SFF5000 Philosophy of Social Science Course description

Vitenskapsteori er studiet av vitenskapelig kunnskap og aktivitet. Emnet omhandler samfunnsvitenskapenes grunnlag og tar opp spørsmål med relevans for profesjonelt sosialt arbeid og arbeidet med masteroppgaven.. Aktuelle tema er verdiers rolle i forskning, objektivitet, realisme/sosialkonstruktivisme, evidensbasert politikk, grunntrekk i sosial virkelighet, kriterier for fortolkning, bruk av modeller og kausale slutninger.

Emnet innbefatter analyse og diskusjon av relevant samfunnsforskning. Emnet henger nært sammen med masterstudiets øvrige emner og utvikling av masteroppgave.

Ingen forkunnskapskrav

Etter å ha fullført emnet skal studenten ha følgende kunnskaper og ferdigheter:

Kunnskap

Studenten har

• inngående innsikt i sentrale vitenskapsteoretiske tradisjoner med relevans for sosialfagene
• avansert kunnskap om teorier og begreper som gjør det mulig å reflektere systematisk over samfunnsvitenskapelig virksomhet og sosialfaglig praksis.
• avansert kunnskap om kvantitative og kvalitative metoders teoretiske forankring

Ferdigheter

Studenten kan

• analysere og diskutere samfunnsforskning ved bruk av sentrale vitenskapsteoretiske begrep og teorier
• analysere og vurdere vitenskapsteoretiske posisjoner i faglitteratur
• vurdere og diskutere vitenskapsteoretisk forankring av eget forskningsprosjekt
• utforme en epistemologisk konsistent analysestrategi

Generell kompetanse

Studenten har

• grundig forståelse av forholdet mellom forskning og teorier om forskning.
• godt utviklet evne til å stille spørsmål ved grunnlaget for forskningsresultater.

Emnet går over ett semester. Undervisningen veksler mellom forelesninger og seminarundervisning. Seminarene organiseres for å bistå studentene med veiledning i skriving av semesteroppgaven som er et arbeidskrav.

Public health work is society's organised effort to maintain, improve and promote the population's health, both locally and globally. Interventions are directed towards factors that contribute to better health and factors that might represent a health risk. Public health work is concerned with reducing health inequalities through work on equity, accessibility and quality of services.

An increase in disease rates, long term conditions and lifestyle illnesses are expected in the future. This is a consequence of demographic changes and a result of people's health behaviour. Competence in interprofessional collaboration in both public and private sectors is crucial to meeting challenges.

No prerequisites

Part 1 - The Scope of Global Public Health 5 ECTS

Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• describe the challenges in welfare systems, relevant national legislation, and international agreements
• describe the past, and present developments and achievements of public health and discuss possible future challenges within the field
• describe social inequalities in health and their consequences nationally and globally
• describe epidemiology and different cost analyses, and discuss inter-professional, evidence-based interventions with target groups
• discuss the principles of universal design from a human rights and democratic perspective

Skills

The student is able to

• address challenges in public health and demonstrate how to intervene professionally in collaboration with others
• search for relevant research, analyse these and apply to the findings in their assignment

General competences

The student is able to

• apply the tools of innovation and entrepreneurship in public health issues and communicate the results to an audience
• reflect upon ethical issues and discuss intercultural perspectives in public health

Part II - Environmental Conditions and Population Health 5 ECTS

Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss the interactions between the environment and sustainable development, and their effect on health
• describe health care emergency interventions following different types of disasters, and discuss challenges encountered
• discuss interprofessional interventions focusing on communicable and non-communicable diseases, including mental conditions
• describe how interprofessional practice might contribute to improve mental health
• describe the distribution of different types of injuries nationally and globally and how to prevent them
• discuss how to promote occupational health and to prevent occupational health hazards
• discuss theoretical models for behavioral change and their application

Skills

The student is able to

• reflect upon priorities in public health and the consequences for population health
• demonstrate communication skills to improve health literacy and social capital through social marketing and reflect on intervention strategies and their efficacy
• reflect upon a comprehensive view of humanity and human rights
• apply research methods in solving public health problems.

General competences

The student is able to

• reflect upon diversity and how different ethnic, religious and cultural background may influence communication between people
• demonstrate how to disseminate public health knowledge collaboratively with target groups and stakeholders

Part III - Family Health 5 ECTS

Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss theoretical models for behavioral change and their application
• reflect on the complexity of health determinants throughout the life cycle
• discuss the role of activities and social participation in health promotion (occuaptional science)
• describe national and global vaccination programs, and discuss their impact and challenges involved including ethical issues

Skills

The student is able to

• reflect upon communication and collaboration within an interprofessional team
• develop interactive and critical health education information to improve family health
• identify and describe different information channels to promote health education and knowledge sharing

General competences

The student is able to

• reflect upon ethical issues, conflicts in personal values, and interprofessional approaches in family health
• reflect upon the role of public-private partnership as an asset in public health
• describe social entrepreneurship and societal transformation as a tool for implementation of a public health activity
• apply research methods in solving public health problems

The learning and teaching approach consists of group work supported by lectures, workshops, self-studies and field trips. Groups, consisting of approximately 5 students, focus on assignments facilitated by tutors. Every group member contributes to the creation and presentation of all assignments. Part I and part II include two assignments each while part III has one assignment. See the teaching plan for further details.

All parts of the course have a focus on interactivity in promoting knowledge exchange and on inter-professional collaborative dialogue, enhancing self-awareness in the professional role. The students will gain practice in decision-making and problem-solving, relating to client-centered and evidence-based practice

The work requirements must be fulfilled before the student can take the exam. The student may choose English or Norwegian as examination language.

Examination content: Learning outcomes from part I, II and III Examination form: Individual oral exam, 20 min.