VERB1200 The Welfare State and Person Centered Care Course description

The purpose of the course is to acquire basic knowledge of the health and welfare policy framework within which the social educator provides services. The students are also to acquire basic knowledge about health, impairments and disabilities and theories of support that have guided the practice of social educators. The student will be introduced to basic steps of evidence-based practice (EBP) and contributions from natural and social sciences to EBP. The course is taught over six weeks.

The student must have been admitted to the programme.

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and general competence:

Knowledge

The student

• can describe the most common causes of intellectual development disorder as well as the most common diagnoses and syndromes of this domain
• can explain overriding explanatory models in psychology
• can explain normal biological, cognitive and psychological development in relation to abnormal development and deviation from normal development
• can explain different theories and explanations of health, impairment and disability
• can explain the living conditions for people with intellectual disabilities and other disabilities
• can explain past and present welfare policy guidelines and their consequences for the practice of social educators
• can explain key legislation of relevance to welfare services and legislation that regulates services provided to disabled people
• can describe the scientific theories that forms the basis for the subject areas covered by the social education programme
• can explain scientific theories and methods and their importance to the practice of social educators
• can describe the basic features of quantitative and qualitative research methodology
• can explain evidence-based practice and the steps of evidence-based practice

Skills

The student

• can demonstrate skills that promote cooperation in a group

General competence

The student

• can discuss political goals, policy instruments and welfare schemes that regulate services for disabled people
• can discuss strategies for including disabled people

The teaching and learning methods include lectures, self-study and project work. Students are divided into project groups where they use the syllabus and articles to shed light on a given case. The project group's case work is discussed and supervised in seminars attended by several groups working on the same case. At the end of the course, the project groups present their project work to their fellow students.

The following required coursework must be approved before the student can take the exam:​

• project assignment in groups of six students
  • At least 80% participation in project group work for preparation and presentation of a mini project. The project groups are assigned cases at the start of the course.
  • 100% participation is required for presentation of the project to fellow students.

Hensikten med emnet er at studenten skal tilegne seg grunnleggende kunnskap om de helse- og velferdspolitiske rammene vernepleieren yter tjenester innenfor. Videre skal studenten tilegne seg grunnleggende kunnskap om helse, funksjonsnedsettelser og funksjonshemming og de omsorgsideologier som har vært førende for vernepleierens tjenesteutøvelse. Studenten skal også tilegne seg de grunnleggende trinnene i kunnskapsbasert praksis og kjenne til naturvitenskapens og samfunnsvitenskapenes bidrag til kunnskapsbasert tjenesteutøvelse. Emnet går over 6 uker.

All aids are permitted, as long as the rules for source referencing are complied with.

Grade scale A-F

Twenty per cent of the examination papers will be assessed by one external and one internal examiner. The remaining papers will then be graded by two internal examiners. The assessments from the first part are summarised to serve as guidelines for the assessments of the two internal examiners.

Arbeids- og undervisningsformene omfatter forelesninger, selvstudium og prosjektarbeid. Studentene blir delt inn i prosjektgrupper der pensum samt artikler skal benyttes for å belyse en oppgitt case. Prosjektgruppens casearbeid blir diskutert og veiledet i seminarer bestående av flere grupper med samme case. Avslutningsvis skal prosjektgruppen presentere sitt prosjektarbeid for de andre studentene.