ERGOB2200 Rehabilitation, Habilitation and Intervention, Part 2 Course description

The course deals with complex issues of relevance to users and their families in relation to rehabilitation, habilitation, intervention and palliative care. Occupational therapists often have a coordinating role in interdisciplinary cooperation and cooperation across different sectors. User participation, family focused services, vocational rehabilitation, everyday rehabilitation and complex medical and social conditions are key topics in the course.

The student must have passed the first year of the programme or equivalent.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:;

Knowledge;

The student;

• is capable of describing occupational therapists’ interventions in rehabilitation, habilitation and intervention in connection with complex medical and social conditions
• is capable of describing palliative care in relation to occupational therapy
• is familiar with national and international research and development work in rehabilitation, habilitation, intervention and palliative care
• explaining how social and health-related issues, including neglect, violence, abuse, drug and alcohol use and socioeconomic factors, have consequences for occupational participation
• explaining occupational therapists’ approach to everyday rehabilitation and explaining measures based on theoretical models and relevant tools
• explaining how transitional phases in life have significance for coping, occupation and participation

Skills;

The student is capable of;

• applying activity analysis in mapping, assessment and adaptation of the workplace
• discussing the importance of vocational rehabilitation in light of people’s right to occupation and participation, and discussing the importance of vocational rehabilitation in relation to economics
• using the experience expertise of people and next-of-kin and ensure their participation and safeguard their rights in interdisciplinary, interprofessional and cross-sector work
• using his/her professional knowledge of, and implementing measures for, people with health-related and social challenges

General competence

The student is capable of;

• identifying, discussing and reflecting on ethical issues in rehabilitation, habilitation, intervention and palliative care in light of professional ethical guidelines

Work and teaching methods comprise seminars with case-based teaching, skills training and lectures. The students work individually and in groups and present their work for fellow students.

In order to be permitted to sit the exam, the following must have been approved:;

• a minimum of 80 per cent attendance in scheduled teaching;

Individual oral exam based on a case, up to 30 min.

Relevant cases are published two days before the exam.

None

Studiefaget RLE kvalifiserer for undervisning i skolefaget KRLE.

Emnet skal gi grunnleggende kultur- og religionsforståelse. Emnet omfatter de religiøse tradisjonene jødedom, kristendom og islam og deres grunnleggende ideer og praksiser. Studentene skal arbeide med ulike tilnærminger til fagstoffet; både en systematisk tilnærming til fagstoffet og en mer overgripende tematisk tilnærming. Den systematiske tilnærmingen har fokus på atskilte tradisjoner og særpreg ved tradisjonene. Den overgripende tematiske tilnærmingen har fokus på likheter og sammenhenger. Målet er å dyktiggjøre studentene til å kunne gjennomføre en inkluderende religions- og livssynsundervisning. Emnet innbefatter også fagdidaktikk med fokus på historiske perspektiver og grunnleggende prinsipper, samt refleksjoner om studentenes egne holdninger i forhold til mangfold og inkludering.

Ingen.