PHVIT9510 Concept and Theory Development in Health Sciences Course description

Ingen

Etter fullført emne har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har bred innsikt i ulike forståelsesmåter og perspektiver knyttet til psykososiale vansker i skolen
• har oppdatert kunnskap om aktuelt regelverk og etiske hensyn i spesialpedagogisk arbeid i et inkluderende læringsmiljø
• har inngående kunnskap om ulike kartleggingsstrategier relatert til psykososiale vansker og skolens læringsmiljø

Ferdigheter

Studenten

• kan kritisk anvende hensiktsmessige kartleggingsstrategier i skolen for å avdekke utfordringer på individ- og systemnivå i skolen
• kan planlegge, gjennomføre og vurdere spesialpedagogiske tiltak basert på relevante kartleggingsmetoder, for å forebygge og/eller avhjelpe psykososiale vansker
• kan kritisk reflektere omkring strategier for samarbeid med eksterne miljøer rundt elever som viser psykososiale utfordringer

Generell kompetanse

Studenten

• har innsikt og forståelse for ulike faktorer som hemmer og fremmer læring og psykisk helse i skolen
• kan formidle kunnskap omkring miljøets betydning for utvikling og opprettholdelse av psykososiale vansker
• kan planlegge og legge til rette for inkluderende praksiser i skolen, alene og som deltaker i en gruppe

On completion of the course, the PhD candidate has achieved the following learning outcomes, defined in terms of knowledge, skills, and general competence:

Knowledge

The PhD candidate:

• is at the forefront of knowledge of methodologies related to the development of concepts and theories
• has an in-depth understanding of the relationship between human experience, concepts, and theories in a health science context

Skills

The PhD candidate can:

• develop a conceptual and/or theoretical framework related to their own research
• identify relevant clinical phenomena to develop concepts and theories
• analyse and interpret research findings related to concept and theory development
• address complex scientific issues and challenge established knowledge and practice in concept and theory development

General competence

The PhD candidate can:

• argue in favour of particular methodologies in concept and theory development based on scientific theory
• participate in discussions on concept and theory development

Arbeidskrav

For å kunne gå opp til eksamen i emnet må studentene gjennomføre og få godkjent følgende arbeidskrav:

Arbeidskrav 1: Individuell skriftlig oppgave i form av et refleksjonsnotat knyttet til likeverdig opplæring. Refleksjonsnotatet skal ha et omfang på 1500 ord +/- 10 %.

Arbeidskrav 2: Individudell oppgave knyttet til psykososiale vansker. Arbeidskravet dokumenteres i form av en podkast eller video på 3 - 5 minutter eller et skriftlig dokument på 1500 ord +/- 10%.

For utfyllende informasjon om arbeidskrav, se programplanen.

Faglig aktivitet med krav om deltakelse

Se informasjon om krav om deltakelse i programplanen.

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

• one group project based on a one-act play
• preparation of two dramaturgical analyses of two given plays
• preparation of two directing concepts
• preparation and performance of two stage presentations
• one theoretical group assignment that reflects one or more dramaturgical issues
• fellow students’ presentations and subsequent assessment
• Particepate at two group stage presentations of dramaturgical analysis and directing concepts
• attendance at minimum 6 different theatre productions

In some cases, group tasks can be completed as individual tasks.

Compulsory attendance at teaching activities:

The students cannot be absent for more than 20% of teaching and supervision activities subject to an attendance and participation requirement.

Alle hjelpemidler er tillatt, men det skal benyttes korrekt referanseteknikk og alle kilder skal oppgis.

The exam in the course is twofold:

1. Development assignment - individual

The assignment must be on an issue linked to dramaturgy and relevant theory. 4500-5500 Words.

Assessed by two examiners. The course may be selected for grading by external examiners.

The assessment counts for 40% of the final pass grade.

The result of the exam can be appealed.

2. Practical exam - group

A group performance of approximately 20-30 minutes duration. Three weeks of preparation time is given. The group's written dramaturgical analysis and directing concept are submitted in advance.

The assessment of the practical performance exam counts for 60% of the final pass grade. The result of the exam cannot be appealed.

Assessment

A grade scale with grades from A to E for pass (with A being the highest grade and E being the lowest pass grade) and F for fail is used for the final assessment.

In some cases, the practical/oral group exams can be held as individual exams.

Both parts of the exam must be awarded the grade E or better in order for the student to pass the course.

Absence - fail

Students who due to valid absence do not take one or several exam parts that make up the ordinary exam, or who are given an F in one or more of the exam parts that make up the exam, can register for a resit/rescheduled exam.

If the student is taking the rescheduled exam in part 1 (the development project), it is done in the same way as for the ordinary exam. If the student is taking the resit exam, the development project that was graded F in the ordinary exam must be significantly reworked/improved - e.g. based on the grounds given for the grade.

If the student is taking the resit/rescheduled exam in part 2, it must be taken pursuant to agreement with the student administration. Three weeks’ preparation time is given. The students are responsible for contacting the student administration themselves.

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Eksamen vurderes til bestått / ikke bestått.

Det benyttes to interne sensorer. Det er knyttet tilsynssensor til utdanningen. Tilsynssensor evaluerer vurderingsordningene i emnet og studiet som helhet.

Anne Bryhn