SMUA4500 Smart Cities Course description

Praksisstudier: i kommunehelsetjenesten/spesialisthelsetjenesten, psykisk helse (8 uker), inkludert selvstudier, simulering, digitale læringsressurser, forelesninger og seminarer.

Deler av undervisningen er organisert som omvendt undervisning. Digitale læringsressurser vil bli gjort tilgjengelig på forhånd. 

None.

After completing the Bachelor's Programme in Nursing, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and competence:

KnowledgeThe candidate:

• has broad knowledge of nursing as a discipline and a profession
• has broad knowledge of research and professional development
• has broad knowledge of quality assurance, organisation and management
• has broad knowledge of health promotion and preventive work, teaching and guidance
• has broad knowledge of health policy priorities and the legal framework for professional practice
• has knowledge of and understands health and illness in a multicultural perspective
• is capable of updating their knowledge in the field of nursing

SkillsThe candidate:

• can apply discipline knowledge in their professional nursing practice
• is capable of attending to patients¿ basic needs by observing, assessing, planning, implementing, evaluating and documenting nursing
• masters nursing through an evidence-based approach
• masters relevant professional tools, techniques, procedures and forms of communication
• is capable of reflecting on ethical issues and contributing to discussions that address the needs of patients, next of kin and society for satisfactory health services
• is capable of interprofessional cooperation to create a coordinated, holistic and comprehensive service
• is capable of reflecting on their own practice and adjusting it under supervision

CompetenceThe candidate:

• is capable of communicating important theories, issues and solutions in the field, both orally and in writing
• is capable of sharing professional opinions and experience to contribute to the development of sound nursing practices
• has insight into relevant academic and professional ethical issues and is capable of applying professional ethical guidelines for nurses

The programme comprises 13 compulsory courses*, which make up a total of 180 credits. The programme can be organised as a full-time course of study over three years with four courses (60 credits) per year. The programme comprises both theory and clinical training. Theoretical studies make up 90 credits, while clinical training accounts for 90 credits. The courses build on each other to ensure progress with increasing requirements for knowledge and understanding of the profession. All courses conclude with a final assessment.

*Students can choose to replace the course SYBAPRA3 Clinical Studies, Health Promotive and Preventive Work with the course International Public Health, which forms part of other programmes at the Institute of Health Sciences. The course is taken in the third semester (autumn) and the students' course of study will therefore be adapted since the course SYBAPRA3 is taken during a spring semester.

The Pilestredet group will be divided into several classes and the students will also be in different classes each year. The classes take the individual courses at different times of the academic year. NATIONAL CURRICULUM

The national curriculum divides the nurse's knowledge basis into four main topics and provides guidelines as to the credit distribution between these main topics.

Main topic 1: The nurse¿s technical and scientific basis (33 credits)This main topic is intended to contribute to the students¿ understanding of the history, underlying philosophy and professional ethics of the nursing profession.

Main topic 2: The nursing discipline and professional basis (72 credits)This main topic is intended to provide the students with a tool for integrating knowledge from the other main topics, achieve an understanding of how illness manifests both individually and in groups of patients, and practise skills and the will to adapt nursing in relation to what different patients and situations require.

Main topic 3: Medical and natural science topics (45 credits)This main topic is intended to contribute to the students¿ knowledge of normal human anatomy and physiology, pathological conditions and processes, how diagnoses are made and how illness is treated.

Main topic 4: Social science topics (30 credits)This main topic contributes to the students' understanding of human development and learning and how people relate to each other in different societies and cultures. The topic is also aimed at increasing understanding of the health services and society.

The following progress requirements apply to the programme:

• All coursework requirements in a course must be met before a student can take the exam in the course.
• The student must have passed all courses in the first year of the programme in order to start the second year of the programme.
• The student must have passed all courses in the first year of the programme and passed
  • Two of three Clinical Studies form the second year (SYBAPRA2, 3 or 4) to start on the courses SYBA3010 and SYBA3900
  • All courses in the second year of the programme to start SYBAPRA 5 and SYBAPRA6

Ikke relevant.

Clinical training makes up 90 credits and is carried out over a total of 60 weeks. Of these, 50 weeks are related to clinical training in direct contact with patients and next of kin. The remaining weeks are spent on skills training at the simulation and skills centre and on preparing for clinical training. See the National Curriculum for Nursing Education 2008, p. 14.

Clinical training is organised as six courses and each is carried out over a period of approx. ten weeks. In the first and second years, students will receive approx. two weeks of preparatory theoretical teaching before embarking on eight weeks¿ clinical training with direct patient contact.

In the third year, students take two clinical training courses – medicine and surgery. Both in the sixth semester. Each clinical training course consists of 5 weeks of practice with direct patient contact, where a 5-day week is carried out, ie 37.5 hours per week. For each clinical training course, there are an additional 2 weeks of simulation, reflection and assignments. Students acquire knowledge and skills relating to management in these courses.

The dates and order of the clinical training courses in a given year will vary according to which class the student is in.

Clinical training courses

First year of study:

• SYBAPRA1 Clinical Studies, Basic Nursing - 15 credits, 8 weeks

Second year of study:

• SYBAPRA2 Clinical Studies, Homebased Services - 15 credits, 8 weeks
• SYBAPRA3 Clinical Studies, Health Promotive and Preventive Work - 15 credits, 8 weeks
• SYBAPRA4 Clinical Studies, Mental Health and Substance-Related Disorders - 15 credits, 8 weeks

Third year of study:

• SYBAPRA5A/B Clinical Studies – Surgery – 15 credits. A 5-day week is carried out, ie 37.5 hours per week + 2 weeks of simulation, reflection and assignments
• SYBAPRA6A/B Clinical Studies – Medicine – 15 credits. A 5-day week is carried out, ie 37.5 hours per week + 2 weeks of simulation, reflection and assignments

Clinical training preparation

Students are expected to prepare ahead of each clinical training period. It is also expected that the students familiarise themselves with the learning outcomes for the course, which also form the basis for midway (formative) and final (summative) assessments in the course.

Supervision

Clinical training is supervised. This means that a supervisor from the university follows up the student throughout their clinical training in cooperation with a supervisor from the professional field.  

Specification of learning outcomes

In the course of the first few weeks of each clinical training period, the students must specify the learning outcomes for the clinical training period/course in relation to their own preconditions for learning and the framework at the clinical training establishment in question. This must be approved by the clinical training supervisor and supervisor at the university. These learning outcome descriptions must be concrete, relevant, realistic and measurable.

Written assignments and logs

During the clinical training period, the students must complete simulation, reflection and assignments. The assignments are submitted in Canvas to the supervisor from the university for approval. The students will receive written or oral feedback. The assignments and logs are an integrated part of clinical training and form part of the assessment of the student’s knowledge/competence.

Student BEST - Better and systematic team training

During the last year of the programme when the students are to acquire competence in the specialist health service, they will take a learning programme together with students enrolled on OsloMet¿s Advanced Programme in Nurse Anaesthesia and medicine students from the University of Oslo (UiO). The learning programme Student BEST (Better and systematic team training) builds on simulation in teams and is used as a training method in the admission and stabilising of trauma patients. This takes place at the university¿s simulation and skills centre. The learning programme employs interdisciplinary simulation to achieve its main goal of communication and interaction, where different professions work together in a critical situation. Students are divided into groups of 5¿6 students. The group participants are each allocated a role and must strive to fill this role as a professional practitioner. The simulation day starts with an introductory lecture. The simulation itself (practical exercise) lasts 20¿30 minutes, followed by a 30 minute debriefing. The students will take part in four different situations (cases) during the course of the simulation day. The learning programme is an integrated part of clinical training and forms part of the assessment of the student's knowledge/competence.

Geographical areas for the clinical training

Nursing education at OsloMet has several campuses. The clinical training take place in a larger geographical area in the Oslo municipality and municipalities / counties around Oslo. This means that students must count on travel paths to and from clinical training.

Shifts

Shifts are to be planned for these clinical periods.

• In the first and second year of study, the internship amounts to an average of 30 hours + study day.
• In the third year of study, the practical studies are carried out in a more compact manner, such as 5 weeks of 37.5 hours without study days. In addition, there are 2 weeks of simulation, reflection and assignments.

Depending on the clinical training establishment and period, the student should do shifts during the day, evening, night and weekend during the period, and he/she should primarily follow the clinical training supervisor’s shift arrangements, where possible. The shift plan functions as a contract and cannot be changed without the approval of the supervisor at the university and the clinical training supervisor.

Compulsory attendance and absence from clinical training

Students¿ clinical training can only be assessed if their attendance is sufficiently high. It is the student¿s responsibility to ensure that their absence from clinical courses does not exceed the permitted amount. The rules are as follows:

• Less than 10% absence: The student can complete the clinical course as normal.
• 10-20%: If possible, the student can make up for the clinical training missed. This must be agreed with the clinical training supervisor and the supervisor at the university.
• More than 20% absence: The student must re-take the whole clinical training course.

Illness during clinical training periods

If students fall ill and their absence from a clinical course exceeds 20%, a medical certificate is required for all days of absence in excess of 10%. The absence will then be deemed to be valid, and the student will have to re-take the clinical course in its entirety.

This will lead to delayed progress in the programme.

Absence without a valid reason

If the student does not have a valid reason for absence, the clinical course will be registered as failed and count as an attempt. Students who fail a clinical course twice will normally have to leave the programme.

Students will encounter different forms of assessment during the programme. The forms of assessment are intended to ensure a continuous process towards a twofold objective: to promote learning and document that the student has achieved the learning outcomes. By giving the student qualified and frequent feedback in relation to both processes and products, the information about the competence achieved can motivate the student's further efforts and identify whether the forms of learning should be adjusted.

Formative assessment (midway assessment) is carried out in the study groups, the simulation and skills centre, project groups and during clinical training.

The summative assessments (product assessments) that take place at the end of each course, are based on the learning outcomes for the course, and on whether the student has achieved the planned learning outcomes.

The assessments are carried out in accordance with the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations, and the guidelines for appointment and use of examiners at the university.

AssessmentThe grades used are pass/fail or a grade scale with letter grades from A to F, where A is the highest grade, E is the poorest pass grade and F is a fail. In connection with group exams, all students in the group are awarded the same grade.

Resit and rescheduled examsResit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In special cases, resit and rescheduled exams in courses with group exams may be held as individual exams.

Appeals against gradesGrades awarded for written exams can be appealed. It is not possible to appeal the grades awarded for oral and practical exams. In connection with group exams, the result of an appeal will only have consequences for the candidate(s) who submitted the appeal. The other students will keep their original grade.

Assessment of clinical trainingStudents are subject to formative assessment on a continuous basis throughout the clinical courses. The assessment is intended to provide advice and guidance by determining progress, helping to improve strengths and drawing attention to areas the student needs to continue to work on. It should take account of the student's preconditions for learning, framework conditions at the clinical training establishment, the learning outcomes in the course, and the student¿s specification of the learning outcomes through their own learning plans and logs.

A summative assessment takes place midway and at the end of each clinical course. The assessments are based on the learning outcomes for the course, the student's specification of the learning outcomes and the formative assessment made of the student during the clinical training period.

Clinical training is assessed as pass/fail by a representative of the professional field and a representative of the university. The final decision on whether to award a pass or fail grade is made by the university.

Reference is also made to the Regulations relating to Studies and Examination at HiOA Chapter 8, Supervised clinical training, Number of attempts.

Clinical training assessment formsThe assessment form from the previous clinical training period must be shown to the supervisors (contact lecturer and clinical training supervisor) at the next clinical training period. The student is responsible for keeping and including the assessment form for the next clinical training period.

Transfer discussionIf necessary, the student can be called in for a discussion with the previous and new supervisor prior to a clinical training period. In some cases, the head of studies and a representative of the Section for Academic Affairs may also attend.

External programme supervisor

An external programme supervisor scheme exists for the programme as required by the Guidelines for Appointment and Use of Examiners at the university. The duties of the external programme supervisor are to:

• assess the connections between the programme description's learning outcomes, teaching and types of assessment
• give the academic environments/faculties feedback and advice that can be used in the ongoing work on programme quality.

SUITABILITY ASSESSMENTSuitability assessments of all students are carried out on a continuous basis throughout the study programme. A suitability assessment is a comprehensive assessment of the student¿s academic and personal qualifications for work as a health care or social worker. A student who represents a potential threat to the life, physical or mental health, rights and security of patients is not suited to the profession. Students who are deemed unsuitable for the profession will be excluded from the programme.

Godkjent i studieutvalget HF: 11.04.2012

Sist endret av prodekan: 23.03.2018

Graded scale A-F.

1) Two internal examiners,

2) Two internal examiners

External examiners are used regularly.

Claudia van der Laag; email: claudia.vanderlaag@oslomet.no