Quick navigation

Main navigation

Study concept

Education and training is the foundation for a successful professional career.

Teaching in the bachelor degree programmes in Occupational Therapy, Midwifery, Nursing, Physiotherapy and Health Promotion and Prevention at the School of Health Professions at ZHAW is practice-oriented, scientifically sound and interdisciplinary. The entire course of study is structured in such a way that practical training alternates with theoretical teaching.

Practical – reflective – evidence-based

All degree programmes at the School of Health Professions have the same module structure: “professional-theoretical and practical modules”, “clinical placements” and “interprofessional teaching”. Profession-specific orientation takes into account the needs and requirements of each health profession. The degree course is science-oriented, practical and, at the same time, knowledge-oriented. Each of the three disciplines contributes to the development of professional competencies and the interlinking of research knowledge and practice.

Start a career in healthcare

The three-to-four-year full-time study programme results in a Bachelor of Science ZFH (Zurich University of Applied Sciences) and a licence to practice. The academic training with an internationally recognised applied degree prepares you fully for the demanding healthcare profession and the associated self-reliance. If you are looking for a career in healthcare, then a bachelor degree from the School of Health Professions is the best place to start.

Interprofessional teaching

“Interprofessionalism”, or the better known and often synonymously used term “interdisciplinary”, does not simply mean the sum of knowledge from the different professions and disciplines. Rather, players are encouraged to cooperate as part of a social process to solve complex problems and answer questions for which the means and approaches of each profession/discipline/specialist science are not sufficient. In discussions, the various professions/disciplines/specialist sciences develop a common view of the challenges, agree on goals/solutions for tackling and solving them and together determine the approach and contribution of all parties involved.

Feusi, E. (2001). Shifting into Interprofessionality. Anniversary brochure. 5 Jahre Departement G. Mit Hand und Fuss (5 years School of Health Professions – With rhyme and reason) Winterthur: ZHAW School of Health Professions, page 34.

To look at situations from multiple perspectives

In the course of their studies, the prospective professionals work together on selected questions in preparation for future professional situations and problems that require a multi-perspective view. Based on the content and styles of thinking, the problems are highlighted and placed in relation to each other.

Dealing in depth with such situations reinforces the students' professional identity. At the same time, students learn to qualify, change and adapt their profession-specific view of the world, thus fostering interprofessionalism.


E-learning offers attractive opportunities and possibilities to students and teaching staff for multiple ways of interacting and sharing information. The School of Health Professions promotes sustainable use of information and communication technologies in teaching. E-learning should be firmly embedded in the teaching and learning culture.

“Blended learning” – e-learning and classroom teaching

E-learning is primarily used with blended learning in combination with face-to-face teaching and the use of educational technology. Blending modern techniques and traditional methods in teaching enables the arbitrary variation of the proportions of time, content and quality. In this way, classroom learning and e-learning are viewed from an integrative perspective.

The advantages of e-learning are obvious: it is versatile (fast and flexible adaptation of learning contents), distribution of content to a large number of people, enabling time and location independent self-study, thus promoting self-competency as well as the combined use of different technologies and media.

The dynamics of the education system require high topicality and flexibility in areas of training and continuing education, which we want to promote in our courses through e-learning.

International exchange

The School of Health Professions continues to develop internationalisation of its degree programmes and operates in a wider European network with many other universities of applied sciences. It fosters the broadening of the international and intercultural skills of its students and employees in order to develop and enhance their employability and career prospects. Since foreign language competencies are needed to promote student and staff mobility in the short term, students are required to demonstrate a good knowledge of English. Health is an excellent topic to consider from an interdisciplinary and intercultural perspective because the related issues are relevant to society.

Mobility – a semester or a clinical placement abroad

A semester or a clinical placement abroad is a priceless experience and offers the opportunity to learn how health professions are taught and practised in other countries. The School of Health Professions promotes student mobility both for incoming students from other universities who come to ZHAW and for outgoing students from ZHAW who want to spend one or more semesters at a foreign university of applied sciences. Students in the various degree programmes are regularly informed about available opportunities. Please note that you must meet any requirements specified in the individual degree programmes to be able to do a semester or a clinical placement abroad.