FYB1050 Public Health and Health Management Course description

The language is English. For Norwegian students, the topic of health management is taught in Norwegian.

This common course is developed for all the bachelor’s degree programmes taught at the Faculty of Health Sciences that are covered by the National Curriculum Regulations for Norwegian Health and Welfare Education (RETHOS).

The course deals with public health and health management. In the Public Health Act, public health is defined as “the state and distribution of health in the population”. The course deals with the distribution of health challenges in the population based on risk factors related to health. Education, work and living conditions and international guidelines are elements affecting disease, illness, health and quality of life in the population at individual, group and societal level. Several of the international sustainability goals direct attention to countering public health risk factors.

Health management emphasis a fundamental understanding of how the health service is organised, relevant legislation, strategies and goals for preventive and health promoting work in Norway.  For international students, the focus will be on the Nordic welfare model.

The student must have been admitted to the study programme.

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

Knowledge

The student 

• can describe and explain factors that affect disease, health and quality of life in groups or the population as a whole
• can describe the epidemiological and demographical foundation for public health work
• can describe social inequality in relation to health, and is familiar with the national and global consequences of inequality
• can describe the purpose, organisation and coordination of health and social care services
• is familiar with relevant laws and regulations relating to the health and social care services
• can describe the relationship between work, education, social participation, inclusion and the experience of health
• can describe the goals for sustainable development and their significance for public health

Skills

The student can

• reflect on ethical challenges related to public health work that aims to change behaviours
• find, assess and refer to health promoting and preventive strategies, organisation and measures in light of the goals for sustainable development
• reflect on how and why the status of Sami as indigenous peoples affects the development of the health and social care services

Passed first and second year of the programme or equivalent.

Passed FYBPRA1 Clinical Placement - I.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student can

• describe the practical training establishment’s professional basis and how the establishment describes the purpose of its activities

Skills

The student can

• obtain information through dialogue with the patient and in other assessment situations, and respond to the complexity of the patient’s life situation
• justify their choice of assessment methods and standardised tests on the basis of the patient’s clinical condition and level of functioning and the tests’ psychometric properties
• give an oral presentation of physiotherapy’s contribution to the interprofessional follow-up of a patient, and present the clinical reasoning forming the basis for decisions
• perform person-centred physiotherapy informed by research, evidence-based knowledge and the patient’s perspective, and demonstrate a broad range of measures that can be adapted in treatment, habilitation, rehabilitation, prevention and palliation
• continuously evaluate the patient’s response to treatment and other measures throughout the course of treatment, and adjust the measures as required
• guide patients undergoing change processes and strengthen their coping resources, and evaluate their development in relation to coping strategies
• adapt orthopedic and technical aids, and propose and contribute in the adaptation of surroundings to promote movement, functioning and participation
• explore how team members with different professional backgrounds can contribute to person-centred cooperation, and take the initiative to interprofessional cooperation, and cooperate with health workers involved earlier/later in the course of treatment
• use manual, bodily and educational tools in a clear, precise, confident, sensitive and respectful manner in assessment and treatment
• adapt their own communication in their dealings with patients and next of kin
• write and update patient records in accordance with applicable guidelines and the Regulations related to patient records in a manner that protects privacy, and so that the healthcare provided can be controlled later
• present and discuss a professional issue at professional meetings and/or student meetings that is relevant to the practical training establishment
• plan their own workday/workweek and prioritise tasks in a manner that safeguards their own health, collaboration with colleagues, scheduled appointments and patient safety.

General competence

The student can

• show respect, care and empathy in their dealings with patients/users/next of kin
• use knowledge of inclusion and equality in their own contributions to provide equitable and non-discriminatory services to all groups in society regardless of sex, ethnicity, language, religion or life stance, level of functioning, social background, sexual orientation, gender identity, gender expression and age
• identify and handle ethical issues that arise in encounters with patients and reflect on their own attitudes and behaviour
• carry out tasks in line with requirements for professional responsibility, applicable legislation, and the practical training establishment’s regulations and personnel handbook (including clothing, hygiene and infection control) and can evaluate their own activities
• refer patients to partners and consult the supervisor as needed
• reflect on their own professional practice and competence level and independently identify learning strategies and learning objectives

The work and teaching methods include self-study, interprofessional cooperative learning and external practical training under supervision.

The student has ten (10) weeks of supervised practical training in the municipal or specialist health service. During this period, the student must twice demonstrate an examination and/or provide treatment in practice and give grounds for the clinical choices made and reflect on their own professional practice.

During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical training establishment.

The following must have been approved in order for the student to take the exam:

• Individual subject note in accordance with set criteria, 1000 words (+/- 10 %) The coursework will be subject to assessment.
• Two practical demonstrations: Carrying out an examination and/or treatment in practice, justifying clinical choices and reflecting on one's own professional practice, as well as discussing their choices with the practical training supervisor and the contact lecturer and possibly fellow students. The first demonstration is prior to the midway assessment. The second within the last two weeks of the practical training period. Both with a duration of up to two hours.

Assessment of practical training: The assessment is based on the learning outcomes for the course and the continuous assessment that students are subject to throughout the practical training period.

The student’s practical training can only be assessed if their attendance is sufficiently high (90%). For more information, see the general part of the programme description about practical training assessment.

Resit assessment: Students who fail a period of practical training normally have to retake the whole practical training period.

Not relevant.

Pass/Fail