FYB2300 Health and Participation Throughout the Life Span - II Course description

Like FYB2100, this course focuses on public health and health in a life course perspective. Promoting health and participation for individuals with various levels of functioning and health is an important part of professional physiotherapy practice. Physiotherapists must be able to obtain information about the physical, psychosocial and organisational factors that characterise the arenas where people live their lives. The key arenas are the home, workplace, schools and kindergartens, and these can be relevant arenas for rehabilitation, habilitation and health-promoting work. Physiotherapists must also be able to safeguard the rights of people who are excluded from various arenas in life, for example from the labour market. Supervision and treatment of individuals in group activities are important skills for physiotherapists, and the practical training in this course gives students experience of supervising and leading groups.

The students will also participate in the interdisciplinary teaching initiative INTER1200.

INTER1200: ‘Communication with Children, Young People and their Families’ (1.5 credits) makes up the second module of the university's teaching project INTERACT. INTER1200 increases students' knowledge about communication and interaction with children and young people. As in INTER1100, the students receive training in cooperating with students from other programmes of professional study on topics relating to the everyday lives of children and young people.

Passed first year of the programme or equivalent.

After completing the course and INTER1200, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence (INTER1200 addresses the learning outcomes marked with two asterisks (**)): (Learning outcomes marked with three asterisks (***) are assessed in connection with the practical training):

Knowledge

The student

• have knowledge about the importance of appreciative communication with children, adolescents and their parents/guardians**
• can explain children and adolescents’ right to participation in decisions that concern them**
• can explain the importance of explorative approaches in cooperation with children and adolescents**
• can describe the standardised tools used to assess children’s activity, participation and quality of life
• can describe habilitation as a area of knowledge and reflect on the possibilities and challenges relating to interprofessional and intersectoral processes, both in the minicipal- and in the;spesialist health service

Skills

The student can

• carry out a conversation about everyday life with children and adolescents**
• have appreciative communication with parents/guardians**
• supervise and instruct activity and movement groups, safeguard individual participants and give grounds for the adaptation of exercises/the programme on the basis of each participant’s level of functioning***
• obtain information about public health at the municipal level, and discuss factors that affect public health and that can explain social inequality in relation to health
• assess factors in a working or school environment that promote and impede the health of employees/pupils, and that affect the possibility of participation
• propose measures that promote public health and social inclusion among children in a diverse society, and discuss the measures in light of behavioural theory and ethics
• plan, justify and implement measures that promote health and work inclusion in a diverse society
• reflect on how a person’s life experience and cultural background can be expressed through body expressions and movement
• supervise physiotherapy students in the role of supervisor/instructor
• suggest and justify measures in interprofessional habilitation and reflect on the impact it may have on participation in arenas which are important to the indivudual

General competence

The student

• can present the implementation of and experience gained from a practical training project
• can reflect on their own role in explorative conversation with children, adolescents and their parent/guardians**
• understands the importance of interprofessional cooperation with children, adolescents and their parents/guardians**

The work and teaching methods include self-study, assignments, seminars, skills training, lectures and practical training.

Students will have a period of experiences-based practical training. During this period, 12 hours will be set aside for experience-based practical training relating to movement- and activity groups, and 18 hours is set aside for preparation for practical training/follow up of practical training. There will be a total of 30 hours.

Other practical training in the course is experience-based practical training relating to important arenas for ‘upbringing’ and ‘working life’.See INTERACT’s website for a more detailed description of the content of INTER1200

The following must have been approved in order for the student to receive a final assessment in part 1:

• a minimum attendance of 80 % in teaching specified as ‘compulsory attendance’ in the schedule
• individual subject note based on supervised practical training, scope: 700 words (+/- 10%) The coursework will be subject to assessment

Coursework requirements for INTER1200:

• Individual log. Scope: 500 words (+/- 10 %). In order to write the log, the student must first attend a seminar over two days.

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Combined assessment:;

Part 1) Home exam in groups of 2-4 students: Written report on ‘upbringing and working life’ based on experience-based practical training of up to three days. Scope: 1,400 words (+/- 10%). The exam period takes place in parallel with teaching activities during the semester.

Part 2) Assessment of practical training: The assessment is based on the learning outcomes marked with three asterisks (***) and the continuous assessment that the student is subject to throughout the practical training period. Scope: supervising and leading participants in a movement and activity group make a total of 12 hours.;

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.

Parts 1 and 2 must both be approved to pass the course.

Resit assessment/exam: If a student fails one part of the exam, they must retake the part in question. If the student is awarded the grade F (fail) for part 1, the home exam, they will be given one opportunity to submit a reworked version. If the student fails part 2, they must normally retake the whole practical training period.

Students can appeal the grade awarded for part 1, the home exam.

Part 1) All aids are permitted, as long as the rules for source referencing are complied with.

Part 2) Not relevant

Part 1: A-F.

Part 2: Pass/fail

The grade scale will be stated on the diploma on the basis of part 1.

Part 1: All exam papers are assessed by two examiners. At least 15% of the exams will be assessed by an external examiner. The external examiner’s assessment should benefit all students

Part 2: The midway and final assessments are made by the practical training supervisor, and, if relevant, the contact lecturer. The final decision on whether to award a pass or fail grade is made by the university.

10 credits overlap with FYSIO2200 and MENDI2200