Supplementary education for nurses educated outside the EU/EEC Programme description

Since 2017, OsloMet – Oslo Metropolitan University, on assignment from the Ministry of Education and Research, developed a complementary education programme for persons from refugee backgrounds who have an education in nursing from a country outside the EU/EEA. Nurses without refugee backgrounds can also be accepted to the programme if there are vacant places. The students must have received a decision from the Directorate of Health stating that they must complete the programme in order for their education to be deemed equivalent to Norwegian nursing education. The programme includes all* additional requirements that are necessary to be granted authorisation as a general nurse; see https://lovdata.no/dokument/SF/forskrift/2016-12-19-1732.

* dersom studenten ikke oppfyller norskkravet som kreves ved autorisasjon, i opptaket til studiet, må studenten oppfylle dette kravet før søknad om autorisasjon sendes (norsk krav jamfør forskrift om tilleggskrav for autorisasjon for helsepersonell med yrkeskvalifikasjoner fra land utenfor EØS og Sveits, § 3. Språkkrav – nettside Helsedirektoratet)

The complementary education is intended to compensate for these shortcomings so that those who have taken a nursing education can be granted authorisation in Norway and thereby use their expertise and find work faster.

The programme description is updated in accordance with the Regulations on National Guidelines for Nursing Programmes and the programme description for the Bachelor’s Programme in Nursing at OsloMet.

The programme description consists of courses that we deem necessary for persons who have taken their education outside the EU/EEA in order to bring their education on a par with the Norwegian education.

All teaching, coursework and assessments will be in Norwegian.

The target group for the programme is primarily persons from refugee backgrounds who hold a residence permit and who have taken nursing education in a country outside the EU/EEA.

The programme is relevant to nurses without refugee backgrounds who have taken nursing education in a country outside the EU/EEA. The target group must have had their applications for Norwegian authorisation rejected in a decision from the Norwegian Directorate of Health, and been informed that they must take complementary education for nurses as part of a qualification measure to be granted Norwegian authorisation.

The use of clothing that covers the face is incompatible with taking the programme. During the programme's periods of clinical training, the students must always comply with the clothing regulations in force at the establishment where their practical training is taking place.

Admission requirements:

• Administrative decision from the Directorate of Health dated after 1 June 2015 stating that complementary education must be taken in order to achieve a corresponding nursing education as a measure towards being granted authorisation as a nurse in Norway.
• Completed nursing education from countries outside the EU / EEA .
• Meet Norwegian and English language requirements as stipulated in the Regulations concerning Admission to Higher Education.

In the event of competition for places on the programme, applicants with documented refugee backgrounds from outside the EU/EEA area will be given priority. Applicants are then ranked in accordance with the provisions set out in the Regulations relating to Admission to Studies at the university.

Applicants who are admitted to the programme must submit a transcript of police records, cf. the Regulations concerning Admission to Higher Education Chapter 6.

Opplysning om autorisasjon:

For å søke autorisasjon i etterkant av studiet må du i tillegg til karakterutskriften legge ved dokumentasjon på norskkrav jamfør forskrift om tilleggskrav for autorisasjon for helsepersonell med yrkeskvalifikasjoner fra land utenfor EØS og Sveits, § 3. Språkkrav

Students taking the programme have taken nursing education at a higher level in a country outside the EU/EEA. The Directorate of Health considers what learning outcomes applicants need to complete in order to reach the Norwegian nursing education standard. This assessment forms the basis of admission qualification.

After completing and passing the complementary education for nurses who have completed an education outside the EU/EEA, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has knowledge of the importance of science and history to general nursing knowledge
• has knowledge of discipline criticism and research ethics
• has knowledge of various methods of collecting and processing of research data
• has knowledge of ethical theory and different views on values, perspectives on humanity and beliefs
• has knowledge of professional ethical values and principles
• has knowledge of communication and relations-building between professionals and users
• has knowledge of intercultural communication
• has knowledge of the health and social welfare sector and decision-making processes at the municipal, regional and national levels, health and socio-political priorities and the relationship between public and private healthcare
• has knowledge of laws, regulations and agreements that regulate matters that fall under the health and social welfare sector, case processing and funding of services
• has knowledge of cultural diversity in the Norwegian health services
• has knowledge of drug administration
• has knowledge of disorders and illnesses relating to different groups of patients in different contexts
• has insight into relevant academic and professional ethical issues and can apply professional ethical guidelines for nurses

Skills

The student

• can use knowledge of ethical dilemmas
• can apply interdisciplinary cooperation and communication in groups and organisations
• can apply interdisciplinary cooperation and communication in meeting with patients, next of kin and employees from other cultures
• can read research reports and make use of research results in professional practice
• can observe, assess, plan, conduct, evaluate and document the provision of care to patients and next of kin
• can provide sound drug administration
• can plan and provide patient-centred supervision, counselling and instruction to patients, next of kin and health personnel about problems that arise in connection with illness, suffering and death

General competence

The student

• can communicate important theories, issues and solutions in the field, both orally and in writing
• can contribute to the development of sound nursing practices by share professional opinions and experience
• has insight into service development, innovation, creativity, and how technology can influence service provision
• can demonstrate a socially critical and analytical approach to the health service
• can reflect on how legislation is applied in the health services

The programme is taken as a full-time course of study over one year.

The students are placed together in a separate class, but will be taught and take some of the courses together with the other students where appropriate. This applies in particular to the courses SKOMPPRA20 Nursing Persons with Mental Health Issues and SKOMP3910 Bachelor’s Thesis, which overlap 100% with courses taken on the full nursing education programme.

The students will also receive follow-up and supervision throughout the year in connection with the courses.

OsloMet emphasises a good and developing learning environment that the students can thrive in. The work and teaching methods have been developed on the basis of a socio-cultural view of learning, where the overriding principle is to make use of your own thoughts, knowledge and experience. Written and spoken Norwegian professional language will be emphasised throughout the course. The student’s own efforts, individually or together with others, are decisive for good learning outcomes. Students are expected to prepare ahead of organised teaching activities. Varied work methods are used both in theoretical subjects and in clinical training and these can be carried out physically on campuses or on digital platforms.

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

Self-study and student cooperation

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

Group work

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

Digital learning resources

Digital learning resources video clips, podcasts, games, academic texts, articles and interactive assignments used as part of the learning methods. Digital co-writing tools are used in some courses for the purpose of sharing knowledge and producing texts together. Digital self-corrected tests (quizzes) provide an opportunity for the students to practise and test their knowledge of the course content.

Simulation and skills training (SF-unit)

The goal of the simulation and proficiency unit (SF-unit) is to enable students in the nursing profession to learn and practise different skills and procedures to be prepared to meet the field of practice, both as a student and as a nurse, and to prepare for the trade exam.

Lectures

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

Flipped classroom

Through the flipped classroom, students work on digital learning resources before they attend joint lectures. During teaching sessions, students work on problem-solving activities, often in the form of group work or seminars.

Seminar/workshop

Here, students practise using professional terminology, expressing their own opinions and reflecting on their own attitudes and actions, in addition to presenting and discussing subject matter and assessing other students' academic presentations. In the workshop, students can work with, for example, drug billing and the development of professional language.

Posters

Posters are a visual presentation where different types of projects are presented in a short and systematic manner.

Interprofessional cooperative learning (TPS)

Interprofessional cooperative learning comprises all ways of working where students participate in clinical training arenas that entail cooperation with professionals from other fields.

Students are expected to prepare ahead of each clinical training period. In preparation for each period, teaching sessions will be held at the university or digitally. The theme for preparatory theory week is:

• Communication in clinical training with patients, next of kin and colleagues
• Training and supervision in the university’s simulation and skills unit
• How the learning outcomes for the clinical training can be specified in the practical training

SupervisionClinical training is supervised. This means that the contact lecturer from the university supervises the students both individually and in groups throughout their clinical training, in cooperation with a supervisor from the professional field. The supervisor from the professional field follow op the students here.

Written assignments In each clinical training period, the students submit written assignments that are delivered to the contact lecturer, which forms the basis for the supervision. The students will receive written or oral feedback. The assignments are an integrated part of clinical training and form part of the assessment of the student’s common knowledge/general competence.

ShiftsAttendance at clinical training totals an average of 30 hours a week. Study days must be evenly distributed over the course of the clinical training period. Depending on the clinical training establishment and period, the student should do shifts during the day, evening, night and weekend during the period, and he/she should primarily follow the clinical training supervisor’s shift arrangements where possible. The shift plan functions as a contract and cannot be changed without the approval of the contact lecturer and the clinical training supervisor.

Compulsory attendance and absence from clinical trainingThe practical training takes place in Oslo and in the Eastern part of the country, and commutes are therefore to be expected. Each week of the practical training is planned with an expected workload of 40 hours. Students’ clinical training can only be assessed if their attendance is sufficiently high. It is the student’s responsibility to ensure that their absence from clinical courses does not exceed the permitted amount. The frames are:

• Less than 10% absence: The student can complete the clinical course as normal.
• 10–20%: If possible, the student can make up for the clinical training missed. This must be agreed with the clinical training supervisor and the contact lecturer at the university.
• More than 20% absence: The student must re-take the whole clinical training course.

Illness during clinical training periodsIf students fall ill and their absence from a clinical course exceeds 20%, a medical certificate is required for all days of absence in excess of 10%. The absence will then be deemed to be valid, and the student will have to re-take the clinical course in its entirety. This will lead to delayed progress in the programme.

Criteria practical training

One or more of these criteria is the basis for the grade Failed in practical training in the complementary programme at OsloMet:

The student:

• has not complied with the attendance requirement or failed to attend practice training without a valid reason and without giving notice
• has not achieved learning outcomes and completed compulsory activities requirements set for the practical training period
• has endangered the patient's life and health by going beyond the limits of their own competence
• has not requested or taken into account guidance, or shown a willingness to acquire a lack of knowledge or competence
• shows lack of self-insight
• shows a lack of language and/or communication skills

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

The purpose of the coursework requirements is to:

promote progress and academic development

encourage students to seek out and acquire new knowledge

facilitate cooperation on and communication about nursing issues

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

Attendance

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

If a student exceeds the maximum limit for absence, the person responsible for the course/lecturer will consider whether it is possible to compensate for absence by meeting alternative requirements, for instance oral or individual written assignments. Whether or not it is possible to compensate for absence depends on the extent of the student’s absence and which activities he/she has missed.

Written and digital work

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

Activities

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

C

Different forms of assessment are used in the programme that are adapted to the learning outcomes of the different courses. The forms of assessment used are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. The students will receive advice and supervision and have their performance assessed during the programme. It is important and necessary to assess students’ knowledge and skills often, so that the students receive feedback on their performance is in line with the programme’s requirements and whether they have achieved the learning outcomes.

The assessment of exams and clinical 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 – Oslo Metropolitan University, and the Guidelines for Appointment and Use of Examiners at OsloMet – Oslo Metropolitan University.

Passing the trade exam is one of the conditions for being granted authorisation as a general nurse. On 5 June 2019, the Directorate of Health decided that students who complete the programme at OsloMet meet this additional requirement by taking SKOMP3000.

Exam papers and coursework must be written in Norwegian or another Scandinavian language.

AssessmentThe 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.

Transcript of gradesAll grades will be included in the transcript of grades. The practical examination in nursing must be completed in order to pass the programme and be awarded 60 credits.

Resit and rescheduled examsResit and rescheduled exams are carried out 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 gradesGrades 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.

Suitability assessment

The suitability assessment is a continuous overall assessment that takes place throughout the study programme. If a student shows signs of posing a potential threat to patients’ and/or colleagues’ physical and mental health, rights and safety, questions must be raised about whether the person is fit to practise the profession. Staff from the university, the professional field and fellow students may all submit a notification of doubt. Students must be informed as soon as possible that the notification has been submitted. They will be given supervision and advice on how to improve or be advised to leave the programme.

The aim is to assess whether the students have the professional and personal qualifications required to work as a nurse. More detailed provisions about the assessment of suitability can be found in the Regulations relating to Suitability Assessment in Higher Education.

https://student.oslomet.no/skikkethetsvurdering

Transfer discussion

If a student or subject teacher/contact teacher reports a need for a transfer discussion, an interview can be called before the next course. In some cases, the head of studies and a representative of the Section for Academic Affairs may also attend.

The purpose of the transfer discussion is to clarify how the student can implement their learning outcomes in the best possible way in the next course, by facilitating various learning challenges and guidance needs.

Approved by the Academic Affairs Committee at the Faculty of Health Sciences 14 October 2020

Last adjusted by the Vice-Dean of the Faculty of Health Sciences 18 Januaray 2024.