EPN-V2

MAVIT5500 Adolescent Health Course description

Course name in Norwegian
Ungdom og helse
Study programme
Master's Programme in Health Sciences - specialisation in Physiotherapy for Children and Adolescents
Master's Programme in Health Sciences - specialisation in Physiotherapy for the older adult
Master's Programme in Health Sciences - specialisation in Rehabilitation and Habilitation
Master's Programme in Health Sciences - specialisation in Nursing; Clinical Research and Professional Development
Master's Programme in Health Sciences - specialisation in Physiotherapy for Musculoskeletal Health
Master's Programme in Health Sciences - specialisation in Psychomotor Physiotherapy
Master's Programme in Health Sciences
Master's Programme in Health Sciences - specialisation in Occupational Therapy
Weight
10.0 ECTS
Year of study
2023/2024
Curriculum
FALL 2023
Schedule
Programme description
Course history

Introduction

Language of instruction: Norwegian

This course looks at different perspectives on adolescent health and political guidelines for public health work targeting young people. Social factors that are significant to the environment where young people grow up and their habits and lifestyles are thematised through the Ungdata surveys and relevant research. How population data can be used in local health promoting and preventive work is explored through the planning of concrete projects. Young people’s participation is a key aspect of this work. The course emphasises critical reflection on different approaches to health promoting and preventive work among adolescents at the group and system level. The course is organised in cooperation with NOVA (Norwegian Social Research) at OsloMet, which is among other things responsible for the Ungdata surveys.

Required preliminary courses

Pass/fail.

Learning outcomes

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 different perspectives on adolescent health and challenges in the adolescent period
  • can discuss development trends in society that are significant to adolescents’ development, health and quality of life
  • can describe political guidelines related to local public health work
  • can discuss how adolescents can be involved in the planning and implementation of projects

Skills 

The student

  • can take a critical approach to debate on adolescent health and different approaches to health promoting and preventive work among young people
  • can design evidence-based and locally-based health promoting and/or preventive measures for young people

General competence  

The student

  • can critically reflect on the knowledge basis of health promoting and preventive work among young people
  • can identify and deal with professional and ethical problems related to public health work for young people
  • can communicate up-to-date knowledge in the field of public health to partners, decision-makers and the population at large

Teaching and learning methods

10 ECTS credits overlaps with MAPO4430 Supervision / Counselling, 10 ECTS credits.

Course requirements

None.

Assessment

Individual project examination in the form of a topic chosen by the student that is developed during the course. Scope: 2,500 words (+/- 10%).

Resit examination: If the student is awarded the grade F (fails the written assignment), he/she will be given one (1) opportunity to submit a reworked version.

Permitted exam materials and equipment

Language of instruction: Norwegian

Research-based knowledge is often unavailable and not well-adapted to practice. It can therefore take a long time before research is used in practice. Knowledge translation (KT) is about how knowledge from research can be made more practical via different forms of ‘translation’ and contextualisation. KT entails mutual cooperation between society, the field of practice, research, users and other parties with the common goal of achieving a better basis for decision-making in professional practice and society as a whole. 

The course covers a number of different strategies and interventions with a view to making research easier to use in practice. The purpose of KT is to reduce the gap between what we as a society know through research and what we actually do, known as the know-do gap. The course is organised into six sub-topics:

  • Part 1: KT terminology
  • Part 2: KT theories
  • Part 3: KT strategies 1
  • Part 4: KT strategies 2
  • Part 5: KT interventions
  • Part 6: KT criticism

The course is developed through a cooperation with the KT network organisation ‘Presenter - Making Sense of Science’.

Grading scale

The student must have been admitted to the Master’s Degree Programme in Health Sciences.

Examiners

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 discuss the main features of challenges relating to the knowledge base for decision-making in society and what can prevent research from being applied
  • can discuss what knowledge translation is, including definitions, theories, models and methods used in the field
  • can describe the differences between the tradition of knowledge translation and knowledge-based practice (KBP), quality improvement and implementation science, with respect to objectives, models and application in the field of practice

Skills 

The student

  • can analyse and apply definitions, theories, models and methods within the tradition of knowledge translation in order to bring society into the research, as well as use research in decision-making and innovation processes in society
  • can critically evaluate and discuss research-based knowledge, its possibilities, limitations and relevant areas of use
  • can make research-based knowledge more accessible for society through research dissemination and communication
  • can use research as a source in the development of theories, methods and tools

General competence 

The student 

  • can analyse and understand the relationship between research and society
  • can plan a knowledge translation project in line with recognised international models for knowledge translation