FYB3000 Complexity and Diversity in Physiotherapy Practice Course description

In their professional practice, physiotherapists encounter a diversity of people with challenges and problems of very differing complexity. Perhaps the physiotherapist finds it particularly demanding if the patient has a rare diagnosis, a complex clinical picture, substance abuse problems, lives in difficult conditions, has reduced competence to give consent or lacks the ability to communicate. Through the experience gained from interacting with patients, physiotherapists can build competence that can become important evidence-based knowledge when encountering ‘new’ patients.

Collective knowledge development and professional exchange of experience play a key role in lifelong learning, and one of the overriding objectives for the learning activities in this course is to activate and share experience from practical training. Students will also explore the role of physiotherapists in dealings with patients in a society where technology continuously changes how we communicate, how the individual’s environment can be adapted, and how opportunities for individual participation are created.

The students will also participate in the interdisciplinary teaching initiative INTER1300. See https://www.oslomet.no/forskning/forskningsprosjekter/interactfor a more detailed description of INTERACT.

INTER1300 ‘Interprofessional Cooperation about and with Children, Young People and their Families ’ (1.5 credits) 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 should have the following learning outcomes defined in terms of knowledge, skills and general competence (INTER1300 addresses the learning outcomes marked with two asterisks (**)):

Knowledge

The student can

• explain different interprofessional methods of collaboration in the field of practice**
• explain the challenges and possibilities of interprofessional cooperation processes**
• explain how neglect, violence, abuse, substance abuse and socioeconomic differences affect health

Skills

The student can

• on the basis of examples from their own practical training, analyse and assess interprofessional cooperation processes on and with children and young people with challenges**
• establish interprofessional cooperation about and with children, young people and their parents/guardians**
• obtain research-based knowledge and discuss the validity of this knowledge on the basis of a complex patient case history
• reflect on how previous experience from practice affects the knowledge basis for their own clinical decisions
• discuss health, participation and universal design in light of human rights and democratic principles
• reflect on challenges, dilemmas and possibilities in physiotherapy for persons with substance abuse problems and persons with a complex clinical picture (psychiatry, geriatrics, complex conditions) who have survived serious illnesses and persons who experience after-effects following medical/surgical treatment
• compare models for care pathways for patients/users who need coordinated services, and discuss the challenges of interprofessional and cross-sector cooperation in treatment, rehabilitation and habilitation
• discuss challenges relating to physiotherapy services, identify needs for quality improvement and propose strategies for implementing relevant knowledge-based practice in the service
• explore and discuss how technology that promotes movement, participation and quality of life can be incorporated in patient-centred habilitation or rehabilitation measures
• use digital technology that promotes communication and interaction
• use relevant knowledge to identify and follow up people subjected to neglect, violence and abuse and refer them as required.The student can alsotalk to children about topics such as neglect, violence and abuse
• use relevant knowledge to address the needs of children and young people who require treatment and/or services, and safeguard their participation and rights
• present a summary of the bachelor’s thesis orally or visually (poster or digital presentation)

General competence

The student has

• an understanding of the basis for and necessity of interprofessional cooperation about and with children, young people and their parents/guardians, and of their own professional contribution to the cooperation**

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

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 and self-study.

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

Compulsory activity:

• present your own poster at the bachelor's conference, with a duration of 3 hours. The poster must be based on your own bachelor's thesis
• individual presentation at a seminar, with a duration of 3 hours

Coursework requirements for INTER1300:

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

Individual oral exam based on patient case histories and the subject's learning outcomes, up to 20 minutes.

Aesthetics and Special Needs is one of the courses under Nordic Childhoods. It focuses on Nordic culture where nature plays an important role in society, aesthetics and in work with children. Joint events with the other Nordic Childhoods courses are integrated as overnight trips and outdoor excursions. We also visit schools, kindergartens and other institutions. We focus on play, learning by doing, experience and workshops.

Aesthetics has not been a common way of approaching children with special needs. This course tries to change this by focusing on the value of aesthetics for children with special needs. The course is interdisciplinary, and takes a holistic approach to the field.

Aesthetics are important for everybody, including children and young people with special needs. Through literature, storytelling, music, dance, drama and other aesthetic acts, we perceive and understand the world and ourselves. Through aesthetics, we perform and collaborate with others. For some children and young people who lack verbal language; have problems with emotions, communication and interaction or find it hard to take other perspectives; aesthetic communication is particularly important. The aim of this course is:

1) to enhance knowledge about and discuss the relationship between children and young people with special needs and aesthetic expressions,

2) to introduce ways of working in practice with different kinds of aesthetic expressions when targeting various kinds of special needs.

The course is interfaculty and explores different disciplines, and ways of conceptualising and practising aesthetics with respect to a variety of special needs.

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

Knowledge

The student

· has knowledge of aesthetics and different aesthetic approaches

· has knowledge of historical changes in the views on children and young people, normality and deviance, inclusion and exclusion

· has knowledge of receiver orientation in communication and collaboration with children with special needs and media

Skills

The student is able to

· accomplish and perform an aesthetic project for children and young people with special needs

· reflect on work with children and young people with special needs

· communicate with children and young people through aesthetics

General competence

The student

· has an understanding of aesthetics and its value to children and young people with special needs

· has an understanding of the value of autobiography as a means of critically reflecting on one’s own learning

· is able to analyse and discuss how to understand and respond to children and young people with special needs

· Literature studies/theories

· Lectures and supervision

· Excursions, workshops and seminars

· Individual and group papers/performances

· Self-study

· Project work

· Digital blog

· Dramatisation

· Stop-motion animation

Radio theatre

· Storytelling

· Visits and practice in school, kindergartens and other institutions

· Interactive learning methods, including digital media

Appendix: progress clarification for internal students

(Applicable to Norwegian students only).

The course is open to internal students from the Department of Early Childhood Education (full-time students) in the sixth semester. The students follow the approved course description for Aesthetics and Special Needs - Nordic Childhoods (30 ECTS).

The following clarification applies to internal students:

• Internal students must complete a five-week supervised and assessed period of practical training.
• The exam consisting of three parts counts as the student’s bachelor’s thesis. The assignments must be written in English.
• Internal students retain bachelor supervision resources while taking the course, and are assigned a supervisor from among the teaching staff involved in the course, as far as possible.

The internal students otherwise follow the same programme and coursework requirements as the external students which, together with the written assignments, makes up the basis for the grade awarded for the course.

Three individual and four group coursework requirements must be passed in order to sit the exam. Aesthetics and/or children and young people with special needs should play an important part in the coursework requirements.

Individual:

1. Storytelling
2. Theory presentation
3. Participation in excursions
4. Participation in International Week

Group:

1. Production of a drama
2. Production of radio theatre
3. Production of stop-motion animation
4. Blog production
5. Practical work in connection with International Week

Coursework requirements must be met by the deadlines. Coursework requirements are evaluated as pass/fail.

Valid absence documented by a medical certificate or similar is not an excuse for not meeting the coursework requirements. Students who, due to illness or other valid and documented reasons, do not meet the coursework requirements by the deadlines, may be given longer deadlines. A new deadline for meeting the coursework requirements is agreed with the relevant teacher in each case.

Students who meet the coursework requirements by the deadline, but are awarded a fail grade, shall be given another attempt to meet the coursework requirements. A new deadline for meeting the coursework requirements is agreed with the relevant teacher in each case.