Master's Programme in Health Sciences - specialisation in Rehabilitation and Habilitation Programme description

For opptak til praktisk-pedagogisk utdanning må søker ha

· en mastergrad som inneholder minst ett relevant fag* som gir kompetanse til å undervise, jf. forskrift 23. juni 2006 nr 724 til opplæringsloven kapittel 14

eller

· en bachelorgrad i utøvende eller skapende kunstfag*,

eller

· en bachelorgrad på minimum 180 studiepoeng med inntil tre fag som gir kompetanse til å undervise i praktiske og/eller estetiske fag*, hvorav ett av fagene må ha et omfang på minimum 120 studiepoeng. Øvrige fag må ha et omfang på minimum 30 studiepoeng. Det stilles krav om gjennomsnittskarakter C eller bedre fra denne bachelorgraden.

Det gis tilleggspoeng for pedagogisk yrkespraksis som lærer.

*Dette gjelder områder/ faglig fordypning relevant for undervisning i både grunnskolefaget Kunst og håndverk og tilsvarende fag i videregående skole. Fagområdet favner bredt og omhandler et vidt spekter av materialer, teknikker og uttrykksformer. Relevante fagområder er kunst- og håndverk, arkitektur, visuell kunst, mote- og klesdesign samt produktdesign.

Studiet krever politiattest.

Det vises til forskrift om opptak til studier ved OsloMet - storbyuniversitetet: https://lovdata.no/dokument/SF/forskrift/2015-12-15-1681 og forskrift om rammeplan for praktisk-pedagogisk utdanning: https://lovdata.no/dokument/SF/forskrift/2015-12-21-1771

Det innføres masterkrav for opptak til PPU innen år 2030.

The programme builds on the foundation that design can bridge individual and collective interests. It is a challenging programme that focuses on developing design solutions centred around human beings and their environment.

During the two-year degree programme, you will be challenged both in design practice and in the discussion of design and its role in societies.

The Master's Degree in Product Design runs for two years as a full-time study and is divided into several courses. All courses, except for the Master's Project (30 ECTS), have a value between 10 and 20 ECTS. All other courses are compulsory in order to complete the Master Programme in Product Design.

The different courses expose you to several design methodologies that help enhance and expand your individual design expression. Each course offers you the possibility to develop your own design projects within a set theme or methodology. This helps you in defining your personal value system and working methods. Particularly, the second-semester internship course or the third-semester exchange offers you the possibility to connect to relevant networks within design, craft, and industry in Norway or abroad.

Throughout the two years, the course encourages you to consider and develop design solutions that meet current and future societal challenges.

For more information, refer to the programme description.

On completion of the course, the candidate will have achieved the following learning outcomes:

Knowledge

The candidate:

• has in-dept knowledge concerning core elements of ABR
• can evaluate the expediency and application of certain methodological and analytical approaches within the umbrella term ABR
• has knowledge of certain ontological, epistemological and ethical issues related to ABR

Skills

The candidate:

• can critically analyse relationships between theories of knowledge and ABR and challenge established research practices
• can use relevant techniques to enhance and elicit their own embodiment, empathy and/or sensitivity in research
• can formulate problems, plan, carry out and critically discuss relevant ABR processes in their own research

General competence

The candidate:

• can identify and discuss some relationships and conflicts between other scientific theories and certain theories in ABR, related to his/her field of research
• can give well-structured presentations and participate in debates assessing ABR processes and projects

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

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 Physiotherapy for Children and Adolescents

The following additional learning outcomes apply to candidates taking the Specialisation in Physiotherapy for Children and Adolescents:

• can account for and apply theoretical perspectives in the analysis of children and adolescents’ movement, activity and participation
• can assess children and adolescents’ motor function and identify functional difficulties
• can assess and integrate various forms of knowledge in the planning and implementation of physiotherapy treatment for children and adolescents
• can communicate up-to-date physiotherapy knowledge to children, adolescents, families, partners and the general public

Arbeidskravene skal bidra til refleksjon og læring, og bidra til å sikre at studenten er aktive og medansvarlige for studieprogresjonen. Arbeidskrav skal være levert/utført innen fastsatt(e) frist(er). Arbeidskravene må være godkjent før eksamen kan avlegges.

Se for øvrig beskrivelse av arbeidskrav under hvert enkelt emne.

The candidate prepare and implement a 15 minutes individual oral presentation. The candidate’s own project/field of research interest should be shortly presented to afford a meaningful discussion on its relevance (or lack of relevance) to ABR. The candidate is free to choose the topic(s) within ABR that will constitute the main part of the presentation; however, references from the reading list must support the discussion.

The presentation can be in Norwegian, Swedish, Danish or English and multi-modality is encouraged. Following the presentation there will be a sequence in which the candidate responds to questions and receive comments from the course leader, sensor and others.

In case of failed exam/legal absence, the candidate may have a new exam under the same conditions when a new/postponed exam is arranged.

The oral presentation will be assessed by the course coordinator and a member of the academic staff with relevant competence.

Target Group

The target groups are PhD candidates/students and scientific staff (also from other fields than the fine arts) who want to learn about arts-based research processes and expand their research tool kit. The course aims at PhD candidates admitted to the PhD Program in Educational Sciences for Teacher Education and other relevant programmes. It is also open to staff members at OsloMet and other universities/colleges. The course is also open to candidates from other universities in Norway and abroad.

Admission Requirements

The requirements for admission include completing a five-year master's program (integrated or consisting of a three-year bachelor's program and a two-year master's program, in total 300 ECTS) in the fields of teacher education, other pedagogical disciplines, educational science, development studies, social sciences, or other relevant areas related to the PhD programme. The master's degree should include a substantial independent project equivalent to a master's thesis (minimum 30 ECTS). An internationally completed master's degree that corresponds to at least four years in the Norwegian education system may also be considered for admission (please check the grounds for enrollment on the website of the Directorate for Higher Education and Skills). https://hkdir.no/en/foreign-education/lists-and-databases/higher-education-entrancequalification-gsu

In case of a large number of applicants, PhD-students enrolled in the PhD programme in Educational Sciences for Teacher Education will be prioritized, then students in other PhD programmes, then academic employees at the Faculty of Teacher Education and International Studies.

Applicants who are not enrolled in the Program at the Faculty of Education and International Studies at OsloMet must send a summary in English of maximum one A4 sheet with relevant information about their own project/area of interest, containing topic, methodology, theoretical approach, and why this course might be relevant for their project.