Bachelor's Degree 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.

The target group is everyone who wants to take a bachelor’s degree in occupational therapy in order to practise as an occupational therapist, or as the starting point for further studies.

Etter fullført emne har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskaper

Studenten

• Har kunnskap om barnehagen som organisasjon, personalledelse samt samarbeid med foreldregruppen og andre samarbeidspartnere
• Har kunnskap om pedagogisk ledelse, ledelse av barnegrupper og personalet
• Har kunnskap om ledelse av utviklingsarbeid i barnehagen med vekt på veiledning og pedagogisk dokumentasjon for refleksjonsprosesser
• Har kunnskap om yrkesetiske problemstillinger forbundet med lederrollen

Ferdigheter 

Studenten

• Kan selvstendig og i samarbeid med andre planlegge, begrunne, gjennomføre, dokumentere og evaluere det daglige pedagogiske arbeidet
• Kan selvstendig lede veilednings- og samarbeidsprosesser i pedagogisk arbeid og i utviklingsarbeid
• Kan velge egnede tilnærminger og metoder i arbeidet med utviklings, endring- og læringsprosesser
• Kan lede faglige prosesser for å utvikle barnehagen som lærende organisasjon

Generell kompetanse 

Studenten    

• Kan selvstendig formidle faglig kunnskap til personalet, foresatte og eksterne parter som er forankret i relevant forskning og barnehagens samfunnsmandat
• Har innsikt i hvordan strukturelle og kulturelle forhold legger rammene for og innvirker på ledelse, endring- og utviklingsarbeid og gjennom dette å bidra til god praksis
• Kan kritisk vurdere betydningen av relasjonell forståelse og kompetanse og mestrer kommunikasjon med personalet, foresatte og eksterne samarbeidspartnere
• Har evne til å reflektere etisk over egen lederrolle, barnehagens rolle i samfunnet og organisasjonens balanse mellom tillit og kontroll

After completing the Bachelor’s Degree Programme in Occupational Therapy, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has broad knowledge of occupational science and key occupational theories and models
• has broad knowledge of how activity analysis and meaningful occupation are used in a targeted and methodical manner to promote coping and independence in everyday life
• has broad knowledge of how people's occupation, participation and health influence each other and form part of their interaction with the surroundings throughout their lives
• has broad knowledge of the occupational therapist’s approach at individual, group and social level in health-promoting and preventive work, habilitation and rehabilitation, treatment and palliative care
• has broad knowledge of the preconditions for occupational performance, including assessment of physical, psychological, cognitive and social functions
• has knowledge of research and development work and can update their knowledge in the field of occupational therapy
• has knowledge of occupational therapy’s history, development, distinctive nature and place in society, nationally and internationally
• has knowledge of the UN Sustainable Development Goals and conventions that Norway has ratified

Skills

The candidate is capable of

• mastering activity analysis and occupational therapy work processes through mapping, intervention and evaluation
• analysing and facilitating psychosocial, structural, technological, digital, cultural and attitude-related conditions for promoting inclusion and participation
• adapting everyday activities in order to develop, recover or maintain skills, activity habits and roles
• contributing to universal design and facilitating and adapting the surroundings to promote independence, health and quality of life
• making professional assessments, presenting issues, explaining choices and adjusting actions in line with evidence-based practice and using sources in a correct manner
• taking occupations that are meaningful to the individual as a point of departure for habilitation, rehabilitation, treatment and palliative care

General competence

The candidate is capable of

• using up-to-date knowledge of the national health and welfare system, laws, regulations and guides in the performance of his/her duties
• discussing professional, ethical, legal and socio-political issues
• supervising and teaching clients, students and colleagues individually and in groups
• identifying and acting in accordance with cultural factors that are relevant for good professional practice of occupational therapy in a diverse and globalised society
• following occupational therapy guidelines to promote people's right to occupation and participation
• contributing to service innovation and systematic and quality-improving work processes
• managing and coordinating services, initiating and contributing to interdisciplinary cooperation

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.

Courses and teaching activities taught jointly with other programmes at OsloMet

The Bachelor’s Programme in Occupational Therapy includes the following courses and teaching activities that also form part of other programmes at the university: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)

In the courses ERGOB1050 Public Health and Health Management (5 credits) and ERGOB1060 Evidence-Based Practice (EBP) in Health Care (5 credits), different academic environments at the Faculty of Health Sciences join forces to provide the students with a common competence platform in line with national guidelines. In ERGOB1050, focus is on the health services’ organisation, health legislation and administration, and preventive and health promoting work. In ERGOB1060, students learn about the rationale for evidence-based practice, with focus on critical thinking and shared decision-making. For more details, 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://www.oslomet.no/forskning/forskningsprosjekter/interact 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

Eksamen er en individuell skriftlig, semesteroppgave (3000 ord +/- 10 %).

Ny/utsatt eksamen

Ny og utsatt eksamen gjennomføres på samme måte som ved ordinær eksamen. Ved første ny og utsatt eksamen kan det leveres en bearbeidet versjon av semesteroppgaven. Ved senere forsøk leveres ny semesteroppgave.

Studentens rettigheter og plikter ved ny/utsatt eksamen framgår av forskrift om studier og eksamen ved OsloMet. Studenter er selv ansvarlige for å melde seg opp.

 Skikkethetsvurdering

Se programplanen for bachelorstudium i barnehagelærerutdanning, heltid (180 studiepoeng) eller https://student.oslomet.no/skikkethetsvurdering for nærmere informasjon.

Practical training makes up one third of the programme. Each year of the programme includes a period of practical training, and the forms of practical training will vary for individual students. Practical training is supervised. This means that a supervisor from the practical field follows up the student throughout their practical training in cooperation with the contact lecturer from the university. During the first part of the practical training, the student, in cooperation with the practical training supervisor, will write a cooperation agreement where the learning outcomes for the practical training are specified in relation to how the student is to achieve the learning outcomes in the individual practical training establishment. The cooperation agreement must show how the student is to apply theory in practice, and it must be approved by the practical training supervisor and the contact lecturer at the university. The learning outcome descriptions must be concrete, relevant, realistic and measurable.

During the practical training, the students must learn to plan, carry out and evaluate the professional practice of occupational therapy. The practical training is an important arena for practising and learning occupational therapy through experience, and for strengthening the students’ professional identity. During the practical training, the students work on different assignments related to the learning outcomes as an integrated part of the practical training.

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.

Practical training takes place in an interprofessional context in the municipality and specialist health service and in other arenas where occupational therapists work. The programme's location in the city provides opportunities for close cooperation with university hospitals and city districts. Practical training can also be organised as projects with public, private and voluntary parties where the students work in arenas that promote persons’ occupation and participation.

The practical training establishments that cooperate with the occupational therapist programme at OsloMet are primarily located in Oslo or elsewhere in Eastern Norway. The students must expect some travel in connection with the practical training. The students follow the practical training establishment’s rules for clothing. The various establishments may also have special requirements for tests and vaccinations. Separate attendance requirements apply to practical training, see ‘Assessment of practical training’.

Karakterskala A - F

Eksamen vurderes av intern og ekstern sensor. 

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.

Programme Description:

Approved by the Academic Affairs Committee at the Faculty of Health Sciences on 21 October 2019.

Applies to students starting the programme in 2020.