MASK2300 Structural Mechanics and Finite Element Analysis Course description

The student must have passed the first year of the programme or equivalent, with the exception of the courses ERGOB1060 and ERGOB1070.

The course builds on MAPE1300 Statics and Introduction to Solid Mechanics, MEK1000 Mathematics 1000 and MEK2000 Mathematics 2000.

After completing the course and INTER1200*, 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 relevant user groups, professional issues and occupational therapy methods at the placement training establishment
• is capable of describing the position of occupational therapy within the placement’s framework and organisation at different levels
• is capable of describing relevant partners' tasks
• is capable of discussing how activity analyses are consistently used in occupational therapy processes
• has knowledge of the importance of appreciative communication with children and adolescents and their parents/guardians*
• is capable of describing for children and adolescents’ right to participation in decisions that concern them*
• is capable is describing the significance of explorative approaches in cooperation with children and young people*

Skills

The student is capable of

• using mapping methods relating to occupation, skills and functional assessments that are relevant at the practical training establishment
• using and communicating systematic activity analyses through an occupational therapy work process
• initiating relevant interventions under supervision based on, among other things, a complete systematic occupational analysis
• applying activities methodically to promote occupational performance and justifying this through clinical reasoning
• assessing and adjusting their own therapeutic competence in encounters with users, or making referrals as needed
• applying users' and next of kin's experiential competence in line with evidence-based practice
• applying clinical reasoning, assessing and adjusting his/her own therapeutic expertise in dealing with people who are in a learning and coping process, or referring them to other professionals if necessary
• searching for and disseminating scientific literature of relevance to his/her for own professional practice at the practical training establishment
• applying relevant theory and research, and making professional assessments, decisions and actions in accordance with evidence-based practice
• carrying out conversations about everyday life with children and young people*
• communicating in an appreciative manner with parents/guardians*

General competence

The student is capable of

• demonstrating good communication skills and adapting their communication in meetings with users and other partners
• disseminating and documenting occupational therapy professional practice in writing and orally in the forms and procedures relevant to the practical training establishment
• identifying and reflecting on professional and ethical issues and dilemmas
• taking responsibility for, showing initiative and cooperation skills in practice
• planning and interdisciplinary cooperation within the framework of the practical training establishment
• assessing and preventing the risk of undesirable incidents and complying with the practical training establishment’s procedures
• reflecting on his/her own role in explorative conversations with children, adolescents and their parents/guardians*
• understanding the importance of interprofessional cooperation with children, adolescents and their parents/guardians*

The practical training period normally takes place over twelve weeks and starts with a week’s preparation as part of the programme. During a practical training week, the students spend 30 hours in practical training. The students will be assigned a supervisor at the practical training establishment and a contact lecturer at the university.

The students also receive group supervision during the practical training. The supervision groups are jointly led by a lecturer from the programme and an occupational therapist from the practical training field. The goal is for the group supervision to connect theory and practice through reflection and clinical reasoning. The topics for the supervision groups are based on selected learning outcomes for the programme.

INTER1200

INTER1200 Communication with Children, Youth and their Families includes one common seminar day, 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.

The following must be approved:

• cooperation agreement with specification of the learning outcomes

An attendance requirement also applies, see ‘assessment of practical training’ in the programme description's main part for more information.

Coursework requirements relating to INTER1200:

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

The following coursework is compulsory and must be approved before the student can take the exam:

• One project assignment carried out in groups with 3-5 students per group.

A three-hour individual written exam.

The exam result can be appealed.

In the event of a resit or rescheduled exam, an oral examination may be used instead. In case an oral exam is used, the examination result cannot be appealed.

Pass/fail.

The midway and final assessments are made by the practical training supervisor and the contact lecturer at the university. The final decision on whether to award a pass or fail grade is made by the university.

One internal examiner. External examiners are used regularly.

This course provides core insights and competencies in the field of sustainability and place-based education from early childhood to lower secondary education. The content and teaching methods are interdisciplinary. The topics covered in the course provide insights into crucial didactic and pedagogical dilemmas related to ecological, social and economic sustainability. Through inquiry-based and student-centred approaches, the course addresses current sustainability challenges in kindergartens and schools.

Nordic perspectives on education for sustainability will be compared with international aspects. The course will also focus on social justice and diversity and promote the joy of being part of nature and coexisting with all life on earth. Realism and agency in sustainabilityissues are also emphasised. The students will work with transformative learning processes. Parts of the course will take place outdoors.