EPN-V2

VERN1210 Philosophy of Science and Welfare Policy Course description

Course name in Norwegian
Vitenskapsteori og velferdsutvikling
Weight
10.0 ECTS
Year of study
2017/2018
Course history
Programme description

  • Introduction

    After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

    Knowledge

    The student has knowledge of

    • laws and regulations of relevance for the activities at the practical training establishment
    • the practical training establishment’s professional basis and how the establishment describes the purpose of its activities
    • how the practical training establishment cooperates with other relevant services
    • how the practical training establishment safeguards the service recipients’ right to user participation and protection of privacy
    • evidence-based methods that contribute to strengthening users’ quality of life

    Skills

    The student is capable of

    • cooperating and communicating with patients, pupils, users, next of kin and partners in different arenas
    • developing a project outline
    • preparing, initiating and evaluating an evidence-based project work / care or training measure in accordance with ethical requirements and guidelines

    Competence

    • The student is capable of
    • suggesting and initiating care or training measures that promote the user’s coping and quality of life
    • quality assuring social educator work in accordance with ethical guidelines and relevant theories

  • Required preliminary courses

    The courses (VEPRA40/VEPRAD40 and VERN3900/VERND3900) are full-time courses taught over a period of 18 weeks, of which two weeks can consist of teaching activities connected to the practical training.

    The practical training is taken at a pre-approved establishment, and students must formulate their own learning objectives for the period and comply with the university's general practical training requirements. VEPRA40/VEPRAD40 run full time over nine weeks. The practical training requires active participation at the training establishment to ensure the optimal total learning outcome in relation to the chosen specialisation.

  • Learning outcomes

    The following required coursework must be approved before a student can receive a final assessment:

    • Participation in teaching activities related to the chosen specialisation (80%)
    • Participation in work at the practical training establishment (minimum attendance of 90%)
    • Preparation of own learning outcome descriptions for VEPRA40/VEPRAD40
    • Submission of practical training documents
    • assessed and found suited for the profession according to suitability criteria

    If a period of practical training is assessed as 'fail', the following coursework must be repeated:

    • Participation in work at the practical training establishment (minimum attendance of 90%)
    • Preparation of own learning outcome descriptions for VEPRA40/VEPRAD40
    • Submission of practical training documents
    • assessed and found suited for the profession according to suitability criteria

  • Teaching and learning methods

    Assessment of practical training

  • Course requirements

    All

  • Assessment

    Eksamensinnhold: Læringsutbyttene.

    Eksamensform: Prosjekteksamen individuell, varer mens emnet pågår, omfang inntil 2000 ord.

    Ny\utsatt eksamen: Hjemmeeksamen, individuell. Eksamensoppgaven deles ut to uker før eksamensinnlevering.

    Sensorordning: To interne sensorer.

    Vurderingsuttrykk: Gradert skala med fem trinn fra A til E for bestått og F for ikke bestått.

    Hjelpemidler til vurdering/eksamen

    Alle.

    Pensumliste

    Obligatorisk litteratur

    Vitenskapsteori

    Aadland, E. (2011). "Og eg ser på deg-": Vitenskapsteori i helse- og sosialfag (3. utg.). Oslo: Universitetsforl.

    Forskningsmetode

    Jamtvedt, G., Hagen, K. B. & Bjørndal, A. (2015). Kunnskapsbasert fysioterapi: Metoder og arbeidsmåter (2. utg.). Oslo: Gyldendal akademisk. [Kap. 1-10 (s. 11-123) samt Vedlegg (s. 148-172)]

    Johannessen, A., Tufte, P. A. & Christoffersen, L. (2016). Introduksjon til samfunnsvitenskapelig metode (5. utg.). Oslo: Abstrakt. [Kap. 1-20 (s. 23-278), kap. 21 (s. 279-293), kap. 22 (s. 298-311) og kap. 26 (s. 387-390). Tils. 285 s.]

    Svartdal, F. (2010). Forskningsmetoder. I S. Eikeseth, & F. Svartdal (Red.), Anvendt atferdsanalyse: Teori og praksis (2. utg., s. 159-181). Oslo: Gyldendal akademisk. [Kap. 7. Tils. 24 s.]

    Velferdsutvikling

    Bredland, E. L., Linge, O. A. & Vik, K. (2011). Det handler om verdighet og deltakelse: Verdigrunnlag og praksis i rehabiliteringsarbeid (3. utg.). Oslo: Gyldendal akademisk. [Kap. 2-5. 109 sider]

    Gundersen, K. & Moynahan, L. (2006). Nettverk og sosial kompetanse (T. S. Olsen, Overs.). Oslo: Gyldendal akademisk. [Kap. 1-9. 132 sider]

    Høium, K. (2004). Selvbestemmelse for voksne utviklingshemmede - hva vil det kreve? I L. Bollingmo, K. Høium, & B.-E. Johnsen (Red.), Det er mitt liv: Brukermedvirkning og nye hjelperoller i habilitering og rehabilitering (s. 154-176). Oslo: Universitetsforl. [*] [22 sider]

    Kassah, A. K. & Kassah, B. L. L. (2009). Funksjonshemning: Sentrale ideer, modeller og debatter. Bergen: Fagbokforl. [*] [Kap. 5: Normalitet og frigjøring]

    Lingås, L. G. (2013). Ansvar for likeverd: Etikk i tverrfaglig arbeid med habilitering og rehabilitering (2. utg.). Oslo: Gyldendal akademisk. [Kap. 1, 4, 6 og 8. 56 sider]

    Normann, T., Sandvin, J. T. & Thommesen, H. (2013). Om rehabilitering: Helhetlig, koordinert og individuelt tilpasset (3. utg.). Oslo: Kommuneforl. [Kap. 2-4, 6 og 8. 50 sider]

    Olsen, B. C. R. (2009). Om å vite best... sammen - brukermedvirkning i helse- og sosialsektoren. I M. A. Stamsø (Red.), Velferdsstaten i endring: Norsk sosialpolitikk ved starten av et nytt århundre (2. utg., s. 144-176). Oslo: Gyldendal akademisk. [*] [29 sider]

    Solvang, P. K. & Slettebø, Å. (Red.). (2012). Rehabilitering: Individuelle prosesser, fagutvikling og samordning av tjenester . Oslo: Gyldendal akademisk. [Kap. 1, 3, 5-6, 10, 16 og 17. 110 sider]

    Vardeberg, K. & Einarsen, E. (2004). Medvirkning og samarbeid. I L. L. Wekre, & K. Vardeberg (Red.),Lærebok i rehabilitering: Når livet blir annerledes (s. 47-56). Bergen: Fagbokforl. [*] [9 sider]

    Anbefalt tilleggslitteratur

    Askheim, O. P. (2003). Fra normalisering til empowerment: Ideologier og praksis i arbeid med funksjonshemmede . Oslo: Gyldendal akademisk. [Kap. 7 og 10. 41 sider]

    Noter

    * I kompendium.

    (Pensumliste ajour: 2017-06-26 i APA 6th-stil v/lmb, Bibl. Kjeller)