SKUT4422 Specialisation in Special Needs Education 2 Course description

Fagfordypningen i spesialpedagogikk består av to emner à 15studiepoeng: Fagfordypning i spesialpedagogikk 1, med temaene spesialpedagogikk - fag og forskningsfelt og læringsutfordringer og læringsbarrierer , og Fagfordypning i spesialpedagogikk 2, med temaene kartlegging, vurdering - diagnostisering av læringsbarrierer og endringsarbeid, veiledning og rådgivning.

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

Kunnskap

Studenten

• har avansert kunnskap om profesjonsutvikling, profesjonsidentitet og om profesjonsetiske dilemmaer
• har kunnskap om utdanningsrettslige prinsipper og styringsdokumenter som gir retning for spesialpedagogisk arbeid
• har avansert kunnskap om veiledning- og rådgivingsrollen i møte med elever og foreldre, kolleger, samt hjelpeapparatet
• har avansert kunnskap om vurdering av elevers læring og utvikling og i bruken av ulike vurderings- og kartleggingsverktøy på individ- og systemnivå
• har kunnskap om pedagogisk og spesialpedagogisk endringsarbeid

Ferdigheter

Studenten

• kan kritisk reflektere over profesjonsetiske utfordringer og anvende kompetansen i profesjonsutøvelsen
• kan vurdere og kritisk ta i bruk kartleggings- og testmateriell relatert til elevers utvikling og læring
• kan anvende grunnleggende rådgivning og veiledningsstrategier ved spesialpedagogiske problemstillinger i møte med elever og foreldre, kolleger, samt hjelpeapparatet
• kan delta i interprofesjonelt samarbeid med eksterne tjenester og hjelpeinstanser

Generell kompetanse

Studenten

• kan analysere og vurdere faglige, profesjonsetiske og utdanningspolitiske problemstillinger med henblikk på endringsarbeid, kunne justere og utvikle egen praksis og bidra til både kollegers og skolens faglige og organisatoriske utvikling
• kan analysere, vurdere og håndtere selvstendig den pedagogiske og spesialpedagogiske kunnskapsbasen for å fremme inkluderende læringsfelleskaper
• har bred innsikt i hvordan en kan legge til rette for veiledning og rådgivning ved pedagogisk og spesialpedagogisk arbeid

Emnet består av følgende to deltemaer:

1. Kartlegging, vurdering ¿ diagnostisering av læringsbarrierer

Sakkyndighet i et individ- og systemperspektiv:

• Sakkyndighetsarbeid.
• Interprofesjonelt samarbeid.

Spesialpedagogiske arbeidsmåter og bruksområder:

• Tiltak og arbeidsmåter for tilpasset og likeverdig opplæring.
• Tester, kartleggingsverktøy og vurderingsformer
• Foreldresamarbeid.

2. Endringsarbeid, veiledning og rådgivning

Prinsipper, strategier og kommunikasjon i spesialpedagogisk arbeid:

• Spesialpedagogiske tilnærminger, livsmestring og myndiggjøring.
• Veiledning av barn, voksne og kolleger.
• Samarbeidspartnere ¿ samarbeidende hjelpeinstanser.

Pedagogisk systemarbeid:

• Skolekultur og tolkningsfelleskap.
• Forebygging og tidlig innsats.

Arbeids- og undervisningsformer vil være forelesninger, individuelt studiearbeid, seminarer og veiledning. Den vil stimulere utviklingen av ferdigheter og holdninger som er relevante for fordypningen gjennom muntlige presentasjoner, veiledningsøvinger og rollespill. Undervisningen er utformet for å støtte opp om utvikling av et bredt yrkesrepertoar for arbeide profesjonelt/ interprofesjonelt for en inkluderende grunnopplæring.

The Master¿s Programme in Nurse Anaesthesia has 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 on 1 December 2005. Candidates who pass the programme will be awarded the degree of Master of Nurse Anaesthesia.

The programme is based on the national curriculum for further education in nurse anaesthesia and the regulations relating to the national curriculum for further education in nurse anaesthesia adopted by the Ministry of Education and Research on 1 December 2005 and meets the requirements stipulated in these documents.

With the exception of the master's thesis, all the courses in the programme are taken as a full-time course of study over one and a half years. These courses correspond to the university¿s Advanced Programme in Nurse Anaesthesia and impart action competence in the field of nurse anaesthesia; see the requirements set out in the national curriculum for further education in nurse anaesthesia with pertaining regulations. The master¿s thesis is written part-time over one year. The master¿s degree programme is completed in two and a half years.

Nurse anaesthesia

Nurse anaesthesia consists of practising nursing and anaesthesiology activities in connection with surgery, procedures and examinations and in acute situations in and outside a hospital setting. Nurse anaesthesia is a form of independent professional practice that takes place in close collaboration with other members of the healthcare team, in particular anaesthetists. The anaesthesiology activities are delegated by a doctor. Anaesthesiology work comprises general and regional anaesthesia and observing patients under e.g. sedation. Many of the patients are moved from a familiar environment into a hospital ward characterised by high-tech equipment, many personnel groups with clearly defined functions and a high degree of efficiency. The patient target group comprises people of all ages who:

• are admitted for planned surgery or examination
• have suffered an injury/accident
• suffer acute illness
• experience an acute exacerbation of a long-term illness
• are in a condition where their vital functions are threatened or failing
• end up in a state of physical, mental, social and/or existential crisis due to the illness they experience
• need pain relief due to acute and/or chronic illness

All these groups of patients can have additional diseases or conditions that also require the special expertise of a nurse anaesthetist.

Relevance to working life

The Advanced Programme/Master¿s Programme in Nurse Anaesthesia is intended to help to cover society¿s increasing need for specialist nursing skills, primarily in the specialist health service, but also in the municipal health service.

Nurse anaesthetists are in high demand, as they are key personnel in the specialist health service when it comes to providing professionally sound healthcare to acutely and critically ill patients. The specialist health service seeks nurse anaesthetists who practise their profession in a sound manner and on a scientific basis. Today, we can treat many diseases and injuries that could not be treated in the past. Also, the patients admitted to somatic hospitals are sicker than they used to be. This development makes new and stricter requirements of nurse anaesthetists. Society requires intensive nurse anaesthetists to work in an evidence-based manner where their nursing practice is based on knowledge gained from research and experience, in addition to patient knowledge. Nurse anaesthetists shall be capable of analysing and taking a critical approach to existing theories and methods in advanced medical treatment and nurse anaesthesia. Moreover, they shall be able to contribute to new ideas and innovation processes in their own practice, and make independent use of relevant methods for quality-related work (professional development, quality assurance or quality control work) in the field of nurse anaesthesia. Nurse anaesthetists are qualified to take greater responsibility for evidence-based nurse anaesthesia in relation to acutely and/or critically ill patients in and outside a hospital setting.

In hospitals, nurse anaesthetists work in anaesthesia departments, surgical departments, postoperative units, accident and emergency departments, examination and treatment rooms, pain clinics and radiology departments. The nurse anaesthetist plays an important role in prehospital work, call-outs and transport of acutely and/or critically ill patients. Other potential workplaces are enterprises that require a high degree of emergency preparedness and the ability to work independently in acute situations, for example in offshore activities. Traditionally, nurse anaesthetists have also engaged in different forms of international aid work.

The municipal health service is also experiencing a growing need for specialist nursing skills. The Act relating to Municipal Health and Care Services, etc. (the Health and Care Services Act) has given the municipalities a greater role in the treatment of acute-onset illness, exacerbation of chronic illness and in follow-up care for patients whose hospital treatment is finished. Therefore, nurse anaesthetists will also be in demand in the municipal health service. The Norwegian Association of Nurse Anesthetists describes the special function and role of nurse anaesthetists in its code of ethics, standards of practice, monitoring and education for nurse anaesthetists (¿Grunnlagsdokument for anestesisykepleiere¿) (https://www.alnsf.no/alnsf/grunnlagsdokument).

After completing the Master¿s Programme in Nurse Anaesthesia, candidates will have action competence in the field of nurse anaesthesia, but will also be qualified to initiate and implement development projects and participate in research work within their own organisation. Candidates are qualified to take greater responsibility for evidence-based nurse anaesthesia in relation to acutely and/or critically ill patients in and outside a hospital setting.

Relevance to further studies

Candidates who have completed the Master¿s Programme in Nurse Anaesthesia can apply for admission to PhD programmes in health sciences and nursing science, among other things.

Eksamen består av en individuell skriftlig hjemmeoppgave på sju dager, i form av en fagartikkel, etter selvvalgt tema innen emnet på 5000 ord +/- ti prosent. I fagartikkelen skal kandidaten ta i bruk kunnskapsstoff fra pensum og knytte fagstoffet til profesjonsutøvelsen.

Dersom det skriftlige arbeidet vurderes til ikke bestått karakter, kan studenten en gang levere en omarbeidet versjon. Ved ytterligere eksamensforsøk må studenten levere en ny fagartikkel.

Alle hjelpemidler er tillatt.

The programme comprises 9 compulsory courses, which make up a total of 120 credits. Theoretical studies make up 75 credits, including a master¿s thesis worth 30 credits, while clinical training accounts for 45 credits.

The programme is taken over a period of two and a half years. The first eight courses are taken as a full-time course of study over one and a half years with 30 credits per semester. After completing these courses, the student has acquired action competence in the field of nurse anaesthesia, cf. the national curriculum for further education in nurse anaesthesia. The final course, the master¿s thesis, is completed as part-time studies over one year. The work on the master's thesis is spread over two semesters to allow the student to work as a nurse anaesthetist while writing the thesis.

National curriculum for further education in nurse anaesthesia

In order to ensure that students who complete the Master¿s Programme in Nurse Anaesthesia are qualified to work as nurse anaesthetists, the master's degree programme meets the requirements set out in the national curriculum for further education in nurse anaesthesia with pertaining regulations adopted by the Ministry of Education and Research on 1 December 2005. The eight courses taken during the first three semesters of the master¿s degree programme (90 credits) meet the requirements set out in the national curriculum for further education in nurse anaesthesia, both in terms of content and the breakdown of credits.

Progress requirements

• All coursework requirements in a course must be met before a student can take the exam.
• Students must have passed MAABI4000 Natural Science related to Nursing in order to take the exam in MANES5000 Anaesthesiology
• Students must have passed MANESPRA1 Clinical Studies in Nurse Anaesthesia, Level 1 in order to start MANESPRA2 Clinical Studies in Nurse Anaesthesia, Level 2.
• Students must have passed MANESPRA2 Clinical Studies in Nurse Anaesthesia, Level 2 in order to start MANESPRA3 Clinical Studies in Nurse Anaesthesia, Level 3.
• All other theoretical and clinical courses in the programme must be passed before the student can submit their master's thesis for assessment.
• Students must achieve an interim grade for the written part of the master's thesis in the range A-E in order in order to be permitted to take the oral exam.

The work and teaching methods used in the programme are based on a sociocultural perspective on learning. This means that the student participates in and contributes to a learning community where fellow students, lecturers and others are important to his/her learning. The goal of the work methods is to encourage independence, fresh thinking, own activity and reflection. Feedback, formative (continuous) assessment and supervision will be the learning community¿s key activities to advance learning. Learning is considered a process that involves the whole person and is manifested through the change in the person learning.

Study methods that promote evidence-based practice are used throughout the programme in that the student integrates knowledge from research and experience and patient knowledge.

The programme emphasises student-active methods intended to encourage the students to actively seek relevant and reliable sources of knowledge. The process will alternate between individual work and interaction with fellow students and others in group work, seminars, simulations and practical training.

Lectures

Lectures are primarily used to introduce new subject matter, give an overview and highlight main elements and links between different topics, and also to communicate relevant issues. The lectures in the three common courses for several of our /master¿s programmes will be held as joint lectures, but joint lectures will also be used in other courses. Most lectures are held in a Scandinavian language, but they can also take place in English.

Group work

Group work, which is compulsory attendance, is used as a teaching method to encourage cooperation between students, support the learning of subject matter and provide training in cooperation and interaction skills, which are necessary skills in professional practice.

Seminars

Seminars, which is compulsory attendance, are held in which students present assignments they have been working on and receive oral feedback from their fellow students and lecturers. The purpose of the seminars is to stimulate each other¿s learning process, clarify students' own understanding of the subject and develop cooperation skills. The students are given the opportunity to practise their academic formulation skills, and academic discussions between students and lecturers are facilitated.

Master's seminars are organised in connection with the master¿s thesis at which the students present and discuss the drafts of their theses in a larger forum. Key research-related topics relevant to work on the master's thesis will be raised at these seminars. The purpose of this is to facilitate academic discussion between students and lecturers, critical-analytical reflection on methods and discussions on theory of science.

Teaching/providing guidance to patients and/or fellow students

During the programme, preferably in the third semester, the student will conduct a teaching session for fellow students/colleagues or provide guidance to a patient, for example delivering preoperative information.

Self-studyNot all topics are covered by organised teaching activities, and students are expected to acquire knowledge of the remaining topics through self-study. Students come to this programme with different preconditions for learning, and self-study enables them to prioritise topics and areas they want to focus on. Self-study also helps to encourage independent activity and reflection.

Simulation

Simulation, which is compulsory attendance, is used to practise procedures and become familiar with equipment and machines. Simulation is also used to gain teamwork experience and skills in relation to rarely occurring and life-threatening situations, particularly complex situations that require prompt and appropriate action. Simulator training allows students to pause in situations that require reflection in action. After having had the chance to reflect on their own actions, students can repeat the situation in order to become better prepared to act.

Practical trainingPractical training, which is compulsory attendance, is an important work method in the programme. See a more detailed description in the chapter on practical training.