This interactive webinar consists of 2 sessions.
SESSION 1: 04.11.2025 15:00-16:45 CET
SESSION 2: 18.11.2025 15:00-16:45 CET
Every classroom is composed by differing social structures and dynamics. The students’ skills to cope with the challenges of the current world might also vary. During this early stage of adulthood when entering university studies, unexpected challenges might occur. Students might face internal factors that cause crisis, such as sudden illness of themselves or a student colleague, teacher or even a close relative. In addition, other factors such as pressure from the ever-increasing digitalisation and social media, new social structures and situations, and the years of studying might be challenging because of the forthcoming exams, new environments to be explored and roles to be taken. Due to these reasons the pressure to cope with the studies might become overwhelming and motivation to study decrease.
As these life events or situations occur, sometimes unexpectedly, it is only human that these unforeseen situations or maybe crisis may emerge. During this webinar series we will focus on unexpected events and crisis, which needs actions or adaptations from the teacher to manage and support the individual students as well as the whole community of classroom.
Amid crisis, the responsibility of making the classroom environment safe and encouraging space often falls on the teachers. However, teachers are not supernatural humans, and need support and skills to cope with the professional burden it might cause and a possibility to improve their crisis leadership skills. Questions that we will be learning and discussing include aspects such as; what approaches should we use when encountering crisis in the classroom, what are the resources teachers can refer to, and how can we build resilience among our students, and take care of our own well-being.
Flyer
This interactive webinar consists of 2 sessions.
SESSION 1: 04.11.2025 15:00-16:45 CET
SESSION 2: 18.11.2025 15:00-16:45 CET
Every classroom is composed by differing social structures and dynamics. The students’ skills to cope with the challenges of the current world might also vary. During this early stage of adulthood when entering university studies, unexpected challenges might occur. Students might face internal factors that cause crisis, such as sudden illness of themselves or a student colleague, teacher or even a close relative. In addition, other factors such as pressure from the ever-increasing digitalisation and social media, new social structures and situations, and the years of studying might be challenging because of the forthcoming exams, new environments to be explored and roles to be taken. Due to these reasons the pressure to cope with the studies might become overwhelming and motivation to study decrease.
As these life events or situations occur, sometimes unexpectedly, it is only human that these unforeseen situations or maybe crisis may emerge. During this webinar series we will focus on unexpected events and crisis, which needs actions or adaptations from the teacher to manage and support the individual students as well as the whole community of classroom.
Amid crisis, the responsibility of making the classroom environment safe and encouraging space often falls on the teachers. However, teachers are not supernatural humans, and need support and skills to cope with the professional burden it might cause and a possibility to improve their crisis leadership skills. Questions that we will be learning and discussing include aspects such as; what approaches should we use when encountering crisis in the classroom, what are the resources teachers can refer to, and how can we build resilience among our students, and take care of our own well-being.
Flyer
BLENDED INTENSIVE PROGRAMME (BIP)
Building Roles and Interprofessional Communication (BRIC-BIP)
WHAT
This course is about addressing, discussing and creating issues regarding current challenges for those working in the health care sector in different countries. In this course students study together with colleagues from other countries. The programme consists of an intensive five-day face-to-face training programme, preceded by a virtual component.
The language of instruction is English.
Objectives and description
What participants need to bring with them:
- Openness to roles
- Openness to professions
- Cultural openness
- Openness to interprofessional cooperation
- Openness to international cooperation
- B2-level language skills in English as a minimum requirement
Learning Outcomes
- Participants transfer their individual action processes to possible (new) fields of action.
- Participants work within interprofessional teams to create possible role models with corresponding task descriptions and competency descriptions for other health professions.
- Participants describe possible professional fields with a focus on interprofessional work.
- Participants analyse complex care situations that have been brought in from different disciplines/professions.
- Participants develop interprofessional recommendations for individuals and groups.
- Participants consider the basic principles of public health, health promotion, and health literacy in their elaborations.
- Participants create possible clinical pathways for selected clients/patients.
- Participants develop ways to find a common language for case discussions in teams.
- In interprofessional case discussions, participants show understanding and respect for the roles of the other professions.
WHERE
Linz, Austria
ORGANISERS
The Bachelor’s degree programmes Occupational Therapy, Physiotherapy and Healthcare and Nursing at the University of Applied Sciences for Health Professions Upper Austria and Deggendorf Institute of Technology,
MORE INFO
More info on the program, methods, application, etc. can be found in this flyer.
REGISTRATION
Nomination deadline: 22 October 2025
Confirmation of nomination: by 27 October 2025