FKHPRA2 Teaching practice 2 Course description

Praksisopplæringen er studentenes direkte erfaringer med lærerprofesjonen. Faglige, fagdidaktiske, relasjonelle, etiske og personlige problemstillinger synliggjøres og utfordrer lærerstudentens menneskesyn og kunnskaper.

Andre praksisperiode: bestått FKH PRA1 Praksis 1. studieår og alle andre emner fra første studieår.

Tredje praksisperiode: bestått FKH PRA2 Praksis 2. studieår og alle andre emner fra andre studieår.

Since 2017, OsloMet – Oslo Metropolitan University has offered a complementary education programme for persons who have an education in nursing from a country outside the EU/EEA, also persons with refugee backgrounds. The students must have received a decision from the Directorate of Health stating that they must complete the programme in order for their education to be deemed equivalent to Norwegian nursing education. The programme includes all additional requirements that are necessary to be granted authorisation as a general nurse; see https://lovdata.no/dokument/SF/forskrift/2016-12-19-1732.

The complementary education is intended to compensate for these shortcomings so that those who have taken a nursing education can be granted authorisation in Norway and thereby use their expertise and find work faster.

The programme description is updated in accordance with the Regulations on National Guidelines for Nursing Programmes and the programme description for the Bachelor’s Programme in Nursing at OsloMet.

The programme description consists of courses that we deem necessary for persons who have taken their education outside the EU/EEA in order to bring their education on a par with the Norwegian education.

All teaching, coursework and assessments will be in Norwegian.

The target group for the programme is persons who have taken nursing education in a country outside the EU/EEA.

The target group must have had their applications for Norwegian authorisation rejected in a decision from the Norwegian Directorate of Health, and been informed that they must take complementary education to be granted Norwegian authorisation.

The use of clothing that covers the face is incompatible with taking the programme. During the programme's periods of clinical training, the students must always comply with the clothing regulations in force at the establishment where their practical training is taking place.

Students taking the programme have taken nursing education at a higher level in a country outside the EU/EEA. The Directorate of Health considers what learning outcomes applicants need to complete in order to reach the Norwegian nursing education standard. This assessment forms the basis of admission qualification.

After completing and passing the complementary education for nurses who have completed an education outside the EU/EEA, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has knowledge of the importance of science and history to general nursing knowledge
• has knowledge of discipline criticism and research ethics
• has knowledge of various methods of collecting and processing of research data
• has knowledge of ethical theory and different views on values, perspectives on humanity and beliefs
• has knowledge of professional ethical values and principles
• has knowledge of communication and relations-building between professionals and users
• has knowledge of intercultural communication
• has knowledge of the health and social welfare sector and decision-making processes at the municipal, regional and national levels, health and socio-political priorities and the relationship between public and private healthcare
• has knowledge of laws, regulations and agreements that regulate matters that fall under the health and social welfare sector, case processing and funding of services
• has knowledge of cultural diversity in the Norwegian health services
• has knowledge of drug administration
• has knowledge of disorders and illnesses relating to different groups of patients in different contexts
• has insight into relevant academic and professional ethical issues and can apply professional ethical guidelines for nurses

Skills

The student

• can use knowledge of ethical dilemmas
• can apply interdisciplinary cooperation and communication in groups and organisations
• can apply interdisciplinary cooperation and communication in meeting with patients, next of kin and employees from other cultures
• can read research reports and make use of research results in professional practice
• can observe, assess, plan, conduct, evaluate and document the provision of care to patients and next of kin
• can provide sound drug administration
• can plan and provide patient-centred supervision, counselling and instruction to patients, next of kin and health personnel about problems that arise in connection with illness, suffering and death

General competence

The student

• can communicate important theories, issues and solutions in the field, both orally and in writing
• can contribute to the development of sound nursing practices by share professional opinions and experience
• has insight into service development, innovation, creativity, and how technology can influence service provision
• can demonstrate a socially critical and analytical approach to the health service
• can reflect on how legislation is applied in the health services

The programme is taken as a full-time course of study over one year.

The students are placed together in a separate class, but will be taught and take some of the courses together with the other students where appropriate. This applies in particular to the courses SKOMPPRA20 Nursing Persons with Mental Health Issues and SKOMP3910 Bachelor’s Thesis, which overlap 100% with courses taken on the full nursing education programme.

The students will also receive follow-up and supervision throughout the year in connection with the courses.

OsloMet emphasises a good and developing learning environment that the students can thrive in. The work and teaching methods have been developed on the basis of a socio-cultural view of learning, where the overriding principle is to make use of your own thoughts, knowledge and experience. Written and spoken Norwegian professional language will be emphasised throughout the course. The student’s own efforts, individually or together with others, are decisive for good learning outcomes. Students are expected to prepare ahead of organised teaching activities. Varied work methods are used both in theoretical subjects and in clinical training and these can be carried out physically on campuses or on digital platforms.

The programme also prepares students for the labour market’s requirement of lifelong learning. Students are therefore expected to take ownership of their own learning process throughout the period of study, during which they will both learn how to ‘become a nurse’ and ‘learn how to learn’. Students are also expected to contribute to creating a good learning environment through active participation in the different teaching activities.

Self-study and student cooperation

The attainment of the learning outcomes requires a high degree of self-study. Self-study entails both individual work and cooperation with fellow students. This awareness of how you best learn. It is recommended that students take the initiative to form study groups.

Group work

Group work means working with other students. In the groups, students will discuss each other’s contributions and share knowledge and perspectives. They will gain experience of cooperation and of assessing, developing and disseminating relevant literature. The students will give and receive feedback from others.

Digital learning resources

Digital learning resources video clips, podcasts, games, academic texts, articles and interactive assignments used as part of the learning methods. Digital co-writing tools are used in some courses for the purpose of sharing knowledge and producing texts together. Digital self-corrected tests (quizzes) provide an opportunity for the students to practise and test their knowledge of the course content.

Simulation and skills training (SF-unit)

The goal of the simulation and proficiency unit (SF-unit) is to enable students in the nursing profession to learn and practise different skills and procedures to be prepared to meet the field of practice, both as a student and as a nurse, and to prepare for the trade exam.

Lectures

Lectures are used either to gain an overview of the course’s content or to delve into a specific topic. Lectures are used particularly when introducing new subject matters.

Flipped classroom

Through the flipped classroom, students work on digital learning resources before they attend joint lectures. During teaching sessions, students work on problem-solving activities, often in the form of group work or seminars.

Seminar/workshop

Here, students practise using professional terminology, expressing their own opinions and reflecting on their own attitudes and actions, in addition to presenting and discussing subject matter and assessing other students' academic presentations. In the workshop, students can work with, for example, drug billing and the development of professional language.

Posters

Posters are a visual presentation where different types of projects are presented in a short and systematic manner.

Interprofessional cooperative learning (TPS)

Interprofessional cooperative learning comprises all ways of working where students participate in clinical training arenas that entail cooperation with professionals from other fields.

Coursework requirements can be written work, compulsory attendance, oral presentations and tests that are set as a condition for taking the exam/assessment. The coursework requirements are carried out individually or in groups. Coursework requirements are given the assessment approved/not approved. During the practical training, there may be compulsory activities that are included in the overall assessment of the course. Reference is made to the course descriptions for further information on which coursework requirements and compulsory activities apply in the course description.

The purpose is to promote progression and professional development in the programme, stimulate seeking out and acquiring new knowledge and facilitate interaction and communication on academic issues. Coursework requirements and compulsory activities are designed for students to develop competence in line with the learning outcome descriptions in the course.

Normally, there are three attempts at coursework requirements. As far as possible, the second attempt will be given before the ordinary exam/assessment, unless otherwise stated in the course description. A third and final attempt is normally given before a resit and rescheduled exams. Coursework requirements that are not approved must be improved or retaken. The course coordinator/lecturer can assess whether an alternative work can be carried out. This is agreed between the individual student/group and the course coordinator/lecturer.

Not approved coursework requirements may result in delays in the programme.

Compulsory attendance

Attendance is compulsory for teaching activities covering subject matter that the student cannot acquire on his or her own. These requirements are made more concrete and visible in the course plans. This means that there is a requirement for attendance of 80 % in theory studies and practical training in scheduled activities that are marked compulsory and 90 % during the practical training period. If the student exceeds the limit for absence, the course coordinator/lecturer will consider whether it is possible to do an alternative work, such as oral or written individual assignments. The possibility of this depends on how much absence has been and which activities the student has not participated in.