Master’s Programme in Health Sciences – Interdisciplinary Specialisation in Mental Health and Addiction, part-time 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 Care 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.

MAPSY: Mental Health and Addiction

The Specialisation in Mental Health and Addiction qualifies for preventive, treatment and rehabilitation within municipal health, social and welfare services, mental health care and interdisciplinary specialised drug treatment (TSB). The education is research-based, practice-based and experience-based, and meets society's demands for equal and knowledge-based services. It involves safeguarding human rights, participation, and development opportunities in society, and promoting good mental and physical health for people with mental health, drug and/or addiction problems. The first 60 credits meet the requirements of the regulations on national guidelines for tverrfaglig videreutdanning i psykisk helse-, rus- og avhengighetsarbeid (the Ministry of Education and Research, 2022). After completing the programme, the student can familiarize himself with research in the field and be able to make independent professional assessments and decisions in interaction with the person it mainly concerns, his family, network and others involved in health, social and welfare services. Practical training forms part of the specialisation.

For more information, see regulations on national guidelines for tverrfaglig videreutdanning i psykisk helse-, rus- og avhengighetsarbeid https://lovdata.no/dokument/SF/forskrift/2022-03-14-387

Emnet er organisert som et samlings- og delvis nettbasert deltidsstudium over ett semester. Det baserer seg på en stor grad av selvstudium og samarbeid i studentgrupper er derfor en fordel. Det er en forutsetning at studentene kan disponere egen datamaskin og har tilgang til internett.

I løpet av semesteret vil det være tre samlinger over tre dager ved OsloMet og nettbasert diskusjon om temaene for semesteroppgaven (se nedenfor) før andre samling (detaljert informasjon blir gitt via universitetets digitale læringsplattform).

Gjennom studiet skal studentene utvikle teoretisk kompetanse om ekstremisme og prosesser som leder inn i ekstreme posisjoner, særlig knyttet til empiriske kunnskaper om høyreekstremisme og islamistisk ekstremisme, samt kunnskap om hvordan man kan motvirke ekstremisme generelt. Mange av studentene har selv relevante erfaringer om slike forhold gjennom sin yrkeserfaring. Kurset vil utnytte denne kompetansen gjennom erfaringsutveksling. Derfor er dialogen mellom studentene, lærere og gjesteforelesere viktig. Det er obligatorisk oppmøte til samlingene (se mer om dette under Arbeidskrav/obligatoriske aktiviteter).

Følgende arbeidskrav/obligatoriske aktiviteter må være godkjent før eksamen kan avlegges:

• Individuell, skriftlig;innlevering;av (foreløpig) tittel og kort om temaet for semesteroppgaven. Omfang: 200-300 ord.
• Deltakelse i gruppediskusjon (skriftlig) på universitetets digitale læringsplattform;om tema for semesteroppgaven. Deltakelsen skal omfatte minst én kommentar til alle de andre i samme gruppe.;Nærmere detaljer om deltakelsens omfang gis;via universitetets digitale læringsplattform.;

Hensikten med arbeidskravet er at studentene skal kunne kommentere hverandres ideer om tema for semesteroppgaven (hverandrevurdering). På bakgrunn av innsendte titler/temaer vil studentene bli inndelt i grupper av passende størrelse med beslektede temaer som kommenterer hverandre.

• Deltakelse på studiets;samlinger er obligatorisk. Dette er nødvendig for å sikre en god samhandling og erfaringsutveksling mellom studentene, noe som er en viktig del av den samlede læreprosessen i studiet. Deltakelse er således et arbeidskrav, men innen en ramme for tilstedeværelse på minst 60 %. Det betyr minst seks av ni samlingsdager. (Dvs. at man kan være fraværende i maksimalt tre dager, eventuelt fra en av samlingene). Fravær skal meldes elektronisk via universitetets digitale læringsplattform;før dagen/samlingen man er borte fra.
• Det er også et krav at man registrerer via universitetets digitale læringsplattform;at man er kjent med alle relevante frister for innleveringer og eksamen.

Arbeidskrav;skal være levert/utført innen fastsatte;frister. Gyldig fravær dokumentert med for eksempel sykemelding, kan ikke gi fritak for å innfri arbeidskrav. Studenter som på grunn av sykdom eller annen dokumentert gyldig årsak ikke leverer/utfører arbeidskrav innen fristen, kan få forlenget frist. Dette avtales i hvert enkelt tilfelle med faglærer.

Arbeidskrav vurderes til «godkjent» eller «ikke godkjent». Studenter som leverer/utfører arbeidskrav innen fristen, men som får vurderingen "ikke godkjent", har anledning til to nye innleveringer/utførelser. Studenten må da selv avtale ny innlevering/utførelse med faglærer. Studenter som ikke leverer/utfører arbeidskrav innen fristen og som ikke har dokumentert gyldig årsak, får ingen nye forsøk.

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 Mental Health and Addiction

The following additional learning outcomes apply to candidates taking the Specialisation in Mental Health and Addiction:

• has in-depth knowledge of communication, relationships, and interaction in prevention, treatment, rehabilitation, and habilitation in mental health and addiction
• has advanced competence in mental health in different societal groups, as well as in factors that promote inclusion and participation
• has advanced knowledge of the interaction between biological, psychological, social, and cultural factors with relevance to mental health and addiction
• can possess advanced skills that include ethical reflection, awareness of one's own preconceptions, as well as users' and relatives' competence

Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges.

Eksamen vurderes med bokstavkarakterer hvor A er beste og E dårligste karakter. F er ikke bestått.

Vurderingskriterier

A, fremragende:;Fremragende presentasjon som klart utmerker seg. Kandidaten viser svært god vurderingsevne og stor grad av selvstendighet.;Kandidaten viser et høyt kunnskapsnivå, en særdeles god oversikt over kursrelevant litteratur, både obligatorisk og selvvalgt pensum, og en meget god forståelse for kursets problemområder. Begreper, teorier og empirisk kunnskap anvendes sikkert, selvstendig og reflektert i drøfting av det valgte temaet for oppgaven. Drøftingen bærer preg av analytiske problem-stillinger, framstillingen er klart resonnerende og argumentativ. Korrekt bruk av referanse og kildehenvisninger.

B, meget god:;Meget god prestasjon. Kandidaten viser meget god vurderingsevne og selvstendighet.;Kandidaten viser en meget god oversikt over emnerelevant litteratur, både obligatorisk og selvvalgt pensum, og en god forståelse for kursets problemområder. Begreper, teorier og empirisk kunnskap anvendes selvstendig i drøfting av det valgte temaet for oppgaven. Framstillingen er resonnerende og argumentativ. Korrekt bruk av referanser og kildehenvisninger.

C, god:;Jevnt god presentasjon som er tilfredsstillende på de fleste områder. Kandidaten viser god vurderingsevne og selvstendighet på de viktigste områdene.;Kandidaten viser en rimelig oversikt over emnerelevant litteratur, både obligatorisk og selvvalgt pensum, og forståelse for kursets ulike problemområder. Begreper, teorier og empirisk kunnskap anvendes tilnærmet selvstendig i drøfting av det valgte temaet for oppgaven. Korrekt bruk av referanser og kildehenvisninger.

D, nokså god:;En akseptabel prestasjon med noen vesentlige mangler. Kandidaten viser en viss grad av vurderingsevne og selvstendighet.;Kandidaten kan gjøre greie for deler av den emnerelevante litteratur, både obligatorisk og selvvalgt pensum, men viser usikkerhet i forståelsen av kursets faglige problemområde. Besvarelsen preges av gjengivelse og i liten grad drøfting av teorier, begreper og empirisk kunnskap, samt upresis og til dels feilaktig begrepsbruk. Uklar og/eller feilaktig bruk av referanser og kildehenvisninger.

E, tilstrekkelig:;Prestasjonen tilfredsstiller minimumskravene, men heller ikke mer. Kandidaten viser liten vurderingsevne og selvstendighet.;Kandidaten viser noe kunnskap om, men en svært mangelfull oversikt over relevant litteratur, både obligatorisk og selvvalgt pensum. Viser også en svak forståelse av kursets faglige problemområder. Begreper og teorier er til dels feilaktig gjengitt. Ingen relevant drøfting av oppgitte problemstillinger. Uklar og/eller feilaktig bruk av referanser og kildehenvisninger.

F, ikke bestått:;Prestasjon som ikke tilfredsstiller de faglige minimumskravene. Kandidaten viser både manglende vurderingsevne og selvstendighet.;Kandidaten har kun svært overflatisk oversikt over den relevante litteraturen, både obligatorisk og selvvalgt pensum, og viser store hull i kunnskapen om emnets sentrale temaer. Uklar og/eller feilaktig bruk av referanser og kildehenvisninger.

Alle oppgaver vurderes av en intern sensor. Ekstern sensor leser et uttrekk av eksamener;og samhandler med intern sensor på en slik måte at ekstern sensur kommer alle studentene i gruppen til gode.

Karakter på flervalgsprøven fastsettes automatisk gjennom antallet riktige svar.

Målgruppe

Målgruppen er først og fremst profesjonsutøvere som møter ungdom, slik som lærere, helsesøstre, barneverns- og sosialarbeidere og politi og som ønsker kunnskap om ekstremisme og ekstremisering.

Opptakskrav

For å bli tatt opp på studiet kreves en bachelorutdanning eller tilsvarende.

Emnet;Kunnskap om ekstremisme og radikalisering;inneholder en kombinasjon av teoretiske og praktiske disipliner og kunnskaps- og ferdighetskomponenter. Emnet inneholder følgende hovedtemaer:

• ekstremisme og ekstremiseringsprosesser
• høyreekstremisme og ekstrem islamisme
• konspirasjonsteorier
• hatprat
• relevant lovgivning

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. 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. 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.

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.

Suitability assessment

The suitability assessment is a continuous overall assessment that takes place throughout the study programme. A student must be suitable for professional practice in order to receive diploma/certificate for the study programme.

If it appears that a student may pose a potential danger to the lives, physical and mental health, rights or safety of patients, clients and users during practical training or in future professional practice, it should be asked whether the student is suitable for the profession. University staff, personnel in practical training establishment, as well as students can submit a notification of doubt. The students concerned should be informed as soon as possible if such a notification of doubt has been sent. They should receive guidance and advice on how they can improve or be advised to withdraw from the programme.

https://student.oslomet.no/en/suitability-assessment

Suitability assessment is used in specialisation in Public Health Nursing, specialisation in Cancer Nursing and in Interdisciplinary Specialisation in Mental Health and Addiction.

Programme description considered by the Academic Affairs Committee at the Faculty of Health Sciences on 12 February 2020 and finally approved by tehe Academic Affairs Committee at the Faculty of Health Sciences on 7 December 2022 (Specialisation in Mental Health and Addiction)

Adopted by the University Board 9 september 2020

Faculty of Health Sciences

The programme description applies to students starting the programme in 2022