Master's Programme in Nursing - Clinical Research and Professional Development - Part Time 4 Years Programme description

The Master's Programme in Nursing - Clinical Research and Professional Development has a scope of 120 credits in accordance with Section 3 of the Regulations concerning Requirements for the Master's Degrees, adopted by the Ministry of Education and Research on 1 December 2005. Candidates who pass the programme will be awarded the degree Master of Nursing - Clinical Research and Professional Development.

The programme is offered as a full-time course of study over two years or a part-time course of study over three-four years. The programme also allows for an alternative course of study building on a completed Advanced Programme in Cancer Nursing (60 credits) or Public Health Nursing Education (60 credits). The advanced education programme must have learning outcomes at master's degree level. Students can then complete the nursing programme by taking four courses, included a master's thesis, over the course of one year (full-time) or two years (part-time).

The Master's Programme in Nursing - Clinical Research and Professional Development is a professional specialisation in the field of nursing that emphasises scientific thinking and research methods. Key areas of nursing research and the consequences of different concepts of knowledge analysed.

Through the master's degree programme, the nursing discipline will be developed and applied in close context with the clinical field of nursing. The term 'clinical' directs attention towards recipients of healthcare and the role of nurses. 'Clinical' in this context must be seen in broader terms to include knowledge about and an understanding of the actual or potential needs of patients and next of kin in various contexts, and an understanding of the ethical and knowledge-related basis for and actions of nursing. The focus of research and knowledge development will be related to care for groups of patients and next of kin, individually an at the system level.

Society, science and education

The master's degree programme is continuously evolving in line with relevant developments in institutional, national and international research in the field of nursing. The programme disseminates knowledge from completed and ongoing research at the Faculty of Health Sciences through courses in ethics, lifestyle, quality of life, pain, and suffering and dignity. Through its many years of educating nurses, OsloMet - Oslo Metropolitan University has developed a close collaboration with the specialist and municipal health services. This provides a unique opportunity to offer a master's degree programme that addresses important needs relating to clinical research and professional development.

New challenges for research, education and practical training

Practical training of nurses is currently a complex system that poses great requirements of practitioners at all levels. There are several large hospitals with accident and emergency units in the Oslo and Akershus area with a significant need of nurses with advanced clinical expertise. Treatment time in hospitals is short and the municipal health services have major challenges in relation to safeguarding patients and users with complex diseases and conditions, along with their families and next of kin. We see that changes in the welfare state, treatment institutions and the roles of professions have given rise to new challenges. It is not least relevant that scientific nursing research, education and practice deal with an ever growing group of actual and potential patients who, due to old age, impairments, or for cultural, ethnic or religious reasons, do not benefit in full from the health services.

It is important that students develop a professional and reflected integration of knowledge and values through the course of the programme. Professional autonomy and critical awareness are important aspects in achieving the necessary professional, scientific and political engagement.

Relevance to working life

Nurses holding a master's degree are qualified for work in specialist and municipal health services, where patient situations are complex, and decision-making, sense of responsibility, research and professional development constitute key requirements. In addition to practising direct patient care, nurses holding a master's degree can supervise students and colleagues, conduct development projects and be given extended professional responsibility in the clinical field.

Relevance to further studies

Candidates who have completed and passed the Master's Programme in Nursing - Clinical Research and Professional Development can apply for admission to various PhD programmes.

The target group for the master's degree programme is nurses who wish to specialise in the nursing field, with an emphasis on scientific thinking, research, professional development and research methods.

The target group for the alternative course of study is nurses who have passed the Advanced Programme in Cancer Nursing or Public Health Nursing Education at master's degree level (60 credits).

Reference is made to the Regulations relating to Admission to Studies at OsloMet.

The basis for admission is a three-year bachelor's degree or equivalent in nursing and Norwegian authorisation as a registered nurse.

Admission to all master's degree programmes at OsloMet requires an average grade of C or better (numerical grades: 2.7 or better) from the bachelor's degree.

Additional points are also awarded for professional clinical practice as a nurse after completing the bachelor's degree in nursing, as well as for relevant education over and above the minimum admission requirement. By relevant education is meant higher education in the health and social studies field.

There is no requirement for clinical practice after completing the Bachelor's degree program in order to apply for admission to this Master's program and thirty per cent of places on the programme are reserved for applicants competing for admission on the sole basis of minimum admission requirements (without additional points).

The elective courses can also be taken as individual courses. Special requirements apply to admission to individual courses; see the individual course descriptions.

Applicants who have completed the Advanced Programme in Cancer Nursing or Public Health Nursing Education at master's degree level

Candidates who have completed the Advanced Programme in Cancer Nursing (60 credits) or Public Health Nursing Education (60 credits) must apply for admission to the master's degree programme in accordance with the ordinary application procedure. These candidates' education may be recognised in full or in part on application.

Other relevant further education/courses at master's degree level may be recognised after admission.

After completing the master's programme in Nursing - Clinical Research and Professional Development, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The candidate

• has advanced knowledge of clinical research and professional development in the field of nursing
• has advanced knowledge in selected clinical areas of specialisation
• has advanced knowledge about the relationship between theory and empirical data in clinical research and professional development
• has advanced knowledge of theory of science and research methods

Skills

The candidate is capable of

• analysing and taking a critical approach to different sources of information and using them to structure and formulate argumentation in the field
• analysing clinical issues as a basis for research and professional development in nursing
• initiating research and professional development in practice by means of relevant research methods
• carrying out an independent, limited research or development project under supervision and in accordance with applicable standards of research ethics
• developing patient care by implementing research and engaging in professional development

Competence

The candidate is capable of

• assessing the strengths and weaknesses of specific research methods and arguing in favour of a method for solving a specific research problem
• contributing to new ideas and innovation processes in the specialist and municipal health services
• disseminating knowledge about nursing as a profession and as a science

The programme is offered as a full-time course of study over two years or a part-time course of study over three to four years. It consists of a combination of compulsory and elective courses and a master¿s thesis.

Students who have previously completed the Advanced Programme in Cancer Nursing or Public Health Nursing Education will pursue an alternative course of study commencing in January.

Several courses, both compulsory and elective courses, are organised as joint lectures with students from several other master¿s degree programmes at the department. Some teaching activities may take place at the university¿s campus in Kjeller.

Compulsory courses

MASYK/D4000 Introduction to Clinical Research and Professional DevelopmentThe course is worth 10 credits and covers fundamental topics and issues relating to nurses' responsibility for clinical research and professional development.

MASYK/D4050 Theory of Science and Research MethodsTheory of science is an important part of the basis for understanding scientific activity and different research paradigms. The course provides an overview of methodology and presents approaches to knowledge acquisition and systematic development of the profession, as well as in-depth knowledge of the research process.

MASYK/D4060 Research Methods, Quantitative ApproachThe course provides an introduction to the design of quantitative studies and analysis and assessment of quantitative data. Students will receive a practical introduction to basic statistical concepts and key statistical methods. Computer exercises using the statistics program SPSS will make up part of the course.

MASYK/D4070 Research Methods, Qualitative Approach

The course provides an introduction to qualitative methodology, enabling students to read and understand scientific articles. Students will also be introduced to how to prepare, plan and conduct a research project based within the framework of a qualitative study design.

Specialisation through elective coursesStudents must choose two elective courses in the course of the programme. Students taking the alternative course of study must choose one elective course. Elective courses can come from both the programme¿s own portfolio and other master¿s degree programmes. All elective courses have a scope of 10 credits. Different elective courses are offered each year. The elective courses are intended to help the students to acquire special expertise through in-depth study of a specific topic. Students will develop analytical competence and further develop their clinical understanding and assessment skills in their chosen topic.

From the programme¿s portfolio of master's degree courses:

• MASYK4100/MASYD4100 Clinical Examination and Approach ¿ Systematic Clinical Assessment and Use of Standardized Instruments
• MASYK4200/MASYD4200 Pain and Pain Alleviation
• MASYK4300/MASYD4300 Suffering, Dignity and Vulnerability
• MASYK4400/ MASYD4400 Quality of Life
• MASYK4500/MASYD4500 Clinical Ethics
• MASYK4600/MASYD4600 Communication and Health Counselling
• MASYK4800/MASYD4800 Health, Body and Lifestyle

For the 2019/2020 academic year, the following elective courses are offered:

• MASYK4400/ MASYD4400 Quality of Life (Autumn 2019)
• MASYK4300/MASYD4300 Suffering, Dignity and Vulnerability (Spring 2020)

Master¿s thesisThis course concludes the programme and is an independent, delimited research or development project. The scope of the thesis is 60 credits. Students with a recognised Advanced Programme in Cancer Nursing or Public Health Nursing Education will write a thesis worth 30 credits.Students who choose an exchange carry out a 30-credit assignment. The quality requirements/assessment criteria are the same, but the scope of the data used in the thesis is more extensive for a master¿s thesis worth 60 credits.

Progress requirements

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

Learning is reliant on the students' own activity, but takes place in cooperation with others in the learning community comprising fellow students and lecturers. The person learning must personally construct their knowledge and understanding. This view of learning builds on a constructivist premise where the idea is that students learn best when they are part of a binding cooperation with fellow students, lecturers and other resource persons, and when their learning is coordinated in a way that allows the work to be organised by theme.

Students will work on shared thematic areas at an increasingly advanced level. Through group work on the subject matter, each student will cover a certain aspect of the topic the group is working on. The constructivist premise means that the students present their knowledge and understanding to a given recipient group and receive feedback on their work to enable them to advance their own insight. Feedback (formative assessment) and supervision are the learning community's key activities.

Study methods that promote evidence-based practice are used throughout the programme in that the students integrate knowledge from research, experience and patient knowledge.

The programme emphasises student-active methods intended to encourage the students to actively seek relevant and reliable sources of knowledge. The process will alternate between individual work and interaction with fellow students and others in group work, seminars, exercises and clinical training.

Lectures

Lectures are, together with digital learning aids, used to introduce new subject matter, give an overview and highlight main elements and links between different topics, and also to communicate relevant issues. Some courses may be taken by students on several other programmes. Most lectures are held in Norwegian, but they can also take place in English.

Group work

Group work is used as a teaching method to encourage cooperation between students, support the learning of subject matter and provide training in cooperation and interaction skills, which are necessary in professional practice.

Seminars

Seminars are held at which students present assignment they have been working on and receive oral feedback from fellow students and lecturers. The purpose of the seminars is to stimulate each other¿s learning process, clarify students' own understanding of the subject and develop cooperation skills. The students are given an opportunity to practise their academic formulation skills, and academic discussions are facilitated between students and lecturers.

Master's seminars are organised in connection with the master's thesis at which the students present and discuss the drafts of their theses in a larger forum. Key research-related topics relevant to work on the master's thesis will be raised at these seminars. This is done to facilitate academic discussion between students and lecturers, with a focus on theory of science and scientific methods.

Self-study

The students' own activities outside formal teaching activities are an important part of their study effort throughout the programme. These activities normally take the form of individual work, but also includes cooperation with fellow students, either online and/or when meeting in person. Self-study also helps to encourage independent activity and reflection.

OsloMet has established partnerships with universities and university colleges in and outside Europe, and is a member of various academic networks. Students can apply to take parts of the programme abroad, preferably at one of OsloMet's partner institutions.

Only students who normally have passed all exams so far in the programme can take part of the programme abroad. It is possible to go on an international exchange in the third semester for full-time students and in the fifth or sixth semester for part-time students. The programme uses guest lecturers from foreign partner institutions, and the programme's own lecturers gain knowledge and experience through exchanges with the same institutions.

Coursework requirements are all types of work, tests and compulsory attendance that must be approved in order to take the exam.

Coursework requirements can be:

• written assignments
• posters with pertaining presentations
• interviews, including transcriptions and data analysis, and pertaining presentations
• clinical testing in the practice ward/skills centre
• oral presentations in groups and feedback to fellow students following their presentations
• documentation of literature selected by the student
• presentations in the master¿s seminars
• knowledge dissemination using various approaches and to different target groups

The course descriptions specify which coursework requirements apply to each course. The main purposes of coursework requirements are to promote the students¿ progress and development in the programme, ensure participation where necessary to achieve a given learning outcome, encourage students to seek out and acquire new knowledge and facilitate cooperation and communication in relation to issues in the field.

Written work that is not approved must be improved before re-submission. If the assignment is not approved on re-submission, the student cannot take the ordinary exam/assessment. Students are entitled to a third attempt before the resit/rescheduled exam. If an assignment is not approved the third time it is submitted, the student must re-take the course the next year.

If students have special reasons that prevent them from completing the coursework described in the course description, alternative work methods can be agreed with the person responsible for the course or programme.

Students will encounter different forms of assessment during the programme. The forms of assessment used have a double purpose: to promote learning and to document that the students¿ competence is adequate in relation to the applicable learning outcomes. By giving the students qualified and frequent feedback, in relation to both processes and products, the information about the competence achieved can motivate them for further efforts.

Each course concludes with a summative assessment. The assessment is based on the learning outcomes for the course and on whether the examiners agree that the student has achieved the planned learning outcomes.

The assessments are carried out in accordance with the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations, and the guidelines for appointment and use of examiners at the university.

The final assessment for each course and the title of the master's thesis will be entered on the master's degree diploma.

Assessment

The grades used are pass/fail or a grade scale with letter grades from A to F, where A is the highest grade, E is the poorest pass grade and F is a fail. In connection with group exams, all students in the group are awarded the same grade.

See Universitets- og høgskolerådets description https://www.uhr.no/_f/p1/i4bfb251a-5e7c-4e34-916b-85478c61a800/karaktersystemet_generelle_kvalitative_beskrivelser.pdf

Resit and rescheduled exams

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

Appeals against grades

Grades awarded for written exams can be appealed. It is not possible to appeal the grades awarded for oral and practical exams. In connection with group exams, 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 exists for the programme as required by the guidelines for appointment and use of examiners at the university. The duties of the external programme supervisor are to:

• supervise the assessments given and assessment processes for each of the courses in the master's programme
• evaluate exam questions and assessment criteria for grading in two courses per year
• assess the connections between the programme description's learning outcome descriptions, teaching arrangements and types of assessment
• give the academic environment feedback and advice that can be used in the ongoing work on quality of education

Studiets oppbygging fremmer integrering av teori og praksis, faglig progresjon, gjennomgående profesjonsretting og forskningsforankring. Studenten får trening i kritisk og etisk refleksjon samt praktiske ferdigheter, og utfordres på å arbeide med egne holdninger og forforståelser.

Barnevernspedagogutdanningen er et fulltidsstudium, og arbeidsbelastningen er beregnet til ca. 40 timer pr. uke inkludert selvstudium.

Undervisningsformer, pensum og vurderingsformer korresponderer med læringsutbytteformuleringene. Faglig progresjon ivaretas ved at studenten bygger sin kompetanse fra generell mot spesialisert barnevernfaglig kompetanse. For å ivareta dette prinsippet er studiet bygd slik at hvert studieår har sine overordnede tema for undervisningen.

I det første studieåret står profesjonsutøveren og grunnlagsteoriene sentralt. Gjennomgående temaer er forholdet mellom egen selvforståelse som profesjonsutøver og forståelser av den andre, etikk og vitenskapsteori. I det andre studieåret står arbeidsarenaer for barnevernspedagogen sentralt. Kunnskapsforvaltning, brukermedvirkning, kritisk refleksjon og praktiske ferdigheter i felt preget av makt og kontroll er gjennomgående temaer. I det tredje studieåret står praksis og kritisk refleksjon sentralt. Studentene velger områder for fordypning, og får øvelse i kritisk og analytisk refleksjon over praksis- og profesjonsrelevate temaer. Emnene i utdanningen er sentrert omkring fire faglige områder som er gjennomgående i hele studiet:

· barnevern i velferdsstaten

· psykososiale perspektiver

· juss

· praksisstudier

I det siste semesteret har arbeidet med bacheloroppgaven som mål å integrere alle de fire faglige områdene.

Tverrprofesjonelt prosjekt - INTERACT

Emner og undervisningsopplegg som er felles med andre utdanninger ved OsloMet:

INTERACT (Interprofessional Interaction with Children and Youth) er et tverrprofesjonelt undervisningsopplegg ved OsloMet, der studenter fra både helse- og sosialfagutdanningene og lærer/barnehagelærerutdanningene møtes i tverrprofesjonelle grupper. Hensikten er å sikre at studentene får kompetanse til å møte samfunnets krav til bedre samordning av tjenester som berører barn og unge. Undervisningsopplegget bygger på pedagogiske prinsipper om interaktivitet og spirallæring, med utstrakt bruk av digitale lærings- og vurderingsverktøy for å understøtte læringen.

Undervisningen (INTER1100, INTER1200 og INTER1300) gjennomføres første undervisningsuke hvert vårsemester for studenter i henholdsvis 1., 2. og 3. studieår og er integrert som obligatoriske arbeidskrav i allerede eksisterende emner i programplanen.

INTER1100, 1. studieår, her får studentene kunnskap om barn og unges oppvekst i et samfunn med sosialt og kulturelt mangfold. De får trening i å samhandle og reflektere sammen med studenter fra andre profesjonsutdanninger om utfordringer i barn og unges hverdagsliv.

INTER1200, 2. studieår, her får studentene økt kunnskap om kommunikasjon og samhandling om og med barn, unge og deres familier. Studentene får ytterligere trening i å samhandle med studenter fra andre profesjonsutdanninger.

INTER1300, 3. studieår, handler om samarbeidspraksiser. Studentene reflekterer sammen over utfordringer og muligheter som ligger i ulike former for samarbeid, og trekker aktivt inn erfaringer fra egen utdanning og praksis.

Godkjenningen av arbeidskrav og obligatoriske aktiviteter skjer av fagansvarlige for INTERACT, og følger fristene som er satt i INTER-emnene, se i INTER-emnene i Canvas når disse er publisert (i slutten av høstsemesteret). Den endelige registeringen av at arbeidskravene er godkjent som en integrert del av bachelorprogrammet, skjer av studieadministrative grunner i det siste emnet på vårsemesteret i de ulike studieårene.

For nærmere beskrivelse av INTERACT les her.