PVUS6000 Supervision and Mentoring for Schools and Early Childhood Education an Care Institutions, module 1 Course description

Profesjonsyrker preges av kontinuerlig endring og utvikling. Profesjonsutøvere har dermed behov for veiledning både under studiene og som en del av en livslang yrkeskarriere. Veiledningsoppgaver er knyttet til ulike sammenhenger: Veiledning av studenter i grunn- og videreutdanning, veiledning av nyutdannede lærere, veiledning av kollegaer og andre og veiledning som ledd i organisasjonsutvikling. Studiet i pedagogisk veiledning i utdanning og yrke tar sikte på å imøtekomme disse behovene. Felles for all veiledning er at evnen til analyse og utvikling av egen veiledningspraksis står sentralt.

Studiet gir en innføring i veiledning og kommunikasjon i lærings- og utviklingsprosesser. Det gir også grunnlag for videre studier i pedagogisk veiledning.

Studiet består av to deler. Del 1 (10 studiepoeng) gir en generell innføring i veiledning. Del 2 (5 studiepoeng) er rettet mot spesifikke fokusområder for skole.

Emnet inneholder følgende alternative fokusområder:

• Praksislærer i grunnskolelærerutdanningene
• Veileder for nyutdannede i skole

Det velges ett fokusområde ved søknad om opptak.

Etter fullført del 1 har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har kunnskap om veiledning, kommunikasjon og samspill
• kunnskap om veiledning som sentralt kompetanseelement i læringsarbeid med hensyn til profesjonsutvikling av studenter og nyutdannede lærere

Ferdigheter

Studenten

• har ferdigheter i å planlegge, begrunne, gjennomføre og kritisk analysere og diskutere veiledning, kommunikasjonsprosesser og læringsprosesser
• har ferdigheter i å støtte og utfordre i veiledning

Generell kompetanse

Studenten

• har generell kompetanse i å anvende og vurdere ulike veiledningsteorier og -metoder i lærings- og utviklingsprosesser
• har generell kompetanse i å forstå kulturens og kontekstens betydning for veiledning
• har generell kompetanse i å kunne reflektere kritisk over veiledningens bidrag til profesjonell utvikling i skolen

Etter fullført del 2 med fokusområde rettet mot praksislærer i grunnskolelærerutdanningen, har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har kunnskap om de særlige krav og oppgaver som ligger til funksjonen som praksislærer, deriblant god innsikt i utdanningens planverk, forskrifter for praksis, skikkethet m.m.

Ferdigheter

Studenten

• har ferdigheter i kritisk og etisk refleksjon knyttet til ulike sider ved profesjonsutøvelse

Generell kompetanse

Studenten

• har et reflektert forhold til egen veilederrolle, blant annet innenfor rammen av egen organisasjon og relasjonen til universitetet

Etter fullført del 2 med fokusområde rettet mot veileder for nyutdannede i skole, har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har kunnskap om utfordringer knyttet til overgang fra utdanning til yrke
• har kunnskap om hvilke utfordringer nyutdannede står overfor i møte med lærerprofesjonen knyttet til personlige, sosiale og profesjonelle forhold
• har kunnskap om relasjonelle, didaktiske og organisatorisk-administrative forhold som nyutdannete kan møte
• har kunnskap om særlige krav og oppgaver som en veileder av nyutdannede/nytilsatte står overfor

Ferdigheter

Studenten

• har ferdigheter i kritisk og etisk refleksjon knyttet til ulike sider ved profesjonsutøvelse

Generell kompetanse

Studenten

• har et reflektert forhold til egen veilederrolle blant annen innenfor rammen av egen og den nyutdannedes organisasjon

The Master’s Programme in Health and Technology with specialisations is a master’s degree with a scope of 120 credits in accordance with Section 3 of the Regulations concerning Requirements for the Master’s Degrees, adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

The programme includes specialisations in assistive technology in health, biomedicine and radiography. The students will acquire in-depth knowledge in the chosen specialisation and will gain detailed knowledge of technology relating to the discipline covered by the specialisation. Through common courses across the specialisations, an overview is provided of technology developments in the field of health in general, of relevance to both the specialist and municipal health services, as well as for research. Students learn about innovation and entrepreneurship to create new solutions through interdisciplinary collaboration between public and private actors, and about how the implementation and use of technology affects the health sector, individuals, and society. The students will also become familiar with legislation that regulates health research, the collection and use of personal data and health data, and the use of human biological specimen. The programme will also address ethical challenges relating to the development and implementation of technology in the health context, and the importance of user participation will be highlighted and discussed.

A greater need for health and care services in the years ahead means that interdisciplinary cooperation and efficient use of technology will be important to maintain sustainable health services. The programme will contribute to a greater understanding of technology and enhanced technological skills in the field. The students will learn to communicate about their own discipline in a way others can understand, which is important to be able to contribute to interdisciplinary projects. Compulsory common courses and elective courses across specialisations foster interdisciplinary collaboration between the disciplines covered by the programme.

Specialisations

Applicants must choose and apply directly for the specialisation they wish to take when applying for the master’s programme. Different admission requirements apply to the specialisations; see more information under Admission requirements. Parts of the programme will include joint teaching, partly through compulsory common courses and partly through options across the specialisations. Some courses will be held jointly with other master’s degree programmes at OsloMet.

Students who pass the programme will be awarded the degree Master in Health and Technology, with one of the following specialisations:

• Assistive Technology in Health
• Biomedicine
• Radiography

The name of the specialisation will be stated on the diploma alongside the name of the degree.

MAATH: Assistive Technology in Health

The specialisation emphasises assistive technology in health (ATH) (referred to as welfare technology in the Nordic countries) in an interdisciplinary, practice-oriented, and person-centred context, at both individual and system levels within specialist health services and municipal health and social services. ATH is aimed at promoting health and preventing illness through treatment and (re)habilitation to improve cost-effective and sustainable health and social services. Students learn how ATH can assist individuals in activity, participation, safety, dignity, and coping in everyday life. Examples of ATH include technical and orthopaedic aids, exoskeleton technology, smart home technology, robot assistants, GPS, technologies for activity and movement analysis, computer-controlled (bionic) prostheses and orthoses, and artificial intelligence. The specialisation emphasises knowledge and skills in developing, piloting, implementing, and evaluating complex interventions with ATH in collaboration between private and public actors. Students learn to analyse the interaction between humans, health, activity, participation, movement, and technology.

MABIO: Biomedicine

The biomedical field integrates natural sciences, technology, and health sciences, forming the foundation for medical diagnostics and treatment with a global health perspective. The specialisation in biomedicine is aimed at students seeking advanced knowledge and expertise in biomedical sciences. Students will explore the biological mechanisms underlying human health and disease, gaining a profound understanding of cellular and molecular processes. They will learn about relevant bioanalytical methods, laboratory diagnostic technology, statistics, and quality assurance of analytical methods through both theoretical instruction and practical laboratory work. The programme emphasises the development of critical thinking, ethical reflection, scientific communication, and interdisciplinary collaboration skills.

MARAD: Radiography

The specialisation emphasises the use of various technologies in medical radiation and the importance of these technologies in the health service to ensure synergies between technology and health. Students will choose one of two directions within radiography: conventional radiography or CT. The specialisation is practice-oriented and profession-oriented and is designed to meet increasing demands for expertise in diagnostics and treatment in connection with medical use of radiation. Students will gain in-depth expertise in optimisation and imaging, focusing on personalised examinations and forms of treatment.

Relevance to working life

Technological expertise is in demand in the health sector, and a Master’s Degree in Health and Technology can lead to many career opportunities in the public and private sectors alike. Possible fields of work and career paths in health and technology after completing the programme include:

• research, development of the field, and teaching
• advisory functions in the public administration, knowledge dissemination and counselling
• clinical or diagnostic work based on specialised expertise
• managerial positions in disciplines relating to health and technology
• innovation and implementation processes
• product and service development

Relevance to further education

Candidates with a Master’s Degree in Health and Technology are qualified to apply for admission to PhD programmes, including the PhD Programme in Health Sciences at OsloMet.

Students may apply for admission to the research programme at the Faculty of Health Sciences while taking the master’s programme. This is taken in parallel to and as an extension of the master’s programme. The research programme gives students advanced researcher expertise in addition to that provided during the ordinary master’s programme. Results from this research work may later, on application, form part of PhD-level work.

Sustainability

The 2030 Agenda is the UN’s plan of action for global sustainable development, specified as 17 Sustainable Development Goals (SDGs). Through global partnerships, the world must work together to end poverty and hunger, ensure good health and education for all and reduce climate change and inequality. Some of the goals can be achieved through the development and implementation of different technologies. The Master’s Programme in Health and Technology is particularly aimed at promoting good health and well-being (SDG3), quality education (SDG4), industry, innovation and infrastructure (SDG9), reduced inequality (SDG10) and partnership for the goals (SDG17).

The 17 SDGs must be seen as a whole, where each goal is seen in conjunction with the others. The purpose of the programme is to educate candidates who are active global citizens with knowledge of how technology contributes to sustainable health services, good health and an inclusive society for all, regardless of age, gender, ethnicity, education, sexuality and functional ability.

The programme is suitable for individuals who wish to actively contribute to development work, research, and innovation processes within their own field and in interdisciplinary collaboration involving technology and digital solutions.

The specialisation in assistive technology in health is relevant for individuals in the private or public sector who are interested in working interdisciplinary to develop and implement technology in the field of treatment, (re)habilitation, and health promotion.

The specialisation in biomedicine is relevant for individuals with a background in laboratory sciences who wish to deepen their expertise in biomedical analytical methods and biomedical research as a foundation for medical diagnostics and treatment.

The specialisation in radiography is relevant for individuals who wish to deepen their expertise in diagnostics and treatment, as well as the development and implementation of new diagnostic and therapeutic procedures within radiation-based technologies in healthcare.

Students apply for and are admitted directly to the specialisation of their choice. The requirement for admission to the Master’s Programme in Health and Technology is a bachelor’s degree or an equivalent degree within a specified field, with an average grade of at least C. If the number of qualified applicants exceeds the number of places on the programme, applicants will be ranked according to applicable ranking rules.

Reference is made to the Regulations relating to Admission to Studies at OsloMet. The specialisations will only be run if a sufficient number of qualified candidates apply.

Admission requirements for the individual specialisations

Specialisation in assistive technology in health

• Bachelor’s degree or equivalent degree in health and social sciences, social sciences, economics, psychology, education, design, informatics, or engineering.

Specialisation in biomedicine

• Bachelor’s degree or equivalent degree in medical laboratory sciences, pharmacy, biotechnology, biomedicine, chemical engineering or molecular biology. A minimum of 30 credits must include courses with practical laboratory work.

Specialisation in radiography

• Bachelor’s degree or equivalent degree in radiography.

Special admission to the specialisation in radiography Candidates with a bachelor's degree in radiography who have also completed further education in radiotherapy (60 ECTS credits) according to the programme description from the academic year 2014/15 (student cohort 2014H) or later, can apply for a special admission to the specialisation in radiography. The admission requirements are as follows:

• Bachelor's degree or equivalent in radiography
• Completed further education in radiotherapy, according to the programme description from the academic year 2014/15 (student year group 2014H) or later

Grades from the further education in radiotherapy may be included in the calculation basis to meet the necessary academic minimum requirements.

The overall learning outcomes for the Master’s Programme in Health and Technology fully cover the description of master’s degree level (level 7) of the Norwegian Qualifications Framework.;

A candidate who has completed their qualification should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

has advanced knowledge in disciplines relating to their own specialisation and specialised insight into the topic of the master’s thesishas insight into technological developments in disciplines relating to their own specialisation and their importance for health services nationally and globallyhas thorough knowledge of philosophy of science traditions, research methods and the basis for research ethics of particular relevance to health sciences and their own fieldcan apply knowledge in new areas in their own field and in interdisciplinary collaboration with other fieldscan analyse health science issues on the basis of the field’s;history, traditions, culture, distinctive nature and place in society

Skills;

The candidate

can analyse and critically assess knowledge from different sources and apply this in a structured manner to formulate scholarly argumentscan analyse existing theories, methods and interpretations in their own field and work independently on practical and theoretical problem-solvingcan write academic texts and present research results in accordance with applicable conventions in the fieldcan work independently and in an ethically aware manner on a supervised research or development projectcan analyse and manage health-related data in an ethically sound manner and in accordance with relevant legislationcan contribute to research, development of the field and innovation based on evidence-based knowledge, research-based knowledge and user participation

General competence;

The candidate;

can analyse relevant issues in their own field and decide on suitable research design and choice of methodscan analyse and discuss ethical issues relating to the use of technology in health services, at both the individual and system levelcan apply their own knowledge to new areas and in interdisciplinary cooperation to carry out complex tasks, processes and projectscan communicate an extensive independent work and master scholarly forms of expression in the field, both orally and in writingcan participate in discussions about professional issues and communicate about their own field in both scientific and popular science formcan contribute to re-thinking and innovation in their own field and take part in interdisciplinary cooperation in technology and health sciencecan contribute to the implementation of new technology in their own field and explore how technology can contribute to solutions that support sustainable communities

More detailed learning outcomes for the specialisations

Specialisation in assistive technology in health

The following additional learning outcomes apply to candidates taking the specialisation in assistive technology in health:

The candidate

can critically assess the purpose and application of different types of assistive technologies throughout the lifespan at both individual and system levels in health promotion, prevention, treatment, and (re)habilitation.can develop, apply, and communicate complex interventions with assistive technologies in interdisciplinary collaboration and in their own field based on needs analyses and user involvementcan critically evaluate ethical issues in the implementation and communication of assistive technologiescan critically assess what facilitates and hinders successful sustainable implementation of assistive technologies

Specialisation in biomedicine

The following additional learning outcomes apply to candidates taking the specialisation in biomedicine:

The candidate

has specialised knowledge about health and technology in a biomedical perspectivehas in-depth knowledge about normal and pathological molecular and cell biological mechanismscan critically assess and apply biomedical analysis methods in diagnostics and research and has advanced knowledge about statistical methods, quality assurance and quality control in the laboratorycan discuss and convey relevant issues in the field and research relating to biomedicine

Specialisation in radiography

The following additional learning outcomes apply to candidates taking the specialisation in radiography:

The candidate

has advanced knowledge of diagnostic imaging methods, treatment and radiation protectioncan apply, analyse and critically assess methods for diagnostics/treatment in the relevant modalityhas an in-depth understanding of the role of radiographers as active contributors to developments in radiography and the specialist health service’s use of technological methods in the relevant modality

The master’s programme is designed to be comprehensive, and the academic content and educational tools are interlinked, showing a clear context between learning outcome descriptions, learning activities and forms of assessment. The courses in the programme description build to some extent on each other to ensure progress, with increasing requirements for knowledge and understanding within each specialisation.

The Master’s Programme in Health and Technology includes common courses and compulsory specialisation courses. The thesis has a scope of 50 ECTS credits. Students are offered various elective courses depending on the specialisation chosen. Some elective courses are offered to all students across the specialisations, while others are only offered to students taking the individual specialisation. Normally, at least ten registered students are required for a course to be taught.

The academic year is 40 weeks long, and the expected workload for a full-time student is 40 hours per week. This includes scheduled activities, students’ own activity and exams. The course descriptions provide more details about learning outcomes, work methods, coursework requirements and exams.

The specialisation in biomedicine is organised as a full-time course of study over two years, while the specialisations in assistive technology in health and radiography are organised as three-year part-time courses of study. The normal structure for each specialisation is shown in the figure below.

Content of compulsory common courses

Two courses are compulsory for all students on the programme and will be taught jointly for the specialisations:

HETEK4000 Interactions in Health and Technology (10 credits) introduces students to key concepts relating to technological development, system design and service innovation. Students will explore how new technology can contribute to sustainable solutions in health and care services, and in research and development work, but should also be able to reflect on ethical challenges that arise when new technology is employed. Interdisciplinary collaboration competence in the development and implementation of new technology in the health and social services is emphasised.

HETEK4100 Theory of Science, Ethics and Research Methods (10 credits) comprises fundamental aspects and methodologies of philosophy of science that are used in the planning, execution and dissemination of research projects in general. Focus is also on particular issues relating to health science and medical research, research ethics and relevant legislation.

Master’s thesis

The programme normally includes a master’s thesis worth 50 credits (MAATH5900/MABIO5910/MARAD5900). Students who choose to take one semester abroad will be given an opportunity to write a master’s thesis worth 30 credits (HETEK5910). See more detailed information under Internationalisation. Regardless of the scope of the master’s thesis, the project description is developed with the support of the lecturer, who quality assures the project with respect to scope and degree of difficulty. The same requirements apply to scientific and research-related work regardless of the length of the thesis.

The thesis can be written individually or in groups of two students. Students choose the topic of the thesis based on their academic background and interests. They can take the initiative for a master’s project themselves. Students can also be offered the chance to be involved in projects affiliated to research projects at OsloMet or external Norwegian and foreign partner institutions.

Elective courses

In the course of the master’s programme, the students can choose between several different elective courses. Some elective courses can be taken regardless of the specialisation chosen, while some are aimed at students taking the individual specialisation. The range of elective courses varies from one semester to the next. Students must apply for a place on elective courses no later than the semester before, subject to specific deadlines. There may be an upper limit for places on each elective course. Normally, at least ten registered students are required for a course to be taught.

The following courses are elective for all students taking the Master’s Programme in Health Sciences, regardless of the specialisation chosen:

• HETEK4300 Bacteriology and Antimicrobial Resistance, 10 credits
• HETEK4200 Monitoring, Activity- and Movement Analysis, 10 credits
• HETEK4400 Digital Health and Homecare, 10 credits
• MAFAR4100 Innovation within Healthcare, 10 credits
• MAVIT5800 Introduction to Clinical Studies for Healthcare Personell, 10 credits
• MAVIT4800 Personalized Nutrition, 10 credits
• MAVIT5100 Health Communication, 10 credits
• SFV5100 Digital Revolution? Social Science Perspectives on Technology in the Health and Social Care Sector, 10 credits
• MSLV4200 Collaboration and Collaborative Managment, 10 credits

In addition, students taking the specialisations in assistive technology in health or biomedicine may choose the following course from the specialisation in radiography:

• MARAD4300 Medical Use of Radiation, 10 credits

Students taking the specialisations in biomedicine or radiography may also choose the following course from the specialisation in assistive technology in health:

• The Knowledge Base in Assistive Technology in Health, 10 credits

Study progress

The following progress requirements apply to the programme:

• Specialisation in biomedicine (full-time): The student must have passed all compulsory courses in the first year of study before starting on the master’s thesis
• Specialisation in assistive technology in health (part-time): The student must have passed all compulsory courses in the first year of study and the autumn semester in the second year before starting on the master’s thesis
• Specialisation in radiography (part-time): The student must have passed all courses in the first year of study and the autumn semester in the second year before starting on the master’s thesis
• Specialisation in radiography with special admission (part-time): The student must have passed the courses HETEK4000 and HETEK4100 before starting on the master’s thesis
• Some courses may have separate progress requirements; see the individual course descriptions.

Varied and student-active forms of teaching are used in the programme. Good learning outcomes are first and foremost dependent on the students’ own efforts. The number of hours allocated to structured teaching by the university will be relatively low. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and, if relevant, practical skills training. Normal study progression demands a high level of self-activity. The most important work and teaching methods used in the courses in the programme are described below. The individual course descriptions state which work methods each course employs.;

Web-based work and teaching methodsSeveral forms of digital learning resources are used in the programme, such as digital platforms, digital lectures, video clips, podcasts, tests and assignments. These resources can be used to prepare for teaching sessions, during seminars using the flipped classroom method, and as part of self-study. This form of teaching requires the students to come prepared for scheduled teaching sessions. Interaction may also take place digitally in the form of virtual meetings, webinars, workshops etc.;

Self-study and student cooperation/group workLearning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students.;Through activities such as exchange of ideas, presentations, discussions, written assignments and problem-based assignments, students will be encouraged to learn by conveying knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Students are encouraged to take the initiative to schedule and actively participate in study groups to promote learning.;

Skills training/laboratory workDifferent forms of skills training or laboratory work may be included in the programme. Students will work on issues of relevance to the topic concerned, either individually or in groups, and will perform experiments, simulations or solve practical tasks that will demonstrate their theoretical understanding of different methods and techniques used in the field. They will also acquire the skills required to carry out the assignments in an independent manner.

Skills training may also include the use of digital tools to solve assignments or improve communication skills.;

LecturesLectures are primarily used to introduce new subject matter, provide an overview of and highlight main elements and links within different topics, and also to convey relevant research-based issues and literature.

SeminarsSeminars emphasise dialogue and discussion between the lecturer(s) and students in order to stimulate students’ academic development. Oral student presentations and discussions are emphasised.;

In connection with the master’s thesis, seminars are held where the theses are presented and discussed. The students receive feedback from their fellow students and teachers, which enables peer learning. Research-related issues, methods and academic supervision are among the topics discussed in the seminars. Seminars may also take place on digital collaboration platforms.;

Projects, assignments and supervisionThrough project work, case studies, written assignments and the master’s thesis, students will formulate research questions for assignments that they work on over time, either individually or in cooperation with other students. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically, see elements in context and develop a deeper understanding of a subject.

Developing academic writing skills is a key aspect of all parts of the programme.;

Supervision is an important component of the work on the master’s thesis. The supervision is intended to ensure that the project complies with principles of research ethics and help students to formulate research questions and ensure quality in the collection and analysis of data.