EPN-V2

MERG4200 Complex Interventions in Work and Everyday Life Course description

Course name in Norwegian
Komplekse intervensjoner i hverdags- og arbeidsliv
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 Occupational Therapy
Weight
10.0 ECTS
Year of study
2023/2024
Curriculum
SPRING 2024
Schedule
Programme description
Course history

Introduction

Language of instruction: Norwegian

This course deals with the theoretical foundation of the development of complex interventions to promote health, activity and social participation. The students will also work on critical analysis of theories in the context of their own research topic. The course builds on the course MERG4100 and is based on theories on activity, participation and inclusion. Such theories can contribute to an understanding of relevant challenges that can arise in people’s everyday and working lives, and of what can contribute to good health and participation. The students will learn how theory forms the basis for what questions they will ask, which methods they will use to find the answers to the questions, and how they can interpret the answers they find. The students will have an opportunity to continue work on the topics from this course in the elective course MAVIT5300 Knowledge Translation.

Required preliminary courses

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

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, on the basis of different perspectives and theories, analyse work and everyday life in relation to health and participation in society 
  • can assess facilitating factors and barriers to participation in working life
  • can assess technology and welfare technology in conjunction with interventions in everyday and working life
  • can discuss relationships between people, activity and the surroundings in the context of everyday and working life

Skills

The student

  • can analyse and apply chosen theories and models related to interaction in work and everyday life between people, activity and surroundings
  • can discuss how the framework for developing and evaluating complex interventions can be applied to promote participation in work and everyday life
  • can develop knowledge about individual interventions and programmes that use facilitation, including technology, in order to promote participation in work and everyday life

General competence

The student

  • can apply different kinds of knowledge to reflect on the significance the relationship between person, activity and context has for participation in work and everyday life

Teaching and learning methods

The course will use varied, student-active work methods. The teaching is organised into two five-day sessions. Work and teaching methods comprise lectures, seminars, digital learning resources, assignments, group work, oral presentations and self-study. Throughout the course, students will work on a written assignment related to a topic of their choice. The written assignment is to describe and document relevant theories that can form the basis for understanding the student’s chosen topic. The chosen topic can later become the focus of the student’s master’s thesis. At the teaching sessions, the students will present their home assignments and receive feedback from fellow students and lecturers. The students will also receive one hour of individual supervision from occupational therapy departmental staff, preferably from the future supervisor of the student’s master’s thesis. This hour is included in the 20 hours dedicated to supervision of the master’s thesis. The written assignment forms the basis for the examination assignment.

Course requirements

None.

Assessment

An individual project examination in the form of an assignment that is developed during the course. Scope: Up to 3,500 words, including references.

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

The course provides an in-depth understanding of behavior analysis by describing in detail the theoretical basis for this science and presenting key findings from research.

Grading scale

The student must have passed PSYK1420 and PSYK2210.

Examiners

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

Knowledge

The student can

  • describe the relationship between applied, experimental, and conceptual behaviour analysis
  • define the term summary label and explain how category mistakes can occur in the description and explanation of behaviour
  • describe how complex phenomena such as memory, verbal behaviour, private behaviour, and cognition can be understood in a behaviour analytic framework

Skills

The student can

  • discuss arguments for and against a behaviour analytic approach to understanding human behaviour
  • define and provide examples of behaviour analytic principles

General competence

The student can

  • discuss how the concepts of description, prediction, and control are part of the science of behaviour
  • describe considerations that need to be taken into account when developing unit of analysis in a science of behaviour

Overlapping courses

The course includes lectures, inter-teaching, student-initiated group activities, individual study, as well as compulsory seminars. In the seminars, students will present topics from the syllabus, engage in discussion, and receive feedback and guidance on further studies. Each seminar will be concluded by student presentations on all topics from the seminar with all students in attendance. The students’ learning outcomes will be documented through presentations and the examination.