Master's Degree Programme in Product Design – Design in Complexity Programme description

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 degree programme:

Specialisations for applicants with backgrounds in health or social care:

• Health Sciences
• Empowerment and Health Promotion
• Mental Health and Addiction
• 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 degree 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 Degree 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 Degree 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.

Specialisations

The Master's Degree 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.

MAHAB: Rehabilitation and Habilitation

Rehabilitation and Habilitation is an interdisciplinary field that is based on the life situation of the service user. The purpose is that anyone who wants (re)habilitation is given the opportunity to achieve good functional ability, independence and the ability to participate in different areas of society. The programme teaches the students to develop, guide and lead targeted cooperation processes between service users, next of kin and service providers. Students taking this specialisation are from different professional groups working on (re)habilitation. This composition creates an interprofessional environment and learning arena for the development of practice-based expertise in (re)habilitation. After completing the programme, the student will have insight into the tasks and division of work related to (re)habilitation processes at the individual and service level, and can contribute to quality improvement and professional development in the (re)habilitation services.

This education is for those who want to contribute to society with a unique blend of creativity, technical skills, and strategic thinking. Whether you are interested in national and international design research projects, product design, systems design, or design for health and well-being, the knowledge and skills gained during this degree can significantly impact personal growth and professional opportunities.

During the study, you will be involved in design processes that encompass creativity and strategic problem-solving. Throughout the course, we encourage our students to consider sustainable and ethical practices in creating products, systems, and services.

Upon successful completion of this programme, students are able to design for a wide variety of contexts. Their individual approach to the studies opens up diverse career paths in various industries.

Den teknologiske utviklingen skjer med et høyt tempo, og det stilles høye krav til den enkelte yrkesfaglærer. Nye arbeidsmetoder, ny teknologi og relevant opplæring i yrkesfagene er sentrale drivkrefter i samfunnet. Velferdsteknologi og Industri 4.0, økt digitalisering og robotisering er sentrale begreper for studiet.

Med utgangspunkt i analyse av læreplanene for studentenes egne programområder skal studentene utvikle og tilrettelegge for gode undervisningsopplegg hvor ny teknologi i relevante fagområder og yrker er sentrale begreper. Som grunnlag for dette skal studentene via hospitering i virksomheter/bedrifter kartlegge og finne frem til relevante og bærekraftige arbeidsoppgaver med bruk av ny teknologi. Deretter skal de planlegge, gjennomføre, vurdere og dokumentere ulike undervisningsopplegg hvor elevene får mulighet til dybdelæring og få bedre forståelse for teknologi i eget fag. På den måten vil studiet bidra til å styrke både studentenes og elevenes digitale kompetanse. Tilrettelegging av prosesser som utvikler elevenes evne til kritiske tenkning, refleksjon og etiske vurderinger i yrkesutøvelsen vil være sentralt i studiet.

Studiet omfatter egne innholdskomponenter for ulike utdanningsprogrammer og tilpasses tilbudsstrukturen for de enkelte fagområdene. Studentene skal utvikle oppgaver og undervisningsopplegg tilpasset yrkene og elevens læreforutsetninger, og i dialog med elevene. Kunnskapsdeling står sentralt i studiet, og i løpet av studiet vil det vektlegges samarbeid hvor studentene skal utvikle gode profesjonsfelleskap og danne grunnlag for utvikling av gode arbeidsmiljø for deling og refleksjon.

Gode grunnleggende ferdigheter er viktig i all yrkesutøvelse. Når studentene skal gjøre arbeidsoppgavene om til læringsoppgaver og undervisningsopplegg, vil trening og bevisstgjøring av grunnleggende ferdigheter inngå.

Opptak til studiet gjennomføres i henhold til forskrift om opptak til studier ved OsloMet. Opptakskrav er tre-årig bachelorutdanning i sykepleie med norsk autorisasjon og minimum 2 års arbeidserfaring.

Bruk av ansiktsdekkende bekledning er ikke forenlig med gjennomføring av studiet. I forbindelse med opptak til utdanningen må søkere fremlegge politiattest, jfr. Forskrift om opptak til høyere utdanning.

Opptakskravet er generell studiekompetanse eller tilsvarende realkompetanse, og tilsetting som yrkesfaglærer, faglærer, faglig leder eller instruktør i videregående opplæring. Andre tilsatte i videregående opplæring kan tas opp etter nærmere avtale.

Følgende krav må oppfylles for å være kvalifisert realkompetansesøker:

1. Søkere må være 25 år eller eldre i opptaksåret og kan ikke ha generell studiekompetanse. Søkere må dokumentere ett av følgende:

• fagbrev eller tilsvarende, og minimum to års relevant yrkespraksis;
• minimum fem års relevant yrkespraksis. Inntil to av de fem årene kan erstattes av relevant ulønnet arbeid, utdanning, organisasjonserfaring eller liknende.

2. Søkere må ha tilstrekkelige ferdigheter i norsk (eller annet nordisk språk) til å kunne gjennomføre studiet. Faget norsk (eller annet nordisk språk) skal bestå av minimum 112 årstimer fra videregående opplæring eller tilsvarende, bestått med karakteren 2 eller bedre. Alternativt kan kravet til norsk dokumenteres med en attest fra arbeidsgiver som beskriver hvordan søkeren på en tilfredsstillende måte har brukt norsk skriftlig og muntlig (eller annet nordisk språk) som en vesentlig del av sitt arbeid. Søkere med morsmål fra land utenfor Norden må dokumentere at de oppfyller krav til norsk tilsvarende kravet til generell studiekompetanse, i henhold til krav i forskrift om opptak til høyere utdanning.

Relevant deltidsarbeid av ulikt omfang og lengde kan regnes om til heltid, etter gjeldende regelverk.

Søkere som har fått innvilget stipend og/eller vikarmidler fra Utdanningsdirektoratet (Udir) får 5 tilleggspoeng.

Videreutdanningen består av fem obligatoriske emner og gjennomføres på deltid over tre semestre. Studiet er tilrettelagt for studenter i arbeid og er organisert i samlinger og nettbasert undervisning. Det legges opp til 2-3 ukesamlinger per semester. I andre semester vil det i tillegg være simuleringstrening og også observasjonspraksis. MAVIT4050 i første- og MAVIT4100 i tredje semester gjennomføres i stor grad nettbasert. Mellom samlinger og undervisning arbeider studenten selvstendig og i grupper. Det er forventet en arbeidsinnsats på gjennomsnittlig ca. 26 timer pr. uke over til sammen 60 uker. Gjennomført studium gir 60 studiepoeng.

Progresjon i studiet

Det anbefales å gjennomføre emnene i rekkefølge. Særskilt gjelder følgende:

• Det anbefales å ha fulgt undervisning og bestått arbeidskrav i KARDI6100 for å påbegynne KARDI6200
• Det anbefales å ha gjennomført KARDI6100 og KARID6200 for å påbegynne MAVIT4100

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.

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:

• MAFAR4100 Innovation within Healthcare, 10 ECTS credits
• MAVIT4700 Food, Health and Sustainability, 10 ECTS credits
• MAVIT5100 Health Communication, 10 ECTS credits
• MAPSY4400 Mental Health of Migrants and Minorities, 10 ECTS credits

The 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. 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.

Studentene arbeider individuelt og eventuelt i grupper med fagstoff og utvikling av undervisningsopplegg. I tillegg til studentenes egen kompetanseutvikling, skal studiet bidra til organisasjonsutvikling og endring av praksis på egen arbeidsplass. I forbindelse med arbeidskravene skal studentene dele erfaringer, oppdagelser og refleksjoner med hverandre og kollegaer.

Det forventes at deltakerne følger den oppsatte progresjonen, deltar i nettbasert samhandling, gjennomfører hospitering (yrkesfaglig praksis) i relevante virksomheter og arbeidskrav knyttet til studiet. Samarbeid og felles kompetanseutvikling innen anvendelse av ny teknologi og digital kompetanse står sentralt i studiet. Det vil bli lagt vekt på en kollektiv læringsprosess gjennom erfaringsutveksling og refleksjon på egen arbeidsplass. Det legges vekt på at innhold og arbeidsformer skal være praksisnære og praksisrelevante i tråd med de krav som stilles til yrkesfaglærere, faglige ledere og instruktører som organiserer yrkesopplæring.

Studentene skal hospitere tre til fem dager pr emne i relevante virksomheter og yrker, med fokus på bruken av ny teknologi og digital kompetanse i yrket.

Følgende yrkespedagogiske prinsipper ligger til grunn for valg av arbeidsformer: Praksisorientering, problemorientering, eksemplarisk læring, erfaringslæring, opplevelsesorientering, verdiorientering og studentinnflytelse.

Vurderingsuttrykk

Vurderingsuttrykkene som brukes er Bestått-Ikke bestått eller gradert karakter A–F, der A er beste karakter, E er laveste beståtte karakter, og F er ikke bestått. Ved gruppeeksamen får alle i gruppen samme karakter.

Ny og utsatt eksamenNy og utsatt eksamen gjennomføres på samme måte som ordinær eksamen hvis ikke annet er angitt i emneplanen. Ved ny og utsatt eksamen i emner med gruppe-eksamen kan det i spesielle tilfeller være aktuelt å gjennomføre eksamen individuelt.

Klage på karakterSensuren ved skriftlig eksamen kan påklages. Det er ikke mulig å klage på sensur ved muntlige og praktiske eksamener. Ved gruppeeksamener vil resultatet av en klage bare ha konsekvenser for de som klager. De andre studentene beholder sin opprinnelige karakter.