Master's Programme in International Development, Education, and Sustainabilities Programme description

Programplanen for Bachelor – yrkesfaglærerutdanning er utarbeidet ved OsloMet – storbyuniversitetet etter forskrift om rammeplan for yrkesfaglærerutdanning for trinn 8-13, fastsatt av Kunnskapsdepartementet, 18. mars 2013 (heretter omtalt som rammeplan), og nasjonale retningslinjer for 3-årig yrkesfaglærerutdanning, vedtatt av UHR-Lærerutdanning 14. juni 2018 (heretter omtalt som nasjonale retningslinjer).

I tillegg er programplanen med tilhørende emneplaner utarbeidet etter «Overordnet del – verdier og prinsipper for grunnopplæringen», fastsatt ved kongelig resolusjon 1. september 2017 med hjemmel i opplæringsloven § 1-5 og læreplanverket for grunnopplæringen som trer i kraft august 2020. Studiet er organisert i ni studieretninger som korresponderer med ni yrkesfaglige utdanningsprogram i videregående opplæring, og gir grunnlag for tildeling av graden bachelor – i yrkesfaglærerutdanning . Ved opptak til studiet velger studentene studieretning, studieretningen vil framkomme på vitnemålet.

Yrkesfaglærerutdanningen skal kvalifisere og sertifisere for arbeid som lærer på ungdomstrinnet (trinn 8-10) og i videregående opplæring (trinn 11-13). Yrkesfaglærerutdanningen er profesjonsrettet, relevant og praksisnær slik at studentene opparbeider et godt grunnlag for utøvelse av lærerrollen. Undervisningen skal gi studentene kompetanse i å ta i bruk forskningsbasert kunnskap i sin profesjonsutvikling slik at de opparbeider en kritisk og reflektert holdning til egen praksis og utdanningssystemet som helhet. Videre skal studentene settes i stand til å arbeide med endrings- og utviklingsarbeid i egen organisasjon. Yrkesfaglærerutdanningen vil også gi et godt grunnlag for å lede opplæringsaktiviteter i bedrifter og voksenopplæring.

Yrkesfaglærerens oppgave er å bidra til at elever/lærlinger utvikler sitt potensiale både som individ, medmenneske, samfunnsborger og yrkesutøver. Denne oppgaven stiller store krav til yrkesfaglærerens profesjonsutøvelse og yrkesfaglige kompetanse. Yrkesfaglærerutdanningen skal legge grunnlag for at studentene utvikler egen yrkes- og læreridentitet og bevissthet om sin tilhørighet til det profesjonskollektivet som lærerprofesjonen utgjør. Læreryrket er mangfoldig og krevende, interessant og engasjerende. Det er et viktig yrke med stor betydning for enkeltmennesket og samfunnet som helhet. Lærerrollen forutsetter derfor solid kompetanse på flere områder.

The target group for the programme is people who wish to work with health promoting measures and people who are or could suffer from illness or failing health. As a nurse, you will also meet people in the final stages of life.

The admission requirements are, in accordance with the Regulations concerning Admission to Higher Education, the Higher Education Entrance Qualification or prior learning and work experience (must be over 25 years of age and not have general study competence. A minimum of 5 years of full-time professional experience in the health, care or social sector or equivalent must be documented. In practice, one must have worked with patients or clients).

Students must submit a transcript of police records at the start of the programme.

The use of clothing that covers the face is incompatible with taking the programme's theoretical and practical training courses. During the programme's periods of clinical training, the students must always comply with the clothing regulations in force at the institution where their practical training is taking place.

Learning outcomes at the programme level for the Master's Degree Programme in Health Sciences

The student’s overall learning outcomes for the Master’s Degree Programme in Health Sciences fully cover the description of master’s degree level (level 7) of the Norwegian Qualifications Framework.

A candidate who has completed his or her qualification should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has advanced knowledge of health-related services and health-promoting work within their field of specialisation
• can analyse academic problems on the basis of the history, traditions, distinctive character and place in society of the health sciences
• has knowledge of different perceptions of body, health, illness, function and functional impairment
• has in-depth knowledge of the individual’s right to autonomy and user participation, and of important considerations in the development of equitable health services and health-promoting work
• has insight into the role of interprofessional cooperation in achieving results in health-related services and health-promoting work
• has insight into the UN Sustainable Development Goals, particularly Goal 3, Good Health and Well-being, and an understanding of the connection between health and sustainable development in society
• has thorough knowledge of the theory of science, research methods and ethics of particular relevance to health sciences and the area of specialisation

Skills

The candidate

• can understand, motivate and cooperate with individuals and next of kin undergoing health-related learning, coping and change processes
• can analyse existing theories, methods and interpretations in the field of health sciences and work independently on practical and theoretical problem-solving
• can adapt health services and health-promoting work to different groups in society
• can contribute to the expedient and correct use of technology to improve the quality of the health services
• can use knowledge of quality improvement and implementation to improve the services
• can analyse and deal critically with various sources of information and use them to structure and formulate scholarly arguments
• can use relevant methods for research and scholarly and/or professional development work in an independent manner
• can carry out an independent, limited research or development project within their specialisation under supervision and in accordance with applicable norms for research ethics

General competence

The candidate

• can analyse the relationship between the individual, service and societal levels when designing health-related services and in health-promoting work
• can contribute to innovation and quality improvement that builds on relevant knowledge of nursing gained from research and experience, and knowledge of users
• can work in interprofessional teams in order to more efficiently address complex health challenges
• has an international perspective in their field of specialisation
• can assess their own research design and research method based on a specific research question
• can disseminate relevant problems, analyses and research results to specialists and the general public in a way that meets research ethics requirements
• can contribute to new thinking and innovation processes in the health services and in health-promoting work

Specialisation in Rehabilitation and Habilitation

The following additional learning outcomes apply to candidates taking the Specialisation in Rehabilitation and Habilitation:

• can facilitate individual (re)habilitation processes and discuss challenges related to these processes
• can critically analyse, map and set goals in (re)habilitation 
• can analyse (re)habilitation as a process and activity at the individual, institutional and societal levels
• can analyse structural factors in (re)habilitation and how they can be changed through the division of responsibility and tasks

Studiet er et heltidsstudium som består av 16 emner à 10 studiepoeng, hvorav 15 er obligatoriske, samt én obligatorisk bacheloroppgave à 20 studiepoeng.

Studieprogrammets 5. semester inneholder et valgfritt emne på 10 studiepoeng. Studentene kan velge mellom valgemner i Arkivvitenskap eller fra tredje studieår ved bachelorstudiet i bibliotek- og informasjonsvitenskap, eller emner innenfor andre arkivrelevante studier.

Kandidater som ikke har bestått en eksamen etter ny/utsatt prøve, bør følge undervisningen i faget på nytt og gå opp til neste ordinære eksamen.

Det pedagogiske opplegget vil variere fra et emne til et annet. Arbeidsmåter kan være forelesninger, diskusjoner, selvstudium, studiebesøk, studentpresentasjoner, gruppearbeid, caseoppgaver og datalaborasjoner.

Studenter ved bachelorstudiet i arkivvitenskap kan søke om utveksling i 5. semester. Fakultet for samfunnsfag har avtaler innenfor Erasmus-programmet og Nordplus-programmet, og studentene kan også søke utveksling gjennom OsloMets avtaler utenfor Europa. Mer informasjon om dette finnes på OsloMets og fakultetets nettsider. Emnene må være arkivrelevante og godkjennes i forkant.

Praksisopplæringen skal bidra til at studentene oppnår relevant og god kompetanse for sin framtidige utøvelse av læreryrket. I praksisopplæringen skal studentene prøve ut og bearbeide relevante erfaringer og refleksjoner i forhold til læringsutbyttene i studiet. Ifølge rammeplan deles praksisen i:

• yrkesfaglig praksis, som skal utgjøre minimum 60 dager med veiledet og vurdert praksis knyttet til yrkesfaget
• pedagogisk praksis, som skal tilsvare minimum 70 dager veiledet og vurdert praksis knyttet til profesjonsfaget

Yrkesfaglig praksis

Hensikten med yrkesfaglig praksis er at studentene får innsikt i de ulike yrkene som inngår i eget utdanningsprogram (breddekunnskap) og fordypning i eget yrke (dybdekunnskap). Alle yrkesfaglige praksisperioder skal dokumenteres av studenten, og den skal veiledes og godkjennes av faglærer ved OsloMet.

Dokumentasjon av yrkesfaglig praksis gjøres på eget skjema og det kreves underskrift fra både praksissted og student. Skjemaet inneholder opplysninger om antall dager i praksis og leveres på universitetets læringsplattform. Dersom en student er syk eller av andre grunner ikke får levert dokumentasjon innen fastsatt frist får studenten ikke gå opp til eksamen i det emnet praksisperioden er knyttet til.

Pedagogisk praksis

Praksisopplæringen er på 70 dager og omfatter alle de aktiviteter som inngår i en lærers arbeidsplanfestede dag. Pedagogisk praksis skal i hovedsak gjennomføres i videregådende opplæring på ulike trinn, men minst 10 dager pedagogisk praksis skal gjennomføres på ungdomstrinnet i emnet 2200, Ungdomskultur, kjønn og mangfold.

Hvis en student ikke består en praksisperiode kan denne gjennomføres på nytt. Får studenten vurdert samme praksisperiode til ikke bestått to ganger må studiet avbrytes, jf. § 8-4 (2) i forskrift om studier og eksamen ved OsloMet.

Den pedagogiske praksisen skal være veiledet, variert og vurdert. De ulike periodene vurderes til bestått/ikke bestått. Det er utarbeidet en egen praksisguide for pedagogisk praksis i yrkesfaglærerutdanningen.

Det kan gis fritak for bestått pedagogisk praksis fra studiet Praktisk-pedagogisk utdanning for yrkesfag for trinn 8-13.

Practical training is the parts of the programme that take place in real-life working situations. Practical training is compulsory and worth 90 credits. It is organised in such a way that the students get to work with patients in different age groups and participate in interprofessional cooperation. Through the practical training, students are assigned tasks that provide the opportunity to discover and explore clinical nursing issues, and which require them to work in an evidence-based and person centered manner. The practical training is an important arena for developing new knowledge, skills and competence.

Efforts are made to allow all students to carry out practical training in different arenas. Students must adhere to the practical training establishment's rules for clothing, and the establishment may also have special requirements concerning tests and vaccinations. Gender-segregated practical training cannot be expected.

The practical training takes place in Oslo and in the Eastern part of the country, and commutes are therefore to be expected. Practical training consists of both practical training, activities along the way and supervised practical training that takes place during the practical training period. Each week is planned with an expected workload of 40 hours. Compulsory attendance during supervised practice periods amounts to an average of 30 hours per week, and students are required during thos period.

In the municipal health service, the practical training places will comprise health centres, municipal emergency inpatient units, nursing homes, residential care homes and home-based services; while the practical training places in the specialist health service are mainly in hospitals. A practical rotation schedule is prepared for each practical training period, and will show an overview of the training during the day, evening, night and weekends and all planned activities. The rotation schedule is a cooperation between the educational institution, practical training establishment and the student.

During the practical training period, students receive supervision from a practical training supervisor and the contact lecturer. The supervision is intended to support the learning process in order for the student to achieve the learning outcomes for the practical training period. The practical training is assessed as passed or failed by the practical training supervisors in cooperation with the contact lecturer at the university.

Students who exceed the maximum permitted absence will fail the practical training period and are deemed to have used one of their attempts. For more information about practical training, see the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Inspirational practical training

The aim of the inspirational practical training is for students to gain some insight into professional practice and experience of specific nursing tasks early on in the study programme. Groups of two to three students receive supervision preferably from third year students, who have the responsibility for preparing the teaching activities. The inspirational practical training is carried out in the in the first semester.

Project-based practical training

The aim is to delve into issues related to the nursing discipline, elucidated with the help of relevant literature and practical training. Project-based practical training is carried out in groups with supervision from the contact lecturer. The project-based practical training is carried out as part of the courses SYKK/SYKP2200 Public Health and SYKK / SYKP3000 Student BEST.

The increasing globalisation of the labour market makes international experience and knowledge of languages and cultures more and more relevant for the profession. Internationalisation also provides insight into globalisation in general and contributes to improving the quality of the programme and strengthening the academic environment. Knowledge of international conditions is also important for developing knowledge in the nursing discipline.

Exchanges

Students at OsloMet are encouraged to take parts of the programme at an institution abroad. The programme has many partnersany partners abroad that might be relevant for students wanting to go on an exchange. The students can travel on exchange a maximum of 2 times during the study programme. Students can take three to six months of the programme in the fourth, fifth or sixth semester abroad.

In the 4th semester, you can travel abroad for an entire semester for both practical and theory courses at one of our partner universities. You can also travel abroad for theory courses only, after a compressed practical period in Norway. You also can travel for a 3-month public health internship to one of our internship partners. You then follow the subject SYK2900 Public Health in a Global Perspective, (link) https://student.oslomet.no/studier/-/studieinfo/emne/SYK2900/2024/H%C3%98ST

In the 5th semester you will find opportunities for exchange in practice for a whole semester.

In the 6th semester, you can go abroad for a 3-month internship before or after writing your bachelor's thesis, or a whole semester where, in addition to an internship period abroad, you write your bachelor's thesis while you are away. In the 6th semester it is mainly possible to exchange for a 3-month practice.

Criteria for student exchanges and information about stays abroad, can be found here: https://student.oslomet.no/utveksling

Internationalisation at home

The study programme boasts a multicultural student environment and focuses on cultural diversity and global issues. This approach contributes to greater understanding and improves the ability to work in a professional capacity in a diverse society. The English literature in the syllabus provides students with experience in reading academic literature and international research. An understanding of English academic literature is important to be able to actively participate in the international nursing community.

Academic staff affiliated to the study programme are part of international networks and research cooperation. Cooperation with colleagues from other countries contributes to internationalisation, for instance by inviting guest researchers and lecturers to OsloMet. This mainly takes place in the fourth semester, where the course SYKK/SYKP2200 Public Healt is carried out. In this course you study together with students who are on exchange to OsloMet and much of the teaching is arranged with English-speaking groups.

You will also be offered to participate in shorter international activities, at OsloMet or abroad. This can, for example, be in the form of COIL, BIP or international weeks in different courses.