YFFB3900 Bachelor’s assignment - Comprehensive vocational teacher competence Course description

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

KnowledgeThe student

• is capable of discussing the nurse’s role in health promoting work and (re)habilitation enterprises for different age groups
• is capable of explaining the terms everyday rehabilitation and habilitation at home
• is capable of explaining the nursing of children with lasting health challenges and the characteristics of good family-centred nursing
• is capable of discussing health counselling at the individual, group and social level
• is capable of assessing his/her own professional role in an interdisciplinary context
• has knowledge of key theoretical understandings of interprofessional cooperation*
• knowledge of the research- and experience-based basis for interprofessional cooperation about and with children, adolescents and their families*

SkillsThe student is capable of

• adapting and integrating theoretical and practical knowledge of the nurse's rehabilitating and health promoting function in order to promote the best possible functional level, well-being and quality of life for the individual, in cooperation with other health professions
• identifying persons with a high risk of functional impairment early enough to implement measures to prevent a deterioration in function, and to reverse such deterioration once it has begun
• planning and carrying out nursing measures to ensure the safe transfer of patients between different units and levels of the health services
• is capable of reflecting on existing procedures and methods, and taking the initiative to quality improvement and implementation of new work methods
• discussing cultural sensitivity and reflecting on the significance of cultural understanding in nursing practice in the patients' homes
• reflecting and critically assessing ethical and legal challenges in the use of technology and digital solutions
• planning and carrying out nursing for patients in the last phase of life and following up next-of-kin and those left behind
• understanding how the patients’ linguistic and cultural background might affect how quality and patient safety is addressed
• has an understanding of the foundations for and the necessity of interprofessional cooperation about and with children, adolescents and their families, and of his/her own professional contribution to the cooperation*

CompetenceThe student is capable of

• critically reflecting on how information, communication and welfare technology can strengthen the municipality’s services
• exchanging points of view and experience with others in the field and in this way contribute to developing good practice
• exploring what a lack of activity and unmet psychosocial needs can lead to over time, and discussing how new measures can strengthen the traditional services provided
• discussing his/her own professional role in an interprofessional context and initiating and contributing to interprofessional and intersectoral cooperation
• communicating important theories, issues and solutions in the field, both orally and in writing
• reflecting on ethical perspectives when nursing is carried out in private homes
• engaging in new thinking and innovation processes through project work
• actively participating in interprofessional cooperation about and with children, adolescents and their families based on their own profession*
• establishing a common, interprofessional platform for active cooperation with children, adolescents and their families, as well as for their own professional contribution*

Project-based practical training over nine weeks in the municipal health service, home-based services. Includes self-study, lectures, simulation, digital learning resources and seminars

The flipped classroom is used as a teaching method for part of the course. Digital learning resources will be made available in advance.

Digital learning resources are used for parts of INTER1300 ‘Interprofessional cooperation about and with children, adolescents and their families’, including digital resource lectures with lecturers from different study programmes, relevant cases and examples. Casework, observations and assignments related to interprofessional group work and self-study are also used. The students’ experience from practical training periods and examples from relevant practical training arenas are actively included in the work.

The following must have been completed and approved in order for the student to be permitted to submit the project assignment:

• Attendance in compulsory activities, 90% of project-based practical training including:
• Simulation palliation in home-based services – 2 days
• Simulation Student Best – 2 days
• Interprofessional and intersectoral cooperation (TPS) – 3 days

Carried out in the practical training establishment with an interdisciplinary student group. More information can be found in the booklet on interprofessional cooperation learning in practical training HV

• Innovation and service development, participation in workshops related to innovation and innovation processes – 4 days
• INTER1300, https://uni.oslomet.no/interact/

Project assignment in groups

• Carried out in groups of 3–5 students.
• The group formulates a research question about the nurse’s role in health promoting work or (re)habilitating activities. The exam period extends throughout the period.
• Scope: 3,000 words (+/-10%)
• Article format.

Resit exam: A student who fails the ordinary exam, may nevertheless submit a reworked version as a resit.

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

Pass/fail. All the students in a group are awarded the same grade.

Two examiners assess the exams. At least 10% of the exam papers will be assessed by an external examiner. The external examiner’s assessment shall benefit all students.

SYKKPRA70 and SYKPPRA70 overlap 100%.

Det benyttes intern og ekstern sensor.