Master's Programme in Health Sciences - specialisation in Cancer Nursing Programme description

Programme name, Norwegian
Masterstudium i helsevitenskap - spesialisering i kreftsykepleie
Valid from
2022 FALL
ECTS credits
120 ECTS credits
4 semesters
Here you can find an example schedule for first year students.
Programme history


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.

Candidates who pass the programme will be awarded the degree Master of Health Sciences (Norwegian: Master i helsevitenskap) in accordance with Section 3 of the Regulations concerning Requirements for the Master's Degrees. A specialisation in one of the following 15 specialisations forms part of the master’s programme:

Specialisations for applicants with backgrounds in health or social care:

  • Health Sciences
  • Empowerment and Health Promotion
  • Mental Health Care
  • Rehabilitation and Habilitation

Specialisations for applicants who are authorised health personnel in the specified professional fields:

  • Nutrition for Health Personnel
  • Occupational Therapy
  • Physiotherapy for Children and Adolescents
  • Physiotherapy for the Older Adult
  • Physiotherapy for Musculoskeletal Health
  • Psychomotor Physiotherapy
  • Advanced Nursing Practice
  • Public Health Nursing
  • Cancer Nursing
  • Nursing – Clinical Research and Professional Development

Specialisations for applicants from the professional field of nutrition:

  • Public Health Nutrition

The specialisation will also be stated on the diploma alongside the name of the degree: Master of Health Sciences.

The master’s programme has a scope of 120 ECTS credits. Some of the specialisations are taken full-time over two years, while others are taken part-time over three or four years.

The programme comprises compulsory common courses, compulsory specialisation courses and elective courses, in addition to the master’s thesis. A more detailed overview of the programme’s structure for each specialisation is given under the section Content and structure.

According to the UN Agenda 2030, a prerequisite for achieving sustainable development is that everyone is able to live healthy lives. The Master’s Programme in Health Sciences is primarily aimed at the UN Sustainable Development Goal (SDG) 3, Good Health and Well-being, while SDGs 4, 5 and 10 on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, and achieving gender equality and reducing inequality, are also relevant. The 17 SDGs must be seen as a whole, however, where each goal is seen in conjunction with the others. The purpose of the programme is therefore to educate candidates who are qualified to help to ensure good health and promote quality of life for everyone, regardless of age, gender, ethnicity, education, sexuality and functional ability, while also attempting to address considerations relating to sustainability, including life-long learning.

The students taking the programme can choose a specialisation in health promotion, illness prevention, treatment, palliative care and (re)habilitation work. The programme teaches the students to handle professional problems at the individual, group and system level in close cooperation with other professions, patients, users, next of kin and other services. The candidates should also be able to contribute to safe, effective, holistic and integrated services with good use of resources, and to innovation, improvement work and systematic user involvement.

Relevance to working life

Possible fields of work and careers after completing the programme include:

  • research and development in the health sciences
  • teaching, development and advisory functions in the guidance, administration and dissemination of knowledge in the health professions
  • clinical work that is based on specialised expertise
  • health and social care management positions

Relevance to further education

Students taking the Master's Programme in Health Sciences who choose to write a master’s thesis worth 50 ECTS credits can apply for admission to the research programme for health sciences while taking the master’s programme. This is taken in parallel to and as an extension of the master’s programme. The research programme develops researcher expertise over and above that provided during the master’s programme and results in a research work that can later form part of a PhD-level work.

Candidates with a Master's Degree in Health Sciences are qualified to apply for admission to PhD programmes, including the PhD Programme in Health Sciences at OsloMet.


The Master's Programme in Health Sciences has a number of specialisations that candidates can choose. Applicants must choose and apply directly for the specialisation they wish to take when applying for the master’s programme. The specialisations are subject to different admission requirements. However, the students will take a significant part of the programme together with students from the other specialisations, partly through compulsory common courses and partly through elective courses across the specialisations. More information about this is found in the section Content and structure.

MAKRE: Cancer Nursing

This specialisation qualifies for work as a cancer nurse with action competence to contribute and develop evidence-based practice within one's own area of ​​responsibility. The candidate must be able to initiate and lead improvement work and contribute to the result of research being put into practice. The education meets the requirements of the Regulations on national guidelines for cancer nursing education laid down by the Ministry of Education and Research 2021. Practical training forms part of the specialisation.

For more information, see regulations on national guidelines for cancer nursinghttps://lovdata.no/dokument/SF/forskrift/2021-10-26-3093


Target group

The target group is students with a bachelor’s degree in health or social care who want to work on professional development and/or participate in research in their field, and potentially conduct clinical work in their chosen specialisation. The programme is a relevant additional education to a number of health and social care programmes.

Admission requirements

Admission takes place directly to the chosen specialisation. The requirement for admission to the Master’s Degree Programme in Health Sciences is a bachelor's degree or an equivalent degree within a specified field, with an average grade of at least C. However, an average grade of C does not guarantee admission. If the number of qualified applicants exceeds the number of places on the programme, the applicants will be ranked according to the applicable ranking rules.

Reference is made to the Regulations relating to Admission to Studies at OsloMet. The specialisations will only be run if a sufficient number of qualified candidates apply.

Admission requirements for the Specialisation in Cancer Nursing

A bachelor's degree or an equivalent degree in nursing and Norwegian authorisation as a general nurse.

Applicants who accept an offer for a place on the programme must submit a transcript of police records.

Learning outcomes

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:


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


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 Cancer Nursing

The following additional learning outcomes apply to candidates taking the Specialisation in Cancer Nursing:

  • has advanced knowledge within a cancer nurse’s areas of work and responsibility
  • can work independently on practical and theoretical problem-solving relating to the functions and responsibilities of a cancer nurse
  • has action competence within the cancer nurse’s functions and areas of responsibility

Content and structure

The master’s programme is designed to be comprehensive, and the academic content and educational tools are interlinked, showing a clear context between learning outcome descriptions, learning activities and forms of assessment.

The Master’s Degree Programme in Health Sciences has three or four compulsory common courses, depending on the chosen specialisation. In addition to these, there are at least two compulsory specialisation courses for each specific specialisation, and a master’s thesis worth either 30 or 50 ECTS credits, depending on the specialisation. 

The courses in the programme description build to some extent on each other to ensure progress, with increasing requirements for knowledge and understanding within each specialisation. The courses are mainly taken over the course of the semester, with start-up at the start of the semester and examinations towards the end. The exceptions are certain compulsory specialisation courses that include external supervised practical training. For a full overview, see the tables below showing the normal structure of the programme for each specialisation.

The academic year is 40 weeks long, and the expected workload for a full-time student is 40 hours per week. This includes scheduled activities, students’ own study activity and examinations. The course descriptions provide more details about learning outcomes, work methods, coursework requirements and examinations. Tables 1 and 2 below show the course organisation for normal study progress for full-time students writing a master’s thesis worth 50 and 30 ECTS credits, respectively. The tables are read from left to right.

Content of compulsory common courses

The programme includes a compulsory common course MAVIT4100 Quality Improvement and Implementation of Evidence-based Practice, 10 ECTS credits. The purpose of this course is to enable students to actively contribute to promoting safe and high-quality health and care services. By health and care services is meant both public and approved private services, as well as health promoting work in the public and private sectors. The course introduces students to the organisation and management of health and care services. It also gives students experience of interprofessional quality improvement cooperation. Through the course, the students will learn about different quality improvement models and the interaction between user knowledge, experience-based knowledge and research-based knowledge in clinical decision-making processes.

There are also three common courses in the theory of science and research methods: MAVIT4050 Theory of Science and Research Methods, 10 ECTS credits, MAVIT4060 Qualitative and Quantitative Research Methods, 10 ECTS credits and MAVIT4070 Research Design and Project Description, 10 ECTS credits. These courses aim to help the student to read, understand and critically assess research literature, to critically assess various sources of knowledge that form part of clinical decision-making processes, to acquire in-depth knowledge of qualitative and quantitative research methods, and lead up to the development of a project description for their master’s thesis.  

In the first course, MAVIT4050, the students are introduced to theory of science and research methods, research and ethics. 

The second course, MAVIT4060, provides students with a deeper understanding of qualitative and quantitative research methods. These two courses are compulsory for all students taking the programme.

The third course, MAVIT4070, the students will work more thoroughly with their chosen method and develop a project description for their master’s thesis. This is to ensure that the students get to grips with work on their master’s thesis at an early stage.

Master’s thesis – 30 and 50 ECTS credits

The master’s thesis in the programme is worth 50 ECTS credits (MAVIT5900) or 30 ECTS credits (MAVIT5910), respectively. Whether the students are able to choose the scope of their master’s thesis depends on the specialisation they have been admitted to. Regardless of the scope of the master’s thesis, the project description is developed with the support of the lecturer, who quality assures the project with respect to scope and degree of difficulty.

The same requirements apply to scientific and research-related work regardless of the length of the thesis. Students can choose to write the master’s thesis individually or in pairs. Students can also apply to write the master’s thesis with students from other specialisations, provided that the scope of the master’s thesis is the same. On application, interdisciplinary innovation projects can be written in groups of up to four students. Students are encouraged to contact potential supervisors about possible project ideas.


Study progress                                                                   

The following progress requirements apply to the programme:

All courses in the programme must be passed before the student can submit their master's thesis for assessment.

Some courses may have separate progress requirements; see the individual course descriptions.

See the course descriptions for MAKRE4100, MAKREPRA10, MAKREPRA30 and MAKRE4300 for a more detailed description of the content of the specialisation courses.

Optional course Spans multiple semesters

Teaching and learning methods

Varied and student-active teaching methods are used in the programme. Good learning outcomes are first and foremost dependent on the students’ own efforts. The number of hours of adapted teaching at the university will be relatively low. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and, if relevant, practical skills training. Normal study progress requires students to make great personal efforts. The most important work and teaching forms used in each course in the programme are described below. The individual course descriptions state which work methods each course employs. Practical training is described in a separate chapter; see below.

Web-based work and teaching methods

Several forms of digital learning resources are used in the programme, such as digital textbooks, digital lectures, video clips, podcasts, tests, learning pathways and assignments. These resources can be used to prepare for teaching sessions, during seminars using the flipped classroom method, and as part of self-study. This form of teaching requires the students to meet prepared for the scheduled teaching sessions. Interaction can also take place digitally, in the form of Skype meetings, webinars etc.

Self-study and student cooperation/group work

Learning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students. Through activities such as exchanging ideas, presentations, discussions, writing assignments and problem-based assignments, students will be stimulated to learn by communicating knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Students are encouraged to take initiative to schedule and actively participate in study groups to promote learning.


Lectures are primarily used to introduce new subject matter, provide an overview and highlight main elements and links within different topics, and also to communicate relevant issues.


Seminars emphasise dialogue and discussion between the subject teacher(s) and students in order to stimulate the student's academic development. Verbal presentations by students and discussions are emphasised. 

In connection with the master's thesis, seminars are held where the master's theses are presented and discussed. The students receive feedback from their fellow students and teachers, which enables them to learn from each other. Research-related issues, methods and academic supervision are among the topics discussed in the seminars. Seminars can also take place on digital collaboration platforms. 

Written assignments and academic supervision

Through written assignments and the master's thesis, students will formulate research questions for assignments and work on them over time, either individually or in cooperation with other students. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically, see elements in context and develop a deeper understanding of a subject.

Developing academic writing skills is a key aspect of all parts of the programme. Supervision is an important component of the work on the master's thesis. The supervision is intended to ensure that the project complies with research ethics principles and help students to formulate the research question and ensure quality in the collection and analysis of data.

Practical training

Five of the specialisations in the master’s programme have compulsory practical training in order for students to acquire skills needed in their professional practice. These specialisations are:

  • Advanced Nursing Practice
  • Public Health Nursing
  • Cancer Nursing
  • Mental Health Care
  • Psychomotor Physiotherapy

The field of practice is an essential qualification arena for acquiring action competence in the specialisation. Through practical training, the students further develop their communication and interaction skills and develop an important basis for theoretical analysis and discussion.

Supervision and assessment

Practical training is supervised. Pursuant to the Act relating to Universities and University Colleges, the university is responsible for the final assessment of the student. Reference is also made to the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University Chapter 8. Supervised practical training. Number of attempts.

Detailed information about practical training

For more detailed information about attendance requirements, scope, the practical training arena and other details related to practical training, see the course descriptions for the specific specialisation.


The increasing globalisation of the labour market makes international experience and knowledge of languages and cultures increasingly important. Internationalisation contributes to raising the quality of education and strengthens the academic community relating to the master’s programme, at the same time as it strengthens the students as global citizens.

The programme has a focus on multicultural and global problems. This approach contributes to an increased understanding and improves the students' ability to work in a professional capacity in a multicultural society. The students gain access to specialist terminology in English through the syllabus, which comprises both textbooks and international research literature.

The staff’s network, research collaboration and cooperation with colleagues in other countries contribute to internationalisation. The programme is represented in international networks.

OsloMet has exchange agreements with educational institutions in Europe and worldwide.

Courses adapted to incoming exchange students

The following courses have been adapted for incoming exchange students:

Autumn 2022

  • MAVIT4050 Theory of Science and Research Methods, 10 ECTS credits
  • MAVIT4100 Quality Improvement and Implementation of Evidence-based Practice, 10 ECTS credits
  • MAVIT4700 Food, Health and Sustainability, 10 ECTS credits
  • MAVIT5100 Health Communication, 10 ECTS credits
  • MAVIT5200 The Health and Welfare of Migrant Populations, 10 ECTS credits
  • MAVIT5400 Alliance and Shared Decision Making, 10 ECTS credits
  • MAVIT5600 Physical Activity and Exercise in a Life Course Perspective and with a Special Focus on Aging, 10 ECTS credits
  • MAVIT5700 Pain – Multidimensional Assessment and Health Professional Interventions, 10 ECTS credits
  • MAPHN4100 National and Global Nutrition Challenges, 10 ECTS credits
  • MAMUS4100 Physical Therapy for Musculoskeletal Conditions – Part 1, 10 ECTS credits
  • MAFAR4100 Innovation within Healthcare, 10 ECTS credits

Spring 2023

  • MAVIT4060 Qualitative and Quantitative Research Methods, 10 ECTS credits
  • MAVIT4900 Quality of Life, 10 ECTS credits
  • MAVIT4700 Food, Health and Sustainability, 10 ECTS credits
  • MAPHN4200 Public Health Nutrition Policies and Interventions, 10 ECTS credits


The course MAVIT4100 Quality Improvement and Implementation of Evidence-based Practice will always be taught in English. The other courses listed above will be taught in English if international students have registered for them. Otherwise, courses will generally be taught in Norwegian.

Semesters adapted to outbound exchange students

Students who wish to take courses at an educational institution abroad as part of their master’s degree normally go on an exchange in the third semester. Students admitted to a specialisation that as a norm has a master’s thesis worth 50 ECTS credits can apply to instead write a master’s thesis worth 30 ECTS credits to realize this. The students are responsible for finding relevant courses at partner institutions and must apply to have them approved in advance. An international coordinator can provide guidance in relation to selecting a course. 

Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.

Work requirements

Coursework requirements are all types of work, tests and compulsory attendance that are requirements for being permitted to take the examination. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description.

The primary purpose of coursework requirements is to promote students' progress and academic development and to encourage them to acquire new knowledge. The programme's main coursework requirements are in the form of compulsory attendance, written assignments and tests.

Compulsory attendance

Attendance is compulsory in areas where the student cannot acquire knowledge and skills simply by studying literature.

If a student does not take part in a group presentation, he/she must give an individual presentation to the lecturer.

If a student otherwise exceeds the maximum limit for absence stated in the course description, the subject teacher will consider whether it is possible to compensate for absence by meeting alternative requirements, for example individual written assignments. If it is not possible to compensate for the absence, the student must take the course the next time it is taught. Whether or not it is possible to compensate for absence depends on the extent of the student’s absence and which activities he/she has missed.

Written assignments

Several courses have compulsory written assignments or reports as part of their coursework requirements. Written work that is not approved must be improved before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary examination/assessment.

The students are entitled to a third attempt before the resit/rescheduled examination. If an assignment is not approved the third time it is submitted, the student must re-take the course with the next class.


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 the students’ level of competence in relation to the expected learning outcomes. In general, the following forms of assessment are used in the programme:

Supervised individual examination

Taken at the university’s examination premises over a set number of hours.

Home examination

Taken over a set period of time at the end of the course, normally with a set question/assignment text unless otherwise stated in the course description.

Project examination

Taken over the whole or large parts of the course, normally with a topic decided by the students themselves unless otherwise stated in the course description.

Oral examination

Can take place individually or in groups. It can either be an independent form of assessment or used to adjust the grade awarded for another examination.

Practical examination

The assessment of specific practical skills either at the university or in the field of practice.

Assessment of practical training

Supervised practical training, assessed in accordance with the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University Chapter 8.

The assessment of examinations 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 and criteria are described in each course description. All examinations taken and the title of the master’s thesis will be stated on the diploma.


All courses conclude with an examination. The assessment is based on the learning outcomes for the course, and the degree to which the student has achieved the stipulated learning outcomes is assessed. In theoretical courses, 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 examination. The grades pass/fail are used for the assessment of practical training.

Resit and rescheduled examinations are carried out in the same manner as the ordinary examination unless otherwise specified in the course description. In special cases, resit and rescheduled examinations in courses with group examinations may be held as individual examinations.

For examinations where a percentage of the examination papers are selected for assessment by an external examiner, the external examiner's assessment should 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 remaining 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.

The grade awarded for a written examination can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet. It is not possible to appeal the grades awarded for oral and practical examinations. In connection with group examinations, the result of an appeal will only have consequences for the candidate(s) who submitted the appeal. The other students will keep their original grade.

External programme supervisor

An external programme supervisor scheme is in place for the programme as required by the Guidelines for Appointment and Use of Examiners at OsloMet. The external supervisor will write an annual report on their work that will be included in the faculty’s area of the university’s quality assurance system.

Other information

Programme description considered by the Academic Affairs Committee at the Faculty of Health Sciences on 12 February 2020 and finally approved by the vice-dean on 20 November 2020

Adopted by the University Board 9 september 2020 

Last approved  by the Academic Affairs Committee at the Faculty of Health Sciences on 19 January 2022.


Faculty of Health Sciences 


The programme description applies to students starting the programme in 2022