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Care Management

Also relevant for Nursing Care Management, Nursing Education/teaching degrees at health sector schools, Health Sciences, Social Work/Social Education

Course: Care Management
Group of courses: Medicine and Health


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Course objectives:

Students should be taught the basic theories, empirical findings and methodological concepts of women's and gender studies relevant to care and health.

They should be made aware of the role and logic of the caring professions in the German health system, taking into account the effects of gender relations in the nursing professions and society. The aim of the degree is reflected professional competence that meets patient-oriented, ethical, health-promoting, gender-specific and economic criteria.

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Teaching content/subject-specific gender studies content:

Gender studies in care management starts with the systematic influence of gender on the lives of women who work in the care sector or who need care or help. The main subjects are women's participation and disadvantages. Women's and gender studies in healthcare works from these different perspectives.

In the area of theory, studies have been carried out on the following areas:

  • The professionalisation of care, illustrating the historical development of the caring professions as women's professions and shedding light on the current situation. One aspect is the gender stereotypes still valid in career choices and the resulting medium- and long-term consequences for professional careers, work/life balance and income in old age. The gender ratios in this typically female profession indicate traditional structures with women as primarily responsible for body-related work and secondarily for technology-related care work. Differing effects of work in the care sector on men and women must also be considered in the light of permanent health problems.
  • Management tasks in the care sector, concerning gender-inclusive HR policy and promotion of women. This includes models for balancing paid work and family life (work/life balance) and professional careers of women in caring professions (career 40+). The interaction of management structures and gender perspective can clarify the basis of the importance of growth in the health professions in the face of personnel shortages.Another relevant aspect is findings on the significance of gender-specific case and care management with regard to health and care, and the implications for domestic care work.
  • Communication processes and care interventions, used to show how gender-related processes of understanding are perceived, initiated and controlled in dealing with health, disease, disability and the need for care. The focus is on negotiation processes in intervention planning according to gender-sensitive criteria, taking into account gender-specific emotional work in the care sector and the problems of women involved in domestic care.
  • Care research illustrating how research questions should be systematically regarded from a gender-sensitive perspective and thus how gender-specific findings and gender bias can be understood and interpreted. The public health importance of nursing as working time or a re-evaluation of care work is to be considered with the aim of creating a social awareness of responsibilities.
  • Care in relation to patients' lives, systematically analysing the gender-specific inequalities in the life span. This establishes women's health-related risks, resources and knowledge in order to adapt care and support services.
  • Health promotion and care consulting, developing new structures for taking care to those who need it and concepts for consulting and training for specific target groups (women, families, men, children). This work also deals with concepts for gender-specific accompaniment and advice-giving for disease and loss-related events (e.g. mourning) and with gender-specific care and the promotion of self-help and networking on disease.
  • Innovation processes integrating knowledge transfer and sustainability of findings. It is particularly important to take learning processes with gender-specific appropriation behaviour into account, for example when dealing with new technologies. This perspective also includes exploding myths and correcting errors about women's learning and training behaviour in the care sector.

In an age in which knowledge tends to have a rather brief shelf-life, the above selection makes no claims to completeness, but is rather an open concept that can be extended and altered in future academic discourse.

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Integration of gender studies content into the curriculum:

The aims and content of care management degrees relate to many different academic areas. The gender aspect should therefore be regarded as a central subject across the entire curriculum, but must be explicitly addressed in the relevant modules.

If this is not possible, we strongly recommend a specific gender module in Bachelor's and Master's degrees.

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Degree Stage:

Professionalisation of care and relations between care providers and recipients should always be taught within Bachelor's degrees.

The other content listed is significant at both Bachelor's and Master's level. Graduates at Bachelor's level should have learned basic knowledge, critical questioning and reflected application of existing knowledge and skills and initial planning steps for theory-based interventions (personal, learning and methodological competence).

At Master's level, students should study the above elements in greater depth with the aim of reflected professional competence. The focus should be on advisory and training/management skills and on analytical and research skills for research-based innovations.