Bachelor's Programme in Occupational Therapy Programme description

The Bachelor’s Degree Programme in Occupational Therapy is a three-year programme of professional study (180 credits). Students who complete the 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.

The programme description has been drawn up on the basis of the Regulations relating to a common curriculum for health and social care and the Regulations relating to national guidelines for occupational therapy education adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University. The Bachelor's Degree in Occupational Therapy has been internationally approved through certification by the World Federation of Occupational Therapists (WFOT).

In accordance with the Regulations relating to national guidelines for occupational therapy education Section 2, the purpose of occupational therapy education is to educate candidates with core competence in understanding and changing the interaction between the person, occupation and surroundings to promote health, participation and inclusion.

Occupational therapists use knowledge from occupational science that sheds light on the connection between occupation and health. In occupational theory, occupation refers to the everyday activities that people do that is meaningful, important or necessary for the individual. Examples include attending to personal hygiene, cooking, working, playing in kindergarten, biking, going for walks, meeting friends in a café or playing football. People who have, or are in danger of having, difficulties performing daily tasks are an important target group. The occupational therapist combines knowledge of methodology, medical knowledge, health and social science knowledge, technological and ergonomic competence. Facilitation of everything from simple interventions relating to users to advanced rehabilitation are part of practising the profession. Occupational therapists can also direct their efforts towards the general public through health-promoting work.

Occupational therapists use activity analyses and functional assessments to assess opportunities and limitations for 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. Communication and cooperation skills are fundamental for professional practice.

The occupational therapy programme at OsloMet uses the city as an arena for highlighting the importance of diversity and the right to occupation and participation for all people in society.

The study programme's content and structure (see below) takes its point of departure from the following six competence areas defined in the Regulations relating to national guidelines for occupational therapy education (Section 3):

• Occupation and participation in everyday life
• The professional practice of occupational therapy
• Rehabilitation, habilitation and intervention
• Accessibility, adaption and technology
• Inclusion, participation and belonging
• Innovation, development of the discipline and management

Relevance for working life

Occupational therapists work both at the individual, group and system level in many fields of the municipal and specialist health services. Occupational therapists work with people of all ages in public and private services, for instance home-based services, hospitals, rehabilitation centres, district psychiatric centres, the Norwegian Labour and Welfare Organisation, product development, occupational health services, kindergartens, school/education and user organisations. Occupational therapy also focuses on health-promoting work aimed at the general population, for instance by incorporating universal design when buildings are planned or facilitating group activities at activity centres.

Relevance for further education

A bachelor’s degree in occupational therapy qualifies for admission to several further education programmes and master’s degree programmes. Master’s degree programmes in the fields of occupational therapy or rehabilitation are particularly relevant. A completed master's degree qualifies candidates to apply for admission to PhD programmes, for example health sciences at OsloMet.

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 divided into 14 compulsory courses and incorporates both practical and theoretical teaching at the university and external practical training. Each year of the programme has a scope of 60 credits.

The first year of study is divided into seven courses. Three of these courses are common for the students at the Faculty of Health Sciences, and provide an introduction to living and working in a digitalised world, knowledge about the health services, legislation and public health, and evidence-based practice. The four subject-specific courses comprise basic knowledge of human occupation and participation throughout life.

The second year of study comprises four courses focusing on occupational mapping, assessment and intervention in rehabilitation, habilitaton and treatment. Focus will be on how occupational therapists can contribute to bridging the gap between the individual's preconditions and the requirements of the surrounding environment, among other things through occupational rehabilitation, compensation for loss of function, grading and adaptation of activities and the environment.

The third year of study comprises three courses about health-promoting and preventive work locally and globally, project development, innovation and management and explorative and critical reflection of professional practice. The work on the bachelor thesis must be connected to a research or development project at OsloMet or at a partner institution.

The courses build on each other with gradual progress both in terms of theoretical and practical knowledge. All the courses conclude with a final assessment. The figure shows how the courses are organised in the programme. Reference is made to the course descriptions for more detailed information about of the content of the individual courses in the programme.

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

Common courses and teaching forms

The Bachelor’s Programme in Occupational Therapy has the following common courses and common teaching activities:

• ERGOB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits
• ERGOB1050 Public Health and Health Management, 5 credits
• ERGOB1070 Technology and Society, 5 credits
• INTERACT (Interprofessional Interaction with Children and Youth)

The two common courses ERGOB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits, and ERGOB1050 Public Health and Health Management, 5 credits, are primarily carried out in the first part of the programme, and the individual study programme can build on them as needed. Different academic communities at the Faculty of Health Sciences are joining forces to provide the students with a common health-related competence platform in line with national guidelines. For a more detailed description, see the individual course descriptions.

The course ERGOB1070 Technology and Society, 5 credits, is a preparatory course that is part of most degree studies at OsloMet. The course provides a fundamental understanding of the digital world and how technology affects people’s lives and the way in which they work, and will help the students to enter working life with a fundamental understanding of technology. The Department of Computer Science at OsloMet has the responsibility for the practical aspects of the course. For a more detailed description, see the course description.

INTERACT (Interprofessional Interaction with Children and Youths) is an interdisciplinary teaching activity at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes meet in interdisciplinary groups. The aim is to ensure that the students acquire the skills needed to meet society’s demands for a better coordination of services that affect children and young people. The teaching activity builds on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to improve the learning outcomes.

The teaching (INTER1100, INTER1200 and INTER1300) is carried out in the first teaching week each spring semester for students in the first, second and third study year, respectively, and is integrated as a compulsory coursework requirement in the existing courses in the programme description. In the Bachelor’s Degree Programme in Occupational Therapy, INTERACT is included in the following courses: ERGOB1200, ERGOBPRA2 and ERGOB3000. See https://interact.hioa.no for a more detailed description of INTERACT.

Study progress

The following progress requirements apply to the programme:

• The first year of study must be passed before the student can start the second year
• The second year of study must be passed before the student can start the third year

Increasing globalisation of the labour market and rapid social changes make international professional experience and knowledge of languages and cultures more and more important. Internationalisation contributes to raising the quality of education and strengthens the academic community in the programme, at the same time as it prepares the students to become global citizens. We understand responsible global citizenship to mean attitudes and values, a way of thinking about ourselves and others, an awareness of how our actions affect others, respect and concern for the well-being of others and a commitment to certain types of actions to meet global challenges (cf. the UN Sustainable Development Goals and Leask, B., 2015).

A focus on multicultural and global issues in the programme prepares the student to work professionally in a multicultural society. International academic literature provides the students with specialised terminology in English and relevant knowledge of international relevant professional trends.

Internationalisation takes place both through activities on campus in Norway and through exchanges to institutions abroad.

Students can normally take up to six months of their programme abroad. Students can go on exchanges in the 4th, 5th and 6th semester in connection with the courses ERGOBPRA2, ERGOB3900, ERGOBPRA3 and ERGOB3000. Similarly, foreign students can arrive in the spring semester and take the courses ERGOB1050, ERGOB1060, ERGOBPRA1 and parts of ERGOB3000 together with first and third year occupational therapy students, in addition to the course Technology and Society, which can be taken together with other students at OsloMet.

Reference is made to the criteria that apply to student exchanges and the information about stays abroad.

The courses ERGOB1060 Evidence-Based Practice in Health Care and ERGOB1070 Technology and Society are taught entirely in English. Other courses can also be taught entirely in English to international students if required. The students can decide whether they wish to write their bachelor’s thesis in English or Norwegian. Students who go on exchanges must write their thesis in English if the exchange stay is in a country outside Scandinavia.

Students who undertake different activities with an international and multicultural angle may qualify for the 'Certificate of International Learning' (CIL). Read more about CIL on OsloMet's website.

Required coursework is all types of work, tests and compulsory attendance that are requirements for being permitted to take the assessment/exam and/or complete practical training. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description.

The purpose of coursework requirements is to contribute to the students' progress and academic development, and to stimulate the development of the therapy role.

 The programme has coursework requirements in the form of compulsory attendance and different types of written assignments. Completion of certain activities can also be a requirement, see the course descriptions for more information.

Compulsory attendance

The programme emphases on a good social learning environment with student-active learning forms. To develop knowledge, skills, suitability and therapeutic competence, the students are required to attend teaching activities. The minimum attendance requirement for scheduled teaching activities is therefore 80%. Some seminars and lectures are not compulsory; these will be marked in the time schedule.

If a student exceeds the limit for absence, the lecturer must assess whether and how the student can compensate for the absence. Whether or not it is possible to compensate for absence depends on the extent of the student’s absence and which activities he/she has missed. If the absence cannot be compensated, the student’s progress in the programme will be delayed.

The practical training courses require at least 90% attendance. For more information about the requirements that apply to the practical training, see ‘Assessment of external practical training’ below.

Written assignments

Several courses have written assignments as coursework requirements. Written work that is not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam.

Students are entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

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

Different forms of assessment are used on the programme that are adapted to the learning outcomes of the various courses. The forms of assessment used are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. During the programme, the students will be given advice and guidance and their performance will be assessed. It is important and necessary to assess students’ knowledge and skills often, so that the students receive feedback on whether their performance is in line with the programme's requirements and whether they have achieved the learning outcomes.

The assessment of exams and practical training is 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 forms of assessment are described in each course description. All exams taken and the title of the bachelor’s thesis will be stated on the diploma.

Exams

Each course, except the three practical training courses, is concluded in the form of an exam. The assessment is based on the learning outcomes for the course, and what is assessed is whether the student has achieved the stipulated learning outcomes. The grades used are pass/fail or letter grades from A to F, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the exam.

Most courses have coursework requirements that must be approved before the student can take the exam. See the course descriptions for more details.

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

For exams where a percentage of the exam papers are assessed 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 together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the assessments carried out by the two internal examiners.

Grades awarded for written exams can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges. 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.

Assessment of practical training

Practical training is assessed as pass/fail. Assessment of practical training takes its point of departure in the learning outcomes in the course, the cooperation agreement and the formative assessment. The formative assessment, i.e. the assessment of the students’ knowledge, skills, general competence and suitability carried out during the period practical training, is summarised halfway through the period and at the end of it.

To pass the practical training, the student must have met the compulsory attendance requirement. The practical training courses require at least 90% attendance. The attendance requirement includes both the time spent at the practical training establishment and the teaching provided as part of the programme. The following also applies for absence:

• less than 10% absence: The student can complete the practical training course as normal.
• between 10–20% absence: The student can make up for the practical training/teaching missed, if this is doable. This must be agreed with the practical training supervisor and the contact lecturer at the university.
• more than 20% absence: The student must normally retake the practical training course. This will result in delayed progress in the programme.

If the student exceeds the maximum limit for absence, the practical course will be registered as failed and count as an attempt.

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 physical or mental health, rights and safety of his/her patients and colleagues 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.

External Programme Supervisor

The study programme has an external programme supervisor in line with the Guidelines for Appointment and Use of Examiners at OsloMet. 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.