Master of Aesthetic Practices in Society Programme description

Masterstudiet i estetiske fag dekker et bredt felt av samtidens estetiske praksis og teori. Studiet vektlegger en samfunnsorientert og tverrfaglig tilnærming til det estetiske feltet. Forskning, kritisk refleksjon, innovasjon, anvendelse av teori og utvikling av estetisk praksis står i fokus. Studiet retter seg mot en rekke yrker og arbeidsområder innen undervisning, formidling, produksjon og egen virksomhet i det estetiske feltet. 

Masterprogrammet består av både fagspesifikke studieretningsemner og emner som er felles. Fellesemner er: Vitenskapsteori og forskningsmetode (10+10stp), Prosjekt i praksis (10stp) og Kunst i kontekst: estetikk (10stp), og Masteroppgaven (60stp).

Mastergraden oppnås i samsvar med forskrift om krav til mastergrad, § 3.

Studiet har fire studieretninger:

Studieretning Drama- og teaterkommunikasjon

Studieretningen fokuserer på hvordan drama og teater kan anvendes på ulike måter i samtiden. Studiet har en teoretisk, praktisk og estetisk innretning, og er sentrert rundt betydningen av estetisk utforskning og formidling i krysningen kontekst og målgruppe,  særlig rettet mot drama i skolen og anvendt teater utenfor den tradisjonelle teaterkontekst.  Studieretningen vektlegger ulike formidlingsstrategier og former for prosjektutvikling. Hovedområdene i studieretningen er anvendt teater, dramapedagogikk og forestillingsproduksjon.

Studieretning Fagdidaktikk: kunst og design

Studieretningen vektlegger et lærerperspektiv på undervisning og forskning innen design, kunst og håndverk. Studieretningen tar opp fagdidaktiske problemstillinger knyttet til fagområdet i skolen. Fornying, kritisk refleksjon, anvendelse av teori samt utvikling av profesjonskunnskap står sentralt. Det legges vekt på en flerfaglig, samtids- og samfunnsorientert tilnærming til utdanning og praksis på alle utdanningsnivå.  Studieretningen har både en praktisk og en teoretisk tilnærming til kunstfaglig virksomhet.

Studieretning Kunst i samfunnet

Studieretningen har et samfunnsrettet og anvendt perspektiv på kunst i samtiden. Kunst som sosial og didaktisk prosess vektlegges samt diskusjoner rundt kunstens ulike roller og funksjoner i samfunnet.  Ved studieretningen vektlegges formidling, prosjektutvikling, organisering, kuratering, kulturelt entreprenørskap og kunstkritikk. Studieretningen har både en praktisk og en teoretisk tilnærming til kunstfaglig virksomhet.

Studieretning Mote og samfunn

Studieretningen har et fremtidsrettet fokus og et miljøbevisst perspektiv på design og produksjon der utviklingsarbeid og forskning i motefeltet står sentralt. Studieretningen har både en praktisk og teoretisk tilnærming hvor kritisk refleksjon, og anvendelse av motevitenskap og moteproduksjon står i fokus. Studieretningen gir deg anledning til å undersøke motens samfunnsrelevans og utvikle masterprosjekter som kan føre til jobber som designer, produktutvikler, motejournalist, forsker eller entreprenør. Studieretningen har både en praktisk og en teoretisk tilnærming til kunstfaglig virksomhet.

De fire studieretningene har ulike opptakskrav.

Sentrale målgrupper er studenter med bachelor fra relevante fagområder (se opptakskrav). Det blir lagt vekt på å rekruttere studenter med variert utdannelses- og yrkesbakgrunn for å stimulere til faglig utvikling på tvers av fag- og profesjonsgrenser.

Karrieremuligheter

Master i estetiske fag gir ulike karrieremuligheter, avhengig av valgt studieretning. Eksempler kan være undervisning på ulike utdanningsnivå, kunstfaglig og/eller designfaglig arbeid i institusjoner, organisasjoner og det frie feltet, samt ulike former for formidling. Master i estetiske fag gir også mulighet til å arbeide med kulturelle og sosiale problemstillinger på ulike felt. Masterstudiet legger særlig vekt på utdanning samt institusjonelle og organisatoriske perspektiver.

Studieretningen Drama- og teaterkommunikasjon kvalifiserer for undervisning av drama i skolen, og til arbeid med ulike former for teaterproduksjon som anvendt teater i sosiale og helsefaglige sammenhenger, performance og drama, både på det frie feltet og ved teaterinstitusjonene.

Studenter som har praktisk-pedagogisk utdanning med fagdidaktikk innen det aktuelle fagfeltet, tilsvarende minimum 60 stp., kvalifiserer for tittelen Lektor, etter fullført masterutdanning.

Studiet kvalifiserer til å søke PhD-program.

Studieretningen Fagdidaktikk: kunst og design kvalifiserer for lektor i det offentlige skoleverket. Studiet kan også kvalifisere for undervisningsstilling i lærerutdanning i universitets- og høgskolesystemet.

Studiet kvalifiserer til å søke PhD-program.

Studieretningen Kunst i samfunnet kvalifiserer til arbeid på samtidskunst- og kulturfeltet, med formidling, organisering, forvaltning, kuratering og kritikk som del av en sosial, anvendt og samfunnsrettet praksis.

Studenter som har praktisk-pedagogisk utdanning med fagdidaktikk innen det aktuelle fagfeltet, tilsvarende minimum 60.stp., kvalifiserer for tittelen Lektor, etter fullført masterutdanning.

Studiet kvalifiserer til å søke PhD-program.

Studieretningen Mote og samfunn kvalifiserer til motefaglig arbeid i og utenfor næringslivet, enten som del av moteproduksjonssystemet eller som del av en forskende praksis i ulike kontekster.

Studenter som har praktisk-pedagogisk utdanning med fagdidaktikk innen det aktuelle fagfeltet, tilsvarende minimum 60 stp., kvalifiserer for tittelen Lektor, etter fullført masterutdanning.

Studiet kvalifiserer til å søke PhD-program.

Det vises til forskrift om opptak til masterstudier ved OsloMet.

25 % av studieplassene er forbeholdt søkere som konkurrerer på grunnlag av karakterpoeng.

Det kreves et minimum antall studenter for at en studieretning igangsettes.

Opptakskrav til de enkelte studieretningene

Til studieretningen Drama- og teaterkommunikasjon

• Bachelorgrad i drama / teater eller tilsvarende.

Til studieretningen Fagdidaktikk: kunst og design

• Bachelorgrad ¿ faglærerutdanning i design, kunst og håndverk eller tilsvarende.
• Lærerutdanning og, som del av eller i tillegg til denne, formingsfaglig utdanning med et omfang på 60 stp. eller tilsvarende.
• Bachelorgrad innen visuelle kunstfag og/eller design og i tillegg praktisk-pedagogisk utdanning (PPU) med et omfang på 60 stp eller tilsvarende.

Til studieretningen Kunst i samfunnet

• Bachelorgrad i praktiske og teoretiske kunst- eller kulturfag eller tilsvarende. 

Til studieretningen Mote og samfunn

• Bachelorgrad i praktiske klesdesign- og moteteoretiske fag eller tilsvarende som vurderes i sammenheng med annen erfaring eller praktisk kompetanse innen klesfaget.

Motivasjonstekst

Søkere til studieretningene Drama- og teaterkommunikasjon, Kunst i samfunnet og Mote og samfunn skal sende inn en motivasjonstekst, se: https://www.oslomet.no/studier/tkd/estetiske-fag-master

Tilleggspoeng for relevant praksis og tilleggsutdanning

Det gis inntil 2 tilleggspoeng for relevant praksis. Slik praksis kan være:

• pedagogisk virksomhet og annen relevant yrkeserfaring i minimum 50 % stilling i ett år eller hel stilling i et halvt år ut over opptaksgrunnlaget. Praksis må være opparbeidet etter endt grunnutdanning.
• kunstnerisk virksomhet som har omfattet juryerte utstillinger, offentlige innkjøp og oppdrag, juryerte stipendtildelinger eller verkstedsvirksomhet. Erfaring som selvstendig næringsdrivende knyttet til relevant virksomhet kan gi uttelling etter bestemte krav til dokumentasjon.
• teaterfaglig virksomhet i form av engasjement i teatergrupper, fortellerteater, organisasjoner eller andre formidlingssituasjoner.
• annen kunstfaglig virksomhet i form av kuratorvirksomhet, offentlig formidlingsvirksomhet eller publisering
• motefaglig virksomhet i form av produktutvikling, klesproduksjon, utstillinger, kostyme og faglig publisering. Erfaring som selvstendig næringsdrivende knyttet til relevant virksomhet kan gi uttelling etter bestemte krav til dokumentasjon.

Det gis også inntil 2 tilleggspoeng for relevant tilleggsutdanning, dvs. utdanning innen fagområder som:

• formgivingsfag, kunst og design og duodji
• kunsthistorie, designhistorie, arkitektur, kunstvitenskap, kultur- og idéstudier
• pedagogikk, spesialpedagogikk og psykologi
• ex.phil. og ex.fac. og filosofi
• sosiologi, sosialantropologi og utviklingsstudier
• media og kommunikasjon, film og drama/teatervitenskap
• litteraturvitenskap og musikkvitenskap
• motevitenskap
• innovasjon og entreprenørskap

The Advanced Programme in Nurse Anaesthesia is based on the national curriculum for further education in nurse anaesthesia and the regulations relating to the national curriculum for further education in nurse anaesthesia adopted by the Ministry of Education and Research on 1 December 2005 and meets the requirements stipulated in these documents. The programme has a scope of 90 credits, and is taken as a full-time course of study over one and a half years. After completing the programme, the students will have action competence in the field of nurse anaesthesia; see the requirements set out in the national curriculum for further education in nurse anaesthesia with pertaining regulations.

Nurse anaesthesia

Nurse anaesthesia consists of practising nursing and anaesthesiology activities in connection with surgery, procedures and examinations and in acute situations in and outside a hospital setting. Nurse anaesthesia is a form of independent professional practice that takes place in close collaboration with other members of the healthcare team, in particular anaesthetists. The anaesthesiology activities are delegated by a doctor. Anaesthesiology work comprises general and regional anaesthesia and observing patients under e.g. sedation. Many of the patients are moved from a familiar environment into a hospital ward characterised by high-tech equipment, many personnel groups with clearly defined functions and a high degree of efficiency. The patient target group comprises people of all ages who:

• are admitted for planned surgery or examination
• have suffered an injury/accident
• suffer acute illness
• experience an acute exacerbation of a long-term illness
• are in a condition where their vital functions are threatened or failing
• end up in a state of physical, mental, social and/or existential crisis due to the illness they experience
• need pain relief due to acute and/or chronic illness

All these groups of patients can have additional diseases or conditions that also require the special expertise of a nurse anaesthetist.

Relevance to working life

The Advanced Programme in Nurse Anaesthesia is intended to help to cover society¿s increasing need for specialist nursing skills, primarily in the specialist health service, but also in the municipal health service.

Nurse anaesthetists are in high demand, as they are key personnel in the specialist health service when it comes to providing professionally sound healthcare to acutely and critically ill patients. The specialist health service seeks nurse anaesthetists who practise their profession in a sound manner and on a scientific basis. Today, we can treat many diseases and injuries that could not be treated in the past. Also, the patients admitted to somatic hospitals are sicker than they used to be. This development makes new and stricter requirements of nurse anaesthetists. Society requires intensive nurse anaesthetists to work in an evidence-based manner where their nursing practice is based on knowledge gained from research and experience, in addition to patient knowledge. Nurse anaesthetists shall be capable of analysing and taking a critical approach to existing theories and methods in advanced medical treatment and nurse anaesthesia. Moreover, they shall be able to contribute to new ideas and innovation processes in their own practice, and make independent use of relevant methods for quality-related work (professional development, quality assurance or quality control work) in the field of nurse anaesthesia. Nurse anaesthetists are qualified to take greater responsibility for evidence-based nurse anaesthesia in relation to acutely and/or critically ill patients in and outside a hospital setting.

In hospitals, nurse anaesthetists work in anaesthesia departments, surgical departments, postoperative units, accident and emergency departments, examination and treatment rooms, pain clinics and radiology departments. The nurse anaesthetist plays an important role in prehospital work, call-outs and transport of acutely and/or critically ill patients. Other potential workplaces are enterprises that require a high degree of emergency preparedness and the ability to work independently in acute situations, for example in offshore activities. Traditionally, nurse anaesthetists have also engaged in different forms of international aid work.

The municipal health service is also experiencing a growing need for specialist nursing skills. The Act relating to Municipal Health and Care Services, etc. (the Health and Care Services Act) has given the municipalities a greater role in the treatment of acute-onset illness, exacerbation of chronic illness and in follow-up care for patients whose hospital treatment is finished. Therefore, nurse anaesthetists will also be in demand in the municipal health service. The Norwegian Association of Nurse Anesthetists describes the special function and role of nurse anaesthetists in its code of ethics, standards of practice, monitoring and education for nurse anaesthetists (¿Grunnlagsdokument for anestesisykepleiere¿) (https://www.alnsf.no/alnsf/grunnlagsdokument).

After completing the Master¿s Programme in Nurse Anaesthesia, candidates will have action competence in the field of nurse anaesthesia, but will also be qualified to initiate and implement development projects and participate in research work within their own organisation. Candidates are qualified to take greater responsibility for evidence-based nurse anaesthesia in relation to acutely and/or critically ill patients in and outside a hospital setting.

Relevance to further studies

The Advanced Programme is identical to the first three semesters of the Master¿s Programme in Nurse Anaesthesia at OsloMet ¿ Oslo Metropolitan University. Students who complete the Advanced Programme in Intensive Care Nursing in accordance with this programme description, will only have to write the master¿s thesis to be awarded the degree of Master of Nurse Anaesthesia, provided that they meet the admission requirements for the master's degree programme.

The target group for the programme is authorised general nurses who would like to work as nurse anaesthetists ¿ primarily in the specialist health service, but also in treatment of conditions for which pain relief or anaesthesia is required in the municipal health service.

Masterstudiet er basert på individuelle studier med deltagelse i forelesninger, seminarer og gruppearbeid. Det legges vekt på både teoretisk og praktisk arbeid som studieform. FoU-seminarene er en sentral arbeidsform der studentenes individuelle oppgaver legges frem og diskuteres. All undervisning i emnene er obligatorisk dersom ikke annet oppgis. Det vil forekomme opptak av undervisning for bruk i undervisningssammenheng.

Studenten har et utstrakt medansvar for opplegg og gjennomføring av eget studium og tilegner seg den nødvendige feltforståelse innenfor emnenes hovedområder. Studentene oppfordres til å organisere grupper med studie- og prosjektsamarbeid.

Undervisningsplaner

Det blir utarbeidet detaljerte undervisningsplaner til alle emner. Undervisningsplanene gir nærmere informasjon om innholdet i undervisningen og relevant litteratur knyttet til dette.

Admission to the programme is in accordance with the Regulations relating to Admission to Studies at OsloMet ¿ Oslo Metropolitan University and the national curriculum for further education in nurse anaesthesia with pertaining regulations, adopted by the Ministry of Education and Research on 1 December 2005.

The academic basis for admission to the programme is a three-year bachelor's degree in nursing or equivalent. Applicants must also hold a Norwegian authorisation as a general nurse and have at least two years¿ somatic nursing experience from the specialist health service after receiving their authorisation (including pre-hospital work).

Additional points (maximum 1,5 points) are awarded for all higher education beyond the minimum requirement.

Additional points (maximum 2,5 points) are awarded for all relevant work experience beyond the minimum requirement. By relevant work experience is meant experience as a nurse from postoperative/intensive care units, medical intensive care units, intermediate care units in the specialist health service, emergency care departments or similar.

Twenty-five per cent of places on the programme are reserved for students who compete for admission on the basis of their grade point average alone.

Applicants who are admitted to the programme must submit a transcript of police records, cf. the Regulations for admission to higher education Chapter 6.

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

After completing the Advanced Programme in Nurse Anaesthesia, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The candidate

• has advanced knowledge of the nurse anaesthetist's functions and areas of responsibility
• has advanced knowledge of anaesthesiology and emergency medicine
• has advanced knowledge of complications in connection with acute and critical illness, anaesthesiology, sedation and analgesia
• has advanced knowledge of how to maintain and restore vital functions if they are threatened
• has in-depth knowledge of the experiences, reactions and needs of patients and next of kin in connection with acute and/or critical illness in an age-related and multicultural perspective
• has knowledge of scientific theory and research methods
• is capable of analysing problems in nurse anaesthesia on the basis of the discipline's history, traditions, distinctive nature and place in society

Skills

The candidate

• is capable of analysing and taking a critical approach to different sources of information and of using them to structure and formulate nurse anaesthesia argumentation
• is capable of applying knowledge in new areas and new situations in nurse anaesthesia
• is capable of applying relevant knowledge in relation to patients and next of kin from different cultures
• is capable of independent work on theoretical and practical problem-solving relating to the functions and responsibilities of nurse anaesthetists
• is capable of maintaining and restoring vital functions in patients if they are compromised
• is capable of carrying out observations, monitoring and clinical assessments in connection with acute and/or critical illness, anaesthesia, sedation and analgesia
• is capable of preventing complications in connection with acute and/or critical illness, advanced medical treatment and nurse anaesthesia
• is capable of reducing stress, pain and discomfort in connection with surgical treatment and examinations
• is capable of practising nurse anaesthesia in accordance with ethical principles and healthcare legislation.

Competence

The candidate

• has action competence in the field of nurse anaesthesia
• is capable of analysing relevant ethical issues in nurse anaesthesia based on discipline knowledge, research, experience and patient knowledge
• is capable of applying his/her knowledge and skills to new fields to carry out advanced tasks and projects in nurse anaesthesia
• is capable of communicating extensive independent work and masters the forms of expression used in nurse anaesthesia
• is capable of applying pedagogical and subject didactics principles when informing, teaching and providing guidance to patients and caregivers from different cultures, as well as to colleagues and other members of the healthcare team
• is capable of communicating about issues, analyses and conclusions in nurse anaesthesia, both with specialists and with the general public
• is capable of processing his/her own reactions in connection with the work and helping co-workers/colleagues deal with their experiences and reactions
• is capable of taking a critical approach to the possibilities and limitations of technology
• is capable of multidisciplinary and interdisciplinary cooperation in patient treatment
• is capable of planning, organising, coordinating and cooperating on the available resources to ensure that they are used in a targeted manner in the patient's best interests
• is capable of contributing to new ideas and innovation processes in professional practice

The programme comprises 8 compulsory courses, which make up a total of 90 credits. Theoretical studies make up 45 credits, while clinical training accounts for 45 credits. The programme is taken as a full-time course of study over a period of one and a half years.

National curriculum for further education in nurse anaesthesia

In order to ensure that students who complete the Advanced Programme in Nurse Anaesthesia are qualified to work as nurse anaesthetists, the programme meets the requirements set out in the national curriculum for further education in nurse anaesthesia with pertaining regulations adopted by the Ministry of Education and Research on 1 December 2005, both in terms of content and the breakdown of credits.

Progress requirements

• All coursework requirements in a course must be met before a student can take the exam.
• Students must have passed ABIO6000 Natural Science related to Nursing in order to take the exam in ANEST6000 Anaesthesiology
• Students must have passed ANESTPRA10 Clinical Studies in Nurse Anaesthesia, Level 1 in order to start ANESTPRA20 Clinical Studies in Nurse Anaesthesia, Level 2.
• Students must have passed ANESTPRA20 Clinical Studies in Nurse Anaesthesia, Level 2 in order to start ANESTPRA3 Clinical Studies in Nurse Anaesthesia, Level 3.

The work and teaching methods used in the programme are based on a sociocultural perspective on learning. This means that the student participates in and contributes to a learning community where fellow students, lecturers and others are important to his/her learning. The goal of the work methods is to encourage independence, fresh thinking, own activity and reflection. Feedback, formative (continuous) assessment and supervision will be the learning community¿s key activities to advance learning. Learning is considered a process that involves the whole person and is manifested through the change in the person learning.

Study methods that promote evidence-based practice are used throughout the programme in that the student integrates knowledge from research and experience and patient knowledge.

The programme emphasises student-active methods intended to encourage the students to actively seek relevant and reliable sources of knowledge. The process will alternate between individual work and interaction with fellow students and others in group work, seminars, simulations and practical training.

Lectures

Lectures are primarily used to introduce new subject matter, give an overview and highlight main elements and links between different topics, and also to communicate relevant issues. The lectures in the three common courses for several of our advanced nursing programmes will be held as joint lectures, but joint lectures will also be used in other courses. Most lectures are held in a Scandinavian language, but they can also take place in English.

Group work

Group work, is used as a teaching method to encourage cooperation between students, support the learning of subject matter and provide training in cooperation and interaction skills, which are necessary skills in professional practice.

Seminars

Seminars, are held in which students present assignments they have been working on and receive oral feedback from their fellow students and lecturers. The purpose of the seminars is to stimulate each other¿s learning process, clarify students' own understanding of the subject and develop cooperation skills. The students are given the opportunity to practise their academic formulation skills, and academic discussions between students and lecturers are facilitated.

Teaching/providing guidance to patients and/or fellow students

During the programme, preferably in the third semester, the student will conduct a teaching session for fellow students/colleagues or provide guidance to a patient, for example delivering preoperative information.

Self-studyNot all topics are covered by organised teaching activities, and students are expected to acquire knowledge of the remaining topics through self-study. Students come to this programme with different preconditions for learning, and self-study enables them to prioritise topics and areas they want to focus on. Self-study also helps to encourage independent activity and reflection.

Simulation

Simulation, which is compulsory attendance, is used to practise procedures and become familiar with equipment and machines. Simulation is also used to gain teamwork experience and skills in relation to rarely occurring and life-threatening situations, particularly complex situations that require prompt and appropriate action. Simulator training allows students to pause in situations that require reflection in action. After having had the chance to reflect on their own actions, students can repeat the situation in order to become better prepared to act.

Practical trainingPractical training, which is compulsory attendance, is an important work method in the programme. See a more detailed description in the chapter on practical training.