Bachelor's Programme in Occupational Therapy Programme description

The main goal of occupational therapy is to promote health and quality of life through meaningful activity and participation. People who have, or are in danger of having, difficulties performing daily tasks are an important target group. This includes play, work and leisure activities. Occupational therapy also focuses on health-promoting work focusing on the general population.

Occupational therapists work both at the individual and system level in many fields of the municipal and specialist health services, with a focus on health promoting, preventative, rehabilitative and habilitative work and treatment. Occupational therapists also work with different user groups of all ages in various public and private services, for instance nurseries, schools/education, NAV (The Norwegian Labour and Welfare Administration), rehabilitation institutions, occupational health services and user organisations.

Occupational therapy draws on occupational science, which demonstrates the link between activity, participation and health. The focus is on daily tasks and other activity that is important and meaningful for our health, well-being and development in all phases and stages of life. Activity is seen as an interaction between people, activities and surroundings. All people choose activities based on opportunities, interests, will, habits, roles, values, culture, belief in our own mastery and ability to carry out activities of daily living. Activity is deeply ingrained in the fabric of society and must be seen in relation to individual, local and global factors.

Occupational therapists conduct activity analysis and functional assessments to define opportunities for and limitations to activity. Goals and measures, which are undertaken and evaluated in close cooperation with the users, are then planned. An important part of the work is to facilitate learning. Occupational therapists are therefore required to possess educational competence in counselling and guidance. Relational and cooperation skills, and communication and writing skills are basic conditions for the profession.

The educational aspect of occupational therapy is based on the socio-cultural learning perspective that views knowledge as socially and culturally constructed. Relationships and interactions between people are the basis for learning. This means that knowledge changes and is maintained in a historical, cultural and social context in interactions between individuals. A good programme quality means organising the course of study in such a way that it gives room for interaction, dialogue and common knowledge and skill development in all phases of the programme. The students are therefore presented with different educational approaches. These approaches encourage the development of knowledge, skills and competence through good communication, active participation and interaction with lecturers and fellow students, combined with individual studies.

Central to the practical training periods is the interaction with users and other professionals. In order for the bachelor students of the health and social care subjects to have a common frame of reference for the development of knowledge and attitudes, all Norwegian programmes in the humanities and social sciences field have some common content. The aim is to educate reflected professionals who are capable of planning and organising comprehensive measures in cooperation with users and other service providers through interprofessional cooperation pursuant to the Norwegian Health Personnel Act.

The programme description was established under the Act relating to Universities and University Colleges, the national curriculum for occupational therapy and the Regulations relating to Studies and Examinations at OsloMet - Oslo Metropolitan University. It complies with the recommended guidelines for study programmes issued by the World Federation of Occupational Therapists (WFOT) and European Network of Occupational Therapy in Higher Education (ENOTHE).

The study programme has a total scope of 180 credits. Students who complete the bachelor's programme are awarded the degree of Bachelor in Occupational Therapy, which forms the basis for authorisation as an occupational therapist in accordance with the Act relating to Health Personnel.

Formålet med ergoterapeututdanning er å utdanne brukerorienterte, selvstendige og reflekterte ergoterapeuter som kan inngå i et faglig og tverrprofesjonelt samarbeid i et samfunn som preges av mangfold og endring. Kandidaten skal ha tilegnet seg en kompetanse som sikrer profesjonsutøvelse i samsvar med samfunnets krav og behov for ergoterapifaglige tjenester.

Kompetansen innebærer at kandidaten etter fullført studium kan

• bidra til å fremme helse, muliggjøre aktivitet, inkludering og deltakelse gjennom tilrettelegging for mestring av hverdagslivsaktiviteter
• arbeide innen helsefremmende, forebyggende, behandlende og re/habiliterende virksomhet
• resonnere profesjonelt, samhandle med brukere, pårørende og samarbeide tverrfaglig og tverrprofesjonelt
• dokumentere kjennskap til globale helse- og miljøutfordringene i et samfunn i endring
• anvende aktivitetsanalyser, virksomhetsanalyser og funksjonsvurderinger med fokus på aktivitetsutførelse og samspillet mellom aktivitet, person og omgivelser.
• benytte intervensjoner som trening, tilrettelegging, veiledning og koordinering og vise kunnskap om forvaltnings- og samfunnsplanlegging
• formidle, lede, utvikle og promotere ergoterapi
• arbeide kunnskapsbasert og innovativt og utvikle egen kompetanse gjennom livslang læring

Denne kompetansen kan deles inn i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Kandidaten

• har bred kunnskap om ergoterapiens rolle og funksjon innen helsefremmende, forebyggende, habiliterende, rehabiliterende, behandlende og rådgivende virksomhet
• har kunnskap om biologisk, medisinsk, psykologisk, pedagogisk, humanistisk, samfunnsfaglig og teknologisk vitenskap relatert til ergoterapifaglig yrkesutøvelse
• har bred kunnskap om aktivitetsvitenskap med vekt på grunnleggende begreper og teorier om menneskers aktivitet og deltakelse på individ, gruppe og systemnivå og kan anvende aktivitet både helsefremmende og terapeutisk
• har bred kunnskap om samspillet mellom mennesker, aktivitet og omgivelser gjennom livsløpet
• har kjennskap til forsknings- og utviklingsarbeid innenfor ergoterapi og andre nærliggende fagområder
• har kunnskap om ergoterapifagets historie, utvikling og plass i samfunnet
• har kunnskap om velferdsstaten, dens profesjoner og betydningen av tverrprofesjonelt samarbeid
• har kunnskap om lokale og globale helse- og miljøutfordringer, det multikulturelle samfunn og storbyers spesielle muligheter og utfordringer
• har kunnskap om forvaltningsnivåer i helse- og sosialsektoren, lovverk, helse-, sosial- og fagpolitiske føringer, prioriteringer og kjenner til arenaer hvor helse- og fagpolitikk debatteres

Ferdigheter

Kandidaten kan

• begrunne og dokumentere individers og gruppers rett til aktivitet og samfunnsdeltakelse
• bidra i planarbeid for å muliggjøre tilgjengelighet, tilpasse omgivelser og påvirke til universell utforming på systemnivå
• anvende aktivitets- og virksomhetsanalyser, funksjonsvurderinger og risikoanalyser for å muliggjøre aktivitet og fremme helse på individ-, gruppe- og samfunnsnivå
• anvende kartleggingsverktøy, analysere resultater og anvende aktivitet metodisk for å fremme brukers aktivitet og deltakelse
• anvende behandlings- og intervensjonsmetoder som ADL- (aktiviteter i dagliglivet), funksjons-, bo- og arbeidstrening, lek, kreative uttrykksformer, tilrettelegging av aktivitet og miljø, designe og formidle tekniske hjelpemidler
• samhandle i en terapeutisk relasjon og arbeide i samsvar med prinsippene for brukersentrert praksis
• planlegge, lede og gjennomføre intervensjoner i grupper
• initiere og ta ansvar for samordning av ulike tjenesteytelser for å sikre bruker et helhetlig tjenestetilbud og bidra i samarbeid og samhandling med andre yrkesutøvere i tverrprofesjonelt samarbeid
• etablere partnerskap med institusjoner, virksomheter og brukergrupper for å forbedre vilkår for aktivitet og aktivitetsutøvelse
• vise engasjement og bidra i diskusjoner og debatter knyttet til betydningen av menneskelig aktivitet og deltakelse
• ta ansvar for ergoterapitjenesten inkludert administrasjon av ressurser og materiell, dokumentasjon av eget arbeid, kvalitetssikring og forbedring av tjenestetilbudet

Generell kompetanse

Kandidaten kan

• møte mennesker med empati og respekt, utøve etisk forsvarlig praksis, følge nasjonale og internasjonale lovverk og retningslinjer for profesjonell yrkesutøvelse innen helse og sosialtjenesten både på system- og individ nivå.
• arbeide kunnskapsbasert, reflektere kritisk over egen fagutøvelse og identifisere lærings- og kompetansebehov for å sikre livslang læring
• forholde seg til et mangfoldig samfunn og respektere individuelle ulikheter og kulturelle forskjeller
• planlegge og gjennomføre relevante prosjekter og komplekse arbeidsoppgaver som strekker seg over tid og som bidrar til utvikling av teori og/eller praksis, alene og som deltaker i en tverrprofesjonell gruppe
• anvende ressursorienterte, myndiggjørende og problemløsende arbeidsmodeller
• formidle sentralt fagstoff skriftlig og muntlig via bruk av egnede og varierte uttrykksformer i ulike sammenhenger og til ulike grupper
• vise innsikt i kreative prosesser og beherske enkle verktøy som benyttes i innovasjon og entreprenørskap
• ta en aktiv rolle i kvalitetssikring, forbedring, utvikling og promotering av tjenestetilbud og fagutøvelse

The programme is organised as 12 courses, see the table below. Eleven of the courses are profession-specific, while one (IPH3000) is common to several programmes at the Faculty of Health Sciences. The courses build on each other to facilitate progress with increasing requirements for knowledge about and understanding of the occupational therapy discipline and related knowledge. All courses conclude in an exam or a final assessment.

The first year is divided into four courses covering basic knowledge about the human being in relation to activity and participation.

The second year also consists of four courses, all focusing on activity in mapping and intervention in health-promoting, preventive, therapeutic, rehabilitative and habilitative work.

The third year includes a course in international public health and three courses dealing with summarised, explorative and critically reflective practice.

The academic year is 40 weeks and the expected workload is 40 hours per week. This includes scheduled activities, students own activity and exams.

Study progress

The following progress requirements apply to the programme:

• 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 pass all courses in the second year of the programme in order to start the third year of the programme.

Progress requirements also apply between the two practical training periods in the second year. Half of the class takes the course ERGOPRA1 before ERGOPRA2, while the other half takes ERGOPRA2 before ERGOPRA1.

For students taking ERGOPRA1 before ERGOPRA2, the following applies:

• The student must have passed the course ERGOPRA1 before starting ERGOPRA2.

For students taking ERGOPRA2 before ERGOPRA1, the following applies:

• The student must have passed the course ERGOPRA2 before starting ERGOPRA1.

The occupational therapy programme emphasises a global and international perspective. Development of the teaching and research takes place through international cooperation.

The programme has exchange agreements with partner institutions abroad. The students can go on an exchange stay in the sixth semester. The duration of the stay will be from twelve weeks to six months. The exchange is linked to theoretical studies, practical training and the bachelor's thesis. Reference is made to the criteria that apply to student exchanges and stays abroad.

The course IPH3000 International Public Health is taught exclusively in English, and all the course literature is in English, while the students can choose whether to take the exam in English or in Norwegian.

Students with a particular interest in internationalisation can undertake different activities during the programme with an international and multicultural angle, leading to the qualification "Certificate of International Learning" (CIL).

Required coursework is all types of work, tests and compulsory attendance that are requirements for a student to be assessed/permitted to take the exam. If coursework requirements have not been met during the practical training, it may be registered as failed and count as one attempt at passing the course. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description. The programme has coursework requirements in the form of compulsory attendance, written assignments and a multipe choice test. 

Compulsory attendance

A minimum attendance requirement of 80% applies to all parts of the programme where the students cannot achieve the learning outcomes on their own. Therefore, compulsory attendance requirements may apply to lectures, introductions to courses and topics, group work, supervision, skills training, seminars and presentations of different types of work. Other activities may also be subject to compulsory attendance requirements. Please see the course descriptions for more information on compulsory course activities.

The minimum attendance requirement for practical training courses is 90%. Students are themselves responsible for ensuring that they meet the attendance requirements.

If a student exceeds the maximum limit for absence, the programme will consider whether it is possible to compensate for absence by meeting alternative requirements, for example individual written assignments. Whether or not it is possible to compensate for absence depends on the extent of the student¿s absence and which activities they have missed. Absence from compulsory teaching that cannot be compensated will normally cause a delay in the student's advancement in the program.

Written assignments

The coursework requirements for the course ERGOPRA2 are written assignments. Written work that is not approved must be improved before re-submission. If the coursework requirements are not met during the placement, it will normally be registered as failed and count as one (1) attempt at passing the course. Failure to submit compulsory written work by the deadline counts as one attempt at having the required coursework approved.

More detailed requirements for written work, deadlines etc. are set out in the course description and teaching plan.

Multiple choice test

In the course ERGO1100 Anatomy and Physiology, students must perform an individual multiple choice test.

If the test is not approved, the student must re-take the test. The student is entitled to two attempts before the ordinary exam and an additional third attempt before the resit/rescheduled exam.   

Non-approved coursework requirements may delay the student's advancement in the program.

The assessment arrangements are intended to assess the students regularly throughout the programme in order to promote learning, while also providing information to the programme and the student about study progress and the results achieved.

The assessments are carried out in accordance with the applicable rules set out in the Act relating to Universities and University Colleges, the Regulations Relating to Studies and Examinations at OsloMet, and the Guidelines for Appointment and Use of Examiners at OsloMet.

The programme has an external programme supervisor who contributes to quality assurance. The external programme supervisor is charged with evaluating the programme's structure and coherence, including the relationship between the learning outcomes as described in the programme description, the work and teaching methods and assessment arrangements. The external programme supervisor should normally supervise all the courses in the programme over the course of a three-year period and provide feedback and advice that the academic environment can use in its further work on the quality of education.

Assessment of practical training

The student´s presentation in the practical training courses ERGOPRA1, ERGOPRA2 and ERGOPRA3 will be assessed as pass/fail. Detailed provisions on the criteria for passing are specified under each course in the programme description and in the teaching plan for the course.

Examination

All courses conclude in an exam or a final assessment. All courses have required coursework that must be approved before the student can take the exam/undergo final assessment. See the course descriptions for more detailed provisions.

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description.

All detailed information about the exam will be provided in the guidelines for the individual exams well before the exam date.

For courses where a percentage of the exam papers are randomly selected for assessment by an external examiner, the external examiner's assessment shall benefit all the students. In such cases, one external and one internal examiner will first grade the selected papers. The internal examiner then continues grading the rest of the papers individually or together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the internal examiners.

The grade given for a written exam can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges and Section 7-3 (2) of the Regulations relating to Studies and Examinations at OsloMet. It is not possible to appeal the grades awarded for oral and practical exams. For a group exam, the result of an appeal will only have consequences for the candidates who submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Suitability

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the life, physical or mental health, rights and security of his/her patients, clients and users is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme, and will be included in the overall assessment of the students' professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the occupational therapy profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve, or be advised to leave the programme. Special suitability assessments are used in special cases, cf. the Regulations concerning Suitability Assessment in Higher Education.