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

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). The nursing programme also has special admission requirements.

An average grade of 3 or better is required in the subject Norwegian Vg3 (393 hours) from Norwegian upper secondary school (average of all the grades awarded in Norwegian first-choice form, second-choice form and oral).

An average of 3 or better in the common subject mathematics (224 hours). The grade requirement in mathematics does not apply to applicants who can document the completion of programme subjects in mathematics with a scope of at least 140 hours or equivalent.

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 comply with the clothing regulations in force at all times at the institution where their practical training is taking place.

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 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 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

The programme has a comprehensive profile where academic content, pedagogical activities and practical studies are interconnected. The connection between the learning outcome descriptions, learning activities and forms of assessment are particularly emphasised. Work and teaching methods and the fields of study covered in the programme are organised in a way that promotes both theoretical understanding and practical action competence. The courses build on each other to ensure progress with increasing requirements for knowledge and understanding of the profession. Through critical reflection, ethical competence and professional judgement are gradually developed.

For all nursing programmes, four recurring topics are defined: ethics, patient safety, communication and cooperation and management. The topics are integrated into different courses and described with separate learning outcomes to ensure coherency, connection and progression between courses and academic years. Diversity and big-city health are also emphasised as key perspectives in all three years of the programme.

Each academic year comprises 60 credits, and the expected workload is normally 40 hours per week. This applies both for theoretical courses and during practical training. All the courses conclude with a final assessment.

Learning in groups is particularly emphasised in the study programme. The most important elements to ensure good group processes are safety, well-being and a sense of belonging. We therefore want all students to feel a sense of belonging to their class throughout the programme. This class will be divided into smaller groups that comprise study groups.

First year of the programme

During the first year, students will receive a basic introduction to nursing as a discipline, profession and science. Natural science courses make up an important part of the first year of study. This will provide a good basis for studying nursing observation and assessment.

Diversity and the lifetime perspective are also recurring topics. The students will receive in-depth knowledge of the human being’s fundamental needs and resources.

The academic year starts with an introductory period where the students get to know their rights and duties. Study groups are established as a work method and expectations of the students' own and other people’s efforts are clarified. Through practical training in the spring semester, the students gain experience of how needs and resources change as a result of ageing and disease. The year concludes with a theoretical introduction to different diseases, which provides a good basis for the second academic year.

Second year of the programme

The second year of the programme focuses particularly on nursing of people with acute and critical diseases of different ages. Students will also meet patients with progressive and chronic diseases. In addition to theory, students take two long practical training periods where they study nursing of patients and next-of-kin in authentic patient situations in the health services, which can be in either specialist healthcare services or municipal healthcare services. You will be covering both medical and surgical nursing. You will be covering both medical and surgical nursing. In the spring semester, students will also gain insight into health and social perspectives, management, and organisation, in addition to health promoting and preventive health work, that prepares you for the 3rd year of study.

The spring semester is specially adapted for internationalisation at home, as some of the courses are taught in English. In this semester, we also welcome inbound exchange students.

Third year of the programme

In the third year of the programme, the students will study nursing of people with complex health challenges. A significant part of the programme takes place in the practical training field, mainly in different arenas of the municipal health service. The practical training field consists of patients and next-of-kin with different ethnic and cultural backgrounds. The courses look at mental health issues and complex health conditions. Management, professional development and interdisciplinary and intersectoral cooperation are key aspects. The bachelor’s thesis is an academic in-depth assignment to be written in the last semester.

Interdisciplinary Teaching programmes taught jointly with other programmes at OsloMet 

INTERACT (Interprofessional Interaction with Children and Youths - INTER1100, INTER1200 and INTER1300) is an interdisciplinary teaching programme 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. See https://www.oslomet.no/forskning/forskningsprosjekter/interact for a more detailed description of INTERACT.

Student BEST (Better and systematic team training - SYKK/SYKP3000) is a teaching programme in simulation with a focus on interprofessional interaction in acute situations. The aim is better and systematic team training and involves several other professional training courses. Simulation in teams is used as a training method in receiving and stabilising trauma. The focus is communication and interaction in an interprofessional group. The teaching program is carried out during the third year of study.

Requirements for participation in interdisciplinary teaching programmes

There is a requirement for participation in the interprofessional teaching programme INTERACT (INTER1100 which is carried out in connection with SYKKPRA10/SYKPPRA10, INTER1200, and INTER1300) and Student BEST (SYKK3000/SYKP3000), which must be approved to be awarded a diploma.

Progression requirements in the study

Progression requirements are highlighted under prior knowledge requirements in the individual courses.

See https://www.oslomet.no/forskning/forskningsprosjekter/interactfor a more detailed description of INTERACT.

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

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

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.

OsloMet focuses on having a good and developing learning environment that students can thrive in. The work and teaching methods have been developed on the basis of a socio-cultural view of learning, where the overriding principle is to make use of your own thoughts, knowledge and experience. The student's own efforts, individually, or together with others, are decisive for good learning outcomes. Students are expected to prepare ahead of organised teaching activities. Varied work methods are used both in theoretical subjects and in practical training and these can be carried out physically on campuses or on digital platforms. In some contexts, teaching activities only take place on one campus, and students must expect to travel to the relevant location.

The programme also prepares students for the labour market’s requirement of lifelong learning. Students are therefore expected to take ownership of their own learning process throughout the study programme, and will learn to both ‘become a nurse’ and ‘learn how to learn’. Students are also expected to contribute to creating a good learning environment for their fellow students through active participation in the different teaching activities.

Self-study and student cooperation

The attainment of the learning outcomes requires a high degree of self-study. Self-study entails both individual work and cooperation with fellow students, and it entails awareness of how you best learn. Students are recommended to take the initiative to form study groups.

Group work

Group work means working with other students. In the groups, students will discuss each other’s contributions and share knowledge and perspectives. They will gain experience of cooperation and of assessing, developing and disseminating relevant literature. The students will give and receive feedback from others.

Digital learning resources

Digital learning resources are for instance OsloMetX https://www.oslomet.no/ub/oslometxbokskapet@oslomet.no, or video clips, podcasts, games, academic texts, articles and interactive assignments used as part of the learning methods. Digital co-writing tools are used in some courses for the purpose of sharing knowledge and producing texts together. Digital self-corrected tests (quizzes) provide an opportunity for the students to practice and test their knowledge of the course content. Students receive an immediate response, which can serve as a basis for their continued learning.

Simulation and skills training (SF-unit)

Simulation and skills training gives the students the opportunity to learn everything from simple practical skills to making assessments in complex patient situations. Simulation and skills training will be a recurring part of the study programme and often taken place in simulation and skills training units (SF-unit) on campus. Reflection before, during and after actions will be emphasised. Some simulations may be filmed. Videos will always be deleted directly after the teaching session unless consent has been given to keep the videos.

Skills training in the programme will not be divided by gender.

Lectures

Lectures are used either to gain an overview of the course’s content or to delve into a specific topic. Lectures are used particularly when introducing new subject matter.

The flipped classroom

The flipped classroom is when the roles of lecturer and students are reversed, and students work with digital learning resources before attending class. Students work on problem-solving activities during teaching sessions, often in the form of group work or seminars.

Seminar/workshop

Students practice formulating an argument, expressing own opinions and reflecting on own attitudes and actions, in addition to presenting and discussing subject matter and assessing other people’s academic presentations.

Project work

Students study a topic relevant to the programme in depth, and develop skills in the systematic use of methods, including theoretical basis, data collection, analysis, discussion, written formulation and verbal communication.

Interprofessional cooperative learning (TPS)

Interprofessional cooperative learning comprises all ways of working where students participate in

teaching sessions with students from other programmes, or carry out educational activities in a practical training establishment that entail cooperation with professionals from other fields. Interprofessional cooperative learning can be arranged at the university, in the practical training establishment and through digital cooperation (webinars) with students in other countries.

Student BEST – Better and systematic team training

Student BEST is a teaching programme under a cooperation between the nursing-, radiography-, biomedical laboratory sciences and paramedic science programme, specialisation in anaesthesia (master programme) at OsloMet and the medicine programme at the University of Oslo. The learning programme builds on simulation in teams and is used as a training method in the admission and stabilising of trauma patients. The focus is communication and cooperation in interprofessional groups. The teaching takes place at the SF-units at OsloMet.

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:

• MAVIT4050 Theory of Science and Research Methods, 10 ECTS credits
• MAVIT4060 Qualitative and Quantitative Research Methods, 10 ECTS credits
• MAVIT4100 Quality Improvement and Implementation of Evidence-based Practice, 10 ECTS credits
• MAPHN4100 National and Global Nutrition Challenges, 10 ECTS credits
• MAPHN4200 Public Health Nutrition Policies and Interventions, 10 ECTS credits
• MAMUS4100 Physical Therapy for Musculoskeletal Conditions – Part 1, 10 ECTS credits
• MAFAR4100 Innovation within Healthcare, 10 ECTS credits
• MAVIT4700 Food, Health and Sustainability, 10 ECTS credits
• MAVIT4900 Quality of Life, 10 ECTS credits
• MAVIT5100 Health Communication, 10 ECTS credits
• MAPSY4400 Mental Health of Migrants and Minorities, , 10 ECTS credits
• MAVIT5700 Pain – Multidimensional Assessment and Health Professional 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.

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. All examinations taken that are part of the specialisation will appear on the diploma, as well as the title of the student’s master’s thesis. Students who take additional elective courses in excess of 120 credits get these on their transcript, and must choose which elective courses are to be included on the diploma. 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.

Examinations

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.

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

The purpose of the coursework requirements is to:

• promote progress and academic development
• encourage students to seek out and acquire new knowledge
• facilitate cooperation on and communication about nursing issues

The programme has coursework requirements in the form of compulsory attendance, oral presentations, written assignments and tests. The coursework requirements are designed in a way that helps students to develop competence in line with the learning outcome descriptions in the course. Students are normally given three attempts at passing the required coursework. As far as possible, the second attempt will be given before the ordinary exam/assessment, unless otherwise stated in the course description. A third and final attempt is normally given before resit and rescheduled exams. If a piece of required coursework is not approved, this may lead to delayed progress in the programme. Required coursework is carried out individually or in groups.

Attendance

Attendance is compulsory for teaching activities covering subject matter that the student cannot acquire on his or her own. These requirements are made more concrete and visible in the course plans. This means that there is a requirement for attendance of 80 % in theory studies or 90 % in practical training in timetabled activities that are marked as compulsory.

If a student exceeds the maximum limit for absence, the person responsible for the course/lecturer will consider whether it is possible to compensate for absence by meeting alternative requirements, for instance oral or individual written assignments. 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 and digital work

Written and digital coursework requirements can be written work, work submitted in various forms, multiple choice questions etc. Coursework requirements that are not approved must normally be improved or retaken. The person responsible for the course/lecturer will assess whether alternative coursework can be carried out. This is agreed between the individual student/group and the person responsible for the course/lecturer.

Activities

Compulsory activities can include oral presentations, observation, participation in specific courses and workshops, simulation, practical skills tests, supervision etc. Coursework requirements that are not approved, must normally be improved or retaken. The person responsible for the course/lecturer will assess whether alternative coursework can be carried out. This is agreed between the individual student/group and the person responsible for the course/lecturer.