cycle of Nursing studies are based on the superstructure of the core, more specialized knowledge, of the study program of the first cycle of Nursing studies

• Study program: Nursing (knowledge objectives; skill objectives; study descriptors; ability objectives; competences)

The specific competencies of the licensed study programs in the second cycle study derive from the teaching modules of the study core of the scientific fields in which these programs are based, and from the specialist teaching modules within the scientific fields and narrower scientific areas that are studied. A significant part of the specific competences derives from the content of the elective program, research program and papers (required: specialist-diploma approach paper and master's paper), which the student is obliged to prepare and defend during this study.

Study program "Sanitary engineering" - specific competencies

In the World Health Organization's global strategy for health and ecology (WHO Global Strategy for Health and Environment, WHO, Geneva, 1993) emphasized 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. In that strategy, the lack of appropriate personnel is emphasized and the need to strengthen national capacities in the development of personnel capable of harmonizing the relationship between the natural environment, sustainable development and public health is highlighted.

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

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

Sanitary engineers in the study of the second cycle acquire additional competencies in the field of sanitary supervision of drinking water supply and disposal of waste materials, transportation of foodstuffs and food, storage and sale of foodstuffs; supervision of poison traffic; supervision of technological processes of the food industry, control and monitoring of air quality, control of the production and circulation of items of general use, supervision of disinfection, disinsection and pest control procedures. Sanitary engineers in the study of the second cycle receive additional specific competencies related to various complex procedures of analysis of environmental factors.

Additional competencies related to an interdisciplinary approach and improved communication and managerial skills of students, enable further professional development in the work of the sanitary inspectorate and the state border sanitary inspectorate, experts in public health issues, ecological assessment of production and risk factors in the manipulation, storage and transport of poisons, respectively. dangerous substances. Students are also trained for complex jobs in the laboratories of food manufacturers, respectively. of toxic substances, as well as in the laboratories of public sanitary services.

With a modular teaching approach, specialist and interdisciplinary knowledge gained during the second cycle study, as well as by deepening 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, integral management of natural, economic and socio-cultural elements of local and regional communities and their natural environment in their interaction and synthesis, management of quality of life, management of self-sustaining technologies (such as organic agriculture and prevention of genetic pollution), and management of self-sustaining public services.

Master's studies of the second cycle focus on subjects that deepen knowledge with possible orientations, either in the vertical direction, where students enter the depth of the subject area of ​​study of the first cycle, or in the horizontal direction, which means that students add new subject areas of sanitary engineering and public health to to their second cycle studies, or they go for 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, balenology, application of modern technologies in the field of health care and in laboratory practice, medical-laboratory engineering, etc. The master's program contains a core thesis component that usually includes one or more areas in the parent areas of sanitary engineering.

The specific competencies of the study program of the second cycle of Sanitary Engineering studies are based on the superstructure of the core, more specialized knowledge, of the study program of the first cycle of Sanitary Engineering studies.

Study program: Sanitary engineering (knowledge objectives; skill objectives; study descriptors; ability objectives; competences)

The program of the II cycle of study Management in healthcare ensures the acquisition of general, generic competencies of students at the level of the second cycle, as well as specific competencies related to theoretical-methodological, scientific-professional and general-professional knowledge essential for understanding the content of the course or narrower scientific field.

The specific competencies of the licensed study programs in the second cycle study derive from the teaching modules of the study core of the scientific fields in which these programs are based, and from the specialist teaching modules within the scientific fields and narrower scientific areas that are studied. A significant part of the specific competences derives from the content of the elective program, research program and papers (obligatory eg: specialist-diploma approach paper and master's paper), which the student is obliged to prepare and defend during this study.

Health management students after the second cycle of studies will be involved in management jobs in organizational units, institutions, bodies and organizations in the field of health, as well as in strategic planning and management of human resources and organization of work processes, respectively. defining policies and standards in the field of public health. This aspect of their professional engagement was adapted to the curriculum of the "Management in Healthcare" study in the second cycle, which leads to the development of specific competencies and abilities of students necessary for management and management functions in various types of organizations and various areas of healthcare.

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

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

The educational outcomes of the second cycle studies give the students of "Management in Healthcare" competencies in the field of strategic management and business economics, the economics of healthcare and the portfolio economics of public funds, which practically build on the competencies that these students already have in the field of healthcare.

Graduated students of "Healthcare Management" in the master's cycle are qualified for professional or expert, administrative, management and consulting jobs 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, respectively. state administration bodies. Students are trained for professional jobs in the field of finance and investment, logistics, marketing, planning, data processing and portfolio management in healthcare.

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

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

The educational outcomes should give all students of the second cycle the skills to formulate:

• Questions relating to the background of the problem;
• Research questions;
• Problem solving methodology;
• Problem analysis;
• Conclusions related to problem elaboration;
• Recommendations related 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