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

Students need a Higher Education Entrance Qualification in order to qualify for admission to the Bachelor Programme in Child Care and Welfare.

Applicants who do not have the Higher Education Entrance Qualification can apply for admission on the basis of prior learning and work experience. At least five years of relevant work experience is then required, and the applicant must be 25 or over in the admission year, cf. the Guidelines for admission on the basis of prior learning and work experience at OsloMet.

Transcript of police records

Students must present a transcript of police records on admission to the programme. The transcript is handed in at the beginning of the programme. See also the Regulations concerning Admission to Higher Education, Sections 6-1 and 6-2.

Through the programme, the candidate will develop broad expertise that builds on contributions from several relevant disciplines in the social sciences, humanities and natural sciences. The programme’s learning outcomes correspond with the learning outcomes specified in the Regulations on national guidelines for the education of child welfare officers, adopted by the Ministry of Education and Research on 15 March 2019. The Regulations describe the purpose of the programme, competence areas, learning outcomes and the structure of the programme’s practical training component (https://www.regjeringen.no/contentassets/5af90a9044c74d568d7de5c1d7f554eb/forskrift-om-nasjonal-retningslinje-for-barnevernspedagogutdanning.pdf).

The learning outcomes are grouped under the categories knowledge, skills and general competence, and are related to four overarching competence areas:

· Child care and welfare expertise

· Upbringing and family life

· Professional role, ethics and cooperation in the child’s best interests

· Innovation, critical thinking and evidence-based practice

Knowledge

The candidate

· has broad knowledge of the social mandate of the child welfare services, partners, the division of responsibility and tasks in the social welfare administration and multidisciplinary knowledge about fundamental child care and welfare topics, issues and processes

· has broad knowledge of applicable Norwegian and international law of relevance to child care and welfare and relevant legal methods

· has broad knowledge of children’s upbringing, childhood, socialisation, learning, formative education and development, and family and network cooperation, with particular understanding of children, young people and families in vulnerable life situations

· has broad knowledge of assessing and understanding what is in the child’s best interests, and children and families’ rights, including the rights of Sami children to practise their own language and culture

· has broad knowledge of neglect, abuse and violence including potential causes, characteristics and consequences

· has knowledge of different educational methods and measures in social therapy and other child care and welfare work

· has broad knowledge of communication, conflict management and interdisciplinary, inter-agency and interprofessional cooperation in a diverse society

· has knowledge of professional ethics, ethical values, dilemmas and issues in the area of child care and welfare and of inclusion, non-discrimination and equality

· has knowledge of relevant debates, research and development work and innovation processes

Skills

The candidate

· can apply relevant legislation, regulations, guidelines and knowledge from research, experience and from children, young people and parents as the basis for evidence-based practice in work with children, young people and families

· can apply relevant knowledge from children and young people as part of the basis of ensuring children and young people’s participation and co-determination

· masters preventive and health promoting work in arenas where children and young people spend time, and can apply multi-disciplinary knowledge to social therapy work

· can apply relevant measures that contribute to work inclusion of young people in disadvantaged situations, and reflect on power relations, professionalism and their own professional role when working with children and families

· can apply professional knowledge to communicate and cooperate expediently with children, young people and parents/guardians, and can talk to children about topics such as neglect, violence and abuse

· can apply professional knowledge of cultural diversity and demonstrate multicultural understanding and cultural sensitivity when providing services

· can use experience and knowledge to build relations, cooperate and communicate in a way that promotes inclusion, participation and co-determination

· can apply new academic knowledge in a methodological and scientific way for the purpose of professional development, quality improvement and service innovation

General competence

The candidate

· can use knowledge and experience to investigate, adapt, carry out, document, analyse, assess and evaluate child care and welfare work, and safeguard the child’s best interests and children and families’ rights in an ethical and responsible manner, both independently and when working with others

· has insight into their own preconceptions, attitudes and values and the importance of relational competence in child care and welfare work

· can use knowledge, skills and experience to demonstrate understanding, empathy and recognition when working with children, young people and families in vulnerable life situations

· has insight into and can handle ethical issues in the field of practice and their own service provision

· has insight into and can safeguard children, young people and families’ rights and help to ensure equitable services in a diverse society

The structure of the programme promotes the integration of theory and practice, academic progress, a continuous profession-oriented approach and alignment with research. The students will practise critical and ethical reflection and practical skills, and will be challenged to work on their own attitudes and preconceptions.

The teaching methods, syllabus and forms of assessment correspond with the learning outcome descriptions. Academic progress is achieved by the student developing their expertise from general towards specialised child care and welfare expertise. To achieve this principle, the programme is structured so that each year has overarching core topics that will be covered.

Core focus areas in the first year are the professional practitioner and fundamental theory. Recurring topics are the relationship between self-understanding as a professional practitioner and understanding of the other, as well as ethics and theory of science. Work arenas for the child welfare officer form a core aspect of the second year. Recurring topics are knowledge management, user participation, critical reflection and practical skills in fields characterised by power and control. Practical training and critical reflection are in focus in the third year. The students will select specialisation areas and practise critical and analytical reflection on topics related to professional practice. The courses in the programme are centred around four subject areas that run as a thread throughout the programme.

· child care and welfare in the welfare state

· psychosocial perspectives

· law

· practical training

In the final semester, students will work on a bachelor’s thesis with the aim of integrating all four subject areas.

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

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 students can also choose one or more elective courses depending on their chosen specialisation.This does not apply to the two specialisations cancer nursing, public health nursing and mental health addiction as they only have compulsory courses in their programme structures.

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.

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.

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/MAPSY4070 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 and research ethics.

The second course, MAVIT4060, provides students with a deeper understanding of qualitative and quantitative research methods.

The third course, MAVIT4070/MAPSY4070, 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/MAPSY5910/20), respectively. Whether the students are able to choose the scope of their master’s thesis depends on the specialisation they have been admitted to. Students will develop a project description as part of the course MAVIT4070/MAPSY4070 Research Design and Project Description, 10 ECTS credits. 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:

MAVIT4070/MAxxx4070 must be passed before the master's thesis can be started. 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 MAPSY4200, MAPSY4300, MAPSY4400, MASPY4500 and MAPSYPRA20 for a more detailed description of the content of the specialisation courses.

Practical training is an important part of the programme and will contribute to integrating the learning outcomes in relation to knowledge, skills and general competence. The practical training is designed to support students’ achievement of the learning outcomes. The scope of practical training is 24 weeks, of which a minimum of 20 weeks is in authentic work situations.

Practical training, first year of the programme: In order to take part in practical training, students must have passed an exam corresponding to at least 20 credits from the autumn semester of the first year.

Practical training, third year of the programme: Students must have completed and passed the second year of the Bachelor Programme in Child Care and Welfare.

The students will have two longer periods of practical training in different fields of work that are relevant to child welfare officers, in addition to some shorter placements. Through the practical training, the students will experience establishing contact with children and families in different arenas, and of assessments/investigations, evaluation and decision-making processes in child welfare cases. The students will participate in cooperation meetings and become familiar with interdisciplinary work at the individual and system level.

Students will be supervised by professional practitioners during practical training. A plan containing learning outcomes will be drawn up for each student. Supervision is used, among other things, to develop understanding of the relationship between theory and practice in child care and welfare work. The students will develop their capacity for practical, ethical and critical reflection. They will be followed up by contact lecturers from the university during their period of practical training.

Practical training regulations

The periods of practical training must be completed and approved in accordance with the applicable regulations. Reference is made to the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University, Chapter 8 in particular. Supervised practical training. Number of attempts. A diploma will not be issued until the external practical training has been approved. Students who have not completed the whole programme can be issued a transcript of the exam records for the exams and parts of the programme they have completed.

The student and supervisor are assigned a contact lecturer at the university. The university college conducts visits to the practical training establishment as necessary. The university offers free supervisor training in the university’s geographical area.

Duties

Students are to carry out duties of a type that child welfare officers at the workplace normally do. The work duties should be varied. On the basis of the daily tasks, the students are encouraged to see the connection between the institution's tasks and general issues regarding its purpose, framework and work methods. The student's learning objectives must be formulated in a learning contract entered into between the student, supervisor and practical training establishment (see below).

The student must comply with the ordinary norms and rules that apply in working life. Reference is made to the applicable agreements and provisions set out in the Working Environment Act. If the practical training establishment has its own personnel regulations, the student must act in accordance with the sections regulating conduct on duty. The students must familiarise themselves with the duty of confidentiality and submit a written declaration of confidentiality on arrival at the practical training establishment. The student is expected to be familiar with the professional ethical principles and guidelines for child welfare officers and comply with them.

Working hours and attendance requirements at the practical training establishment

The student must comply with the practical training establishment's working hours. At workplaces where employees work in shifts, there should be a reasonable balance between daytime work and evening work. Night shifts are not to be included in the students’ working hours unless otherwise agreed.

The period of practical training is compulsory, and an 80% attendance requirement applies. Absence of up to 20% is only accepted in connection with illness, holding an office or approved leaves of absence. Any absence in excess of this must be made up for, and an agreement must be reached with the university and the practical training establishment about how this can be done.

Supervision

Every student must have a practical training supervisor at the practical training establishment. The supervisor should preferably have a social care education at university or university college level, and should preferably be a child welfare officer.

The student must receive at least one supervision session per week. Supervision can take place in groups, normally in combination with individual supervision at the beginning, midway and upon completion. The times and dates of supervision sessions should be decided as soon as possible after the student starts the period of practical training.

The supervision will be organised such that it enables the student to actively reflect on academic and ethical issues, and on what personal competence is in the context of practical social work. The supervisor follows the student's learning process and takes active responsibility for ensuring the required progress. Planning duties/learning objectives, their follow-up and assessment and any adjustments to duties/learning objectives fall under progress in the learning process.

The student is responsible for preparing content for the supervision sessions, with the help of the supervisor. The student will receive continuous feedback about how they are doing at the practical training establishment. The student will also receive more extensive feedback from their supervisor halfway through the practical training period and on conclusion of the placement. To what degree the student has met the learning objectives in the course description will be assessed, and whether they have met the learning objectives set out in the cooperation between the student, supervisor and practical training establishment.

The practical training supervisor's evaluation

On completion of the practical training period, the student submits a self-evaluation report. The report is a written evaluation of the student’s learning progress and completion of the practical training period, based on the learning objectives formulated in the learning contract. In the same document, the supervisor will confirm any absence and give a recommendation to approve/not approve the practical training period.

Assessment of practical training

Assessment is conducted in accordance with the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University Chapter 8. Approval/non-approval of the practical training period is an individual decision pursuant to the Public Administration Act. The formal assessment is related to completed and approved coursework requirements, including attendance requirements for practical training and completion of supervision sessions. The faculty decides whether to grant approval.

Doubt regarding approval/non-approval

The practical training supervisor, contact lecturer and/or department can raise doubt regarding whether to approve practical training, or advise not to. When there is doubt regarding approval, or if a recommendation has been made not to grant approval, the department must be notified immediately via the person responsible for the course.

If there is doubt regarding whether to approve the practical training, the student must be notified of this in writing as soon as possible and no later than three weeks before the end of the practical training period. Before the student is notified, the affected parties (student, programme representative and practical training establishment representative) must be called to attend a meeting. The initiative to hold such a meeting must be immediate and the university is responsible for inviting the parties and holding the meeting. Minutes are to be kept. The parties must be given the opportunity to comment on the minutes. Any comments must be in writing and sent to the university by care of the dean within a week of the minutes being circulated.

If the grounds for doubt concerning approval permit, a written plan for correcting the factors on which the doubt is based must be prepared. The plan must in such cases contain specific measures and specify the division of responsibility for implementing such measures. The parties must agree on a date for an evaluation meeting to assess the effect of the corrective measures. If doubt is raised concerning approval, the student must demonstrate satisfactory progress during the remainder of the practical training to pass.

If the university decides that the practical training period should not be approved, the student must be informed of this and of the grounds for the decision in writing as soon as possible. The case must then be submitted to the practical training committee as soon as possible. The practical training committee decides if the case is sufficiently documented, and acquires additional information as necessary. The practical training committee then makes the final decision. The decision must be explained in writing.

Appeals

Decisions to not approve the practical training cannot be appealed unless a formal error has been made. This means that it is not possible to appeal against the assessment on which the decision to deny approval is based. For appeals against formal errors, the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University apply. The Appeals Board at OsloMet is the appeals body.

New period of practical training

See the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University, and the section on Rules for study progress.

Exclusion

A student who has acted in a grossly reprehensible manner during practical training may, if the Board of the university so decides, be excluded from the programme for up to three years, cf. the Act relating to Universities and University Colleges.

Case processing requirements

The decisions are, as mentioned, individual decisions and are subject to the case processing requirements that apply to such decisions at OsloMet – Oslo Metropolitan University.

Child welfare education is governed by the Regulations relating to national guidelines for child welfare education of 2019. Regarding practical training, the Regulations state:

§ 17 Practical training

Practical training is a key part of the programme, and is intended to contribute to the integration of learning outcomes in terms of knowledge, skills and general competence. The practical training shall be designed to ensure that the learning outcomes are achieved. Practical training should cover 24 weeks, of which a minimum of 20 weeks should be spent in authentic professional situations. Practical training should be carried out in direct work with vulnerable children, adolescents and/or their families.

The main emphasis of the practical training should be carried out within municipal and central government child welfare services. During the practical training, students will gain experience in establishing contact with children and families, as well as investigating, assessing and solutions in child welfare cases. Furthermore, the student will participate in collaborative meetings and gain knowledge of interdisciplinary cooperation at individual and system level.

In order to fulfil the regulations' requirements related to practical training, it is considered that students must have the main part of their practical training within municipal/state child welfare services in Norway. It is therefore not possible to exchange students on this programme.

Coursework requirements are compulsory assignments with the purpose of training students' written and oral skills in obtaining knowledge and analysing, organising and presenting it in an understandable manner. They can be individual or group assignments.

Required coursework must be submitted by given deadlines and the student will receive different forms of feedback. Failure to submit required coursework will result in loss of the right to take the exam. An overview of submissions and deadlines will be published in Canvas.

Written work must follow the approved APA citation style (American Psychological Association). All assignments must be written in Calibri 12-point font with 1.5 line spacing.

Compulsory teaching activities

Parts of the teaching are compulsory. The attendance requirement for compulsory teaching activities is 80%. If a student's absence exceeds 20%, a comprehensive coursework requirement is set to compensate. If a student's absence exceeds 40%, they lose the right to take the exam. Any compulsory teaching activities in a course will be stated in the respective course descriptions.

Each student is responsible for ensuring that their attendance is documented. The length of the teaching days will vary, and it is each student's own responsibility to stay informed about the teaching schedule.

Coursework requirements are all types of work, tests and compulsory attendance that are requirements for being permitted to take the examination. Coursework requirements can be individual or in groups. 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 exceeds the maximum limit for absence stated in the course description or do not participate in a group presentation, the lecturer will consider whether it is possible to compensate for absence by meeting alternative requirements. This can e.g. be written assignments or oral presentations, individually or in groups. 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. 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 the Vice Dean 13 March 2025.

Adopted by the University Board 9 september 2020

Faculty of Health Sciences

The programme description applies to students starting the programme in 2022