ERGOB3000 Global Health, Leadership and Innovation Course description

In a globalised society in a world that is constantly changing, occupational therapists need competence to think in new ways and develop the discipline in line with society’s needs. Occupational therapists must be equipped to work with people’s health and opportunity for participation, both locally and globally. It is important for occupational therapists to work systematically and independently on projects, and this course will also focus on competence in management and supervision. The course includes topics such as health-promoting workplaces and how occupational therapists can use their expertise to promote a good work environment, both for themselves and others.

The students will also participate in the interdisciplinary teaching initiative INTER1300.

INTER1300 ‘Interprofessional Cooperation about and with Children, Young People and their Families’ (1.5 credits)

INTER1300 ‘Interprofessional Cooperation about and with Children, Young People and their Families’ makes up the third module of the university's teaching project INTERACT.

INTER1300 is about acquiring more awareness and knowledge about how you, as a future professional, can cooperate with other professions about and with children, young people and their parents/guardians. The challenges and opportunities such cooperation presents is one of the topics discussed in this module. Examples from the students’ practical training periods will be a key part of this. In this module, the focus will in particular be on children and adolescents with challenges.

Passed first and second year of the programme or equivalent.

After completing the course and INTER1300*, 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 R&D work in occupational therapy in relation to public health, health-promoting and preventive work
• explaining how national and global health and environmental challenges influence the right to occupation and participation
• describing the role of innovation, entrepreneurship and sustainability in occupational therapy to meet the challenges of the future
• describing management in occupational therapy, including planning, coordination and budgeting of the service
• describing different interprofessional ways of cooperating in the practical training field*
• explaining challenges and possibilities in interprofessional cooperation processes*

Skills 

The student is capable of 

• demonstrating knowledge of ergonomics and adaptation of health-promoting workplaces
• reflecting on the connection between health, childhood, education, work and living conditions to contribute to the development of good public health and work inclusion for both individuals and groups
• using tools for innovation and entrepreneurship relating to global health and disseminating the results to an audience
• applying instructive, resource-oriented and empowering strategies that promote occupation and participation
• organising supervision and taking leadership responsibility in relation to students and other partners
• on the basis of his/her practical training, analysing and assessing interprofessional cooperation processes on and with children and young people with challenges*
• establishing interprofessional cooperation for and with children, young people and their parents/guardians*

General competence

The student 

• is capable of exchanging points of view and experience on equal services, and in this way contribute to the development of good practice
• is capable of contributing to service innovation, systematic and quality-improving work processes
• is capable of cooperating with volunteers, individuals and organisations, and other relevant parties
• has an understanding of the foundations for and the necessity of interprofessional cooperation about and with children, adolescents and their families, and of his/her own professional contribution to the cooperation*

Work and teaching methods comprise student-driven teaching, project work, lectures, seminars and group work.

Student-driven teaching

The course focuses on developing different skills in supervision and management. The students must be group leaders for first-year students, and provide supervision and feedback on a written assignment that the first-year students submit in the course ERGOB1200.

Students are to present different global health topics in the field of public health for each other in groups using digital stories or other types of digital dissemination.

Project work

The course comprises a project work related to health-promoting workplaces and preventive work in companies. The students themselves must find a company where they can observe and map needs that have been clarified in consultation with the company.

Furthermore, students will work on innovation and professional development through the development of a project and plan an occupational therapy intervention for people in vulnerable situations, focusing on public health and social inequality in health.

INTER1300

INTER1300 ‘Interprofessional Cooperation about and with Children, Young People and their Families ’ includes two common seminar days, digital learning resources and assignments related to interprofessional group work. The students will converse, reflect on and discuss selected cases in groups across the different programmes.

Emnet omfatter menneskelige reaksjoner knyttet til traumatisering, vold og selvmord, samt sentrale arbeidsformer og forebyggingsstrategier på individ-, gruppe- og samfunnsnivå. Studenten skal tilegne seg kunnskap og ferdigheter for å kunne vurdere og samhandle med mennesker i ulike faser, situasjoner og kontekster.

Opptak til studiet.

Etter å ha gjennomført dette emnet har studenten følgende læringsutbytte, definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten har inngående kunnskap om

• krevende livserfaringer, kriser og menneskelige reaksjoner på disse, i en sosial og kulturell kontekst, knyttet til ulike livsfaser
• hvordan holdninger og kommunikasjon påvirker relasjoner og omsorg
• relasjonens betydning i møte med mennesker med lidelse knyttet til traumatisering, vold og selvmord
• sentrale forklaringsmodeller og arbeidsformer knyttet til mennesker med lidelse knyttet til traumatisering, vold og selvmord

Ferdigheter

Studenten kan

• anvende forskningsbasert kunnskap for å analysere problemstillinger knyttet til mennesker med lidelse knyttet til traumatisering, vold og selvmord på individ-, gruppe- og samfunnsnivå
• analysere sammenhenger mellom behandlingsmodeller og arbeidsmåter, samt anvende analysene i faglige og etiske resonnementer
• anvende relasjonskunnskap til å sette seg inn i brukere/pasienters livssituasjon og etablere et klima for samarbeid og samtale
• anvende anerkjente prinsipper for kartlegging og vurdering av selvmordsrisiko, i samarbeid med dem det angår
• bistå med relevante arbeidsformer i samspill med brukere/pasienter, pårørende og lokalsamfunn

Generell kompetanse

Studenten kan

• analysere sammenhenger mellom ulike teorier, ulike menneskesyn, ulike holdninger og ulike handlinger i samspillet med mennesker med lidelse knyttet til traumatisering, vold og selvmord
• kommunisere faglig kunnskap, innsikt og vurderinger til brukere/pasienter, pårørende, fagpersoner og allmennheten

The occupational therapist’s interventions in rehabilitation, habilitation and treatment are based on the limitations people experience in relation to occupation and participation. These limitations may be due to individual factors such as illness, injuries or functional impairment, or factors at a system level such as exclusion, marginalisation or other social conditions. The term ‘disability’ is normally used in Norway about the gap between a person’s preconditions and what their environment requires. Occupational therapists contribute to reducing this gap, among others by training and guiding people, adapting and grading activities and adapting the environment. In this course, examples are provided of occupational therapy with children, adolescents, adults and the elderly.

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