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.

The admission requirements are the Higher Education Entrance Qualification or prior learning and work experience.

In connection with admission to the occupational therapy programme, the applicant must submit a transcript of police records, cf. the Regulations for admission to Higher Education.

The use of clothing that covers the face is incompatible with taking the programme.

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

The work and teaching methods will facilitate the integration of knowledge, skills and general competence and have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training. Teaching activities should stimulate active learning and engagement.

The occupational therapy programme aims to educate independent, creative and flexible candidates who are capable of dealing with social change and cultural diversity. Therefore, emphasis is placed not only on the content, but also on the learning process itself, whereby the students develop critical thinking, clinical reasoning and the ability to cooperate; skills for lifelong learning.

The students will receive follow-up throughout the programme in the form of supervision and feedback. In some cases, the students will assess each other’s work and provide feedback to each other (peer reviews). Students who have progressed further in the programme can be required to teach students at lower levels.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Independent work

As an occupational therapist it is important to be able to work independently, but at the same time cooperation in different arenas is essential. Independent work will therefore include both cooperation with fellow students and individual work. Students are expected to work independently with the curriculum, digital resources, assignments and teaching preparations, and are also responsible for their common learning environment.

Skills training

The students acquire skills through practical training with each other, through role play, simulation or together with users/patients. They develop the therapist role through supervision and teaching that promote reflection on their own professional practice.

Activity analysis

Activity analysis means that the students work systematically on activities through testing and observation where they apply analysis tools and terminology to understand all factors that influence occupational performance. This might include risk assessments, analysis of the influence of the environment, the skills and functions required to perform activities, activities’ possibilities for grading and adaptation, and analyses of occupational activities’ roots in culture and society.

Seminars

Seminars can be in the form of case-based teaching where the students solve complex assignments based on cases from their practical training. Seminars can also be discussion forums that emphasise different perspectives on key topics, or that help to summarise learning outcomes at the end of a course. Seminars normally require the students to come prepared, for example by using digital resources such as video clips or podcasts, academic texts, articles and interactive assignments.

Project work/Field work

Students often work on project assignments in groups over time. Projects often entail field work off campus.

Lectures

Lectures are primarily used to present new subject matter, explain connections, review cases from practical training or highlight main elements in important topics.

Group work and student-driven teaching

Group work is as a learning method used in most courses. Work on different issues, exchange of ideas and solving assignments together strengthen the students’ competence in group leadership, collaboration and communication. The programme emphasises the importance of students learning from each other. Occupational therapists must be able to teach, supervise and advise others, which is why parts of the teaching is student-driven. Students give lectures to each other, present projects, summarise experiences and discuss and provide feedback on each other’s assignments.

Praksisstudier, forelesninger, gruppearbeid, oppgaver, logg, veiledning og selvstudier.

Ingen.

Vurderingen tar utgangspunkt i læringsutbyttet for emnet, studentens konkretisering av læringsutbyttet og den formative vurderingen som er gjort av studenten i løpet av praksisperioden.

For å kunne gi en vurdering av studenten i praksis kreves det nok tilstedeværelse.

• Mindre enn 10 % fravær, studenten kan fullføre praksisemnet på vanlig måte.
• 10-20 % fravær, studenten kan hvis mulig, ta igjen praksis man mangler. Dette må avtales med praksisveilederen og veilederen ved universitetet.
• Mer enn 20 % fravær, studenten må ta hele praksisemnet på nytt.

Studentene er ansvarlig for å få kopi av sitt vurderingsskjema fra veileder. Skjemaet skal fremlegges for ny veileder i neste praksisperiode.

Ikke relevant.

Bestått/ikke bestått.