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

The programme consists of a training component and a research component. The training component has a scope of 30 ECTS credits, and the research component is worth 150 ECTS credits. Through the training component, the students acquire theoretical and empirical insight into and methodological expertise in studies of general educational science issues of relevance to teacher education. Through the research component, the students develop their ability to identify needs for new educational science research of relevance to the knowledge base and action competence in teacher educations, as well as the ability to problematise and disseminate such knowledge.

The programme emphasises combining academic depth and breadth. In the training component, the students are expected to achieve academic breadth through the common compulsory course (10 ECTS credits) Theories of Knowledge in Teacher Education Research, as well as elective courses in philosophy of science, methodology and ethics (minimum 10 ECTS credits) and elective specialisation courses (10 ECTS credits).

Students who have completed parts of the training component at OsloMet up to twelve (12) months before their admission can be exempted from the regulation that at least 20 credits must be taken after admission. Students may still be required to complete additional courses if it´s academically justified hence the learning outcomes for the Ph.D. and the project's theme and/or method. An evaluation of the training component is done in connection with the students' admission to the programme.

In the research component, the students are expected to achieve academic depth through work on a scientific thesis with a view to acquiring researcher qualifications in educational sciences for teacher education characterized by an ability to identify, design, conduct and disseminate relevant research.

Multicultural and international perspective

Multicultural and international perspectives are discussed in all specialisation courses included in the programme.

Gender perspective

Gender and equality perspectives are discussed in all specialisation courses included in the programme.

Ethics

Ethical issues are a particular focus in the philosophy of science, research methodology and ethics courses.

The training component (30 ECTS credits)

The training component is intended to underpin the student’s research.

In the course Theories of Knowledge in Teacher Education Research, the student is expected to acquire theoretical and empirical insight into general educational science issues of relevance to teacher education. The course is compulsory for the PhD Programme in Educational Sciences for Teacher Education. The course is taught every academic year.

In the philosophy of science, methodology and ethics courses, the student is expected to acquire insight into philosophy of science, methodology and research ethics topics with a view to developing their ability to conduct scientific analyses and critically analyse and assess complex connections in the field using adequate methods. The PhD programme offers courses in philosophy of science, methodology and ethics. These courses will vary between academic years. In consultation with the supervisor, the student will choose philosophy of science, methodology and ethics courses that meet his/her needs in relation to the thesis. The student may also choose philosophy of science, methodology and ethics courses from other programmes at OsloMet or from other universities and university colleges. International PhD courses may also be included in the degree.

The elective specialisation courses are intended to give students an opportunity to acquire knowledge in areas of relevance to their work on the thesis. Every year, the PhD Programme in Educational Sciences for Teacher Education offers different elective specialisation courses with a scope of 5 ECTS credits each. These courses will vary between academic years. Students may also choose a course or courses from their own PhD programme or from other programmes at OsloMet or from other universities and university colleges. International PhD courses may also be included in the degree.

All courses taught as part of the PhD Programme in Educational Sciences for Teacher Education will be announced on the programme’s website. The courses are described in separate course plans with information about the number of ECTS credits, content, learning outcomes, forms of assessment, assessment, teaching plan and a reading list.

Up to 5 ECTS credits of the training component may be taken pursuant to the following rules:

• Studies or a research stay at a foreign institution: 1 ECTS credit for the first two weeks, and then 1 ECTS credit per week. The stay must last for at least two weeks. The plan for the stay must be approved by the main supervisor, and the external institution must confirm that the plan has been complied with. A written report must be submitted after the stay. The ECTS credits can only be awarded if no ECTS-conferring course credits are awarded during the same stay.
• Upon application, presentations of papers at international conferences can be recognised as part of the training component, conferring a maximum of 3 ECTS credits.
• Upon application, ECTS-conferring generic courses for PhD students can be recognised as part of the training component

Recognition of courses taken at other institutions

If any PhD students wish to take courses at institutions other than OsloMet, the head of the PhD programme at the Faculty of Education and International Studies (LUI) must approve the inclusion of these courses in the PhD programme's training component.

The research component (150 ECTS credits)

Course code: PHUV9900.

The key component of the programme is the work on a scientific thesis. Provisions concerning the thesis are set out in Chapter 5 of the Regulations. In principle, the programme uses article-based theses. Alternatively, the thesis can consist of a single text (monograph).

The thesis shall be an independent piece of scientific work that meets international standards in the field. It shall contribute towards developing new academic knowledge and shall be of a sufficiently high standard to merit publication as part of the scientific literature in the given field. Joint work can be accepted as a thesis if the PhD candidate's independent contribution can be identified and documented.

Work and teaching methods

The individual courses in the training component are usually taught over one semester. As a rule, the compulsory course will be taught in the autumn semester. The teaching methods used are lectures, seminars and supervision. For more information, see the individual course descriptions.

Supervision

The students are entitled to up to 210 hours of supervision during their work on the thesis. They are expected to make active use of this offer. The main supervisor should preferably be affiliated to OsloMet. Students can apply to have a co-supervisor from another institution appointed. The supervision agreement should stipulate the planned use of the supervision hours. At the first supervision session of each semester, a meeting schedule and a plan for how to use the time must be prepared. The supervision sessions include preparation, conversations with the PhD student and follow-up work. The supervisor’s obligations and rights are regulated in Chapter 3 of the Regulations.

The main supervisor has formal responsibility for matters concerning the student. If the main supervisor does not work at OsloMet, the co-supervisor must be affiliated to OsloMet, and the main supervisor and co-supervisor will share responsibility in such cases. Reports and written works must be presented to both the external and internal supervisor.

The internal supervisor is obliged to maintain contact with the student and to stay informed about how the work is progressing. The student shall be included in and be supported by a relevant and active academic and research community. The internal supervisor is responsible for involving the student in the academic community. However, the supervision shall consider that the thesis is to be a piece independent scholarly research.

Seminars

Each semester, seminars on interdisciplinary topics will be organised where relevant issues will be discussed. In these seminars, the students will be given an opportunity to present and problematise their projects.

Dissemination

PhD students are expected to present their research at least once at an international conference. Students are also encouraged to communicate about their projects via relevant forums and channels.

Midway evaluation

A midway evaluation of the work on the thesis will be held halfway through the programme. The midway evaluation comprises an academic assessment, the purpose of which is to let the students present and evaluate the progress of their own project and provide an opportunity for the student to mention factors of importance for supervision and future progress. An external researcher will be appointed, who, together with the supervisors, the student, and the person responsible for the course, will constitute a panel. The evaluation can take around four hours. The midway evaluation is compulsory. Special guidelines have been drawn up for the student’s submission. The midway presentation, with subsequent midway evaluation of the PhD project, must take place before the PhD student has completed two years' worth of the PhD programme.

Annual progress reporting

To ensure quality and student throughput, the student and the supervisor are both obliged to submit a progress report every year. This report forms the basis for an assessment of the student’s progress in terms of his/her own research and the courses. An evaluation is also held at the end of the student’s research work during the admission period. Failure to submit a report or an unsatisfactory report may constitute grounds for terminating the agreement before the agreement period expires.

The compulsory and elective courses comprise required coursework. The required coursework is assessed as approved/not approved. The required coursework must be submitted/completed by the stipulated deadline(s). Absence for valid reasons documented by e.g. a medical certificate does not exempt students from meeting the coursework requirements. Students who fail to submit required coursework by the deadline due to illness or for other documented valid reasons can be given an extended deadline. A new deadline for meeting the coursework requirements must be agreed with the lecturer in question in each individual case.

Students who submit the required coursework by the deadline, but whose work is assessed as ‘not approved’, will be given one opportunity to resubmit the work. In such cases, the student must agree with the lecturer on resubmission of the coursework in question. Students who do not submit required coursework by the deadline without a documented valid reason will not be granted another attempt.

The coursework requirements are described in more detail in the individual course descriptions.

Students must write an essay as part of the compulsory course.

The elective courses offered use various exam forms which are described in more detail in the individual course descriptions.

The essay will be assessed and approved by the person responsible for the course and a member of the academic staff affiliated to the PhD programme. The learning outcome descriptions are used as assessment criteria.

If the essay is not approved, the student can submit a revised essay once by a specified deadline. The PhD Regulations Section 4-3 states that the provisions regarding cheating in the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University apply to exams or tests taken during the PhD programme's training component.

The degree PhD of Educational Sciences for Teacher Education is awarded on the basis of:

• approved completion of the training component, alternatively other approved academic training or qualification
• an approved trial lecture on a specified topic
• an approved research thesis and approved public defence of the thesis.

Assessment is regulated by Chapter 6 of the Regulations. The supplementary provisions for assessment for the degree of philosophiae doctor (PhD) at OsloMet contain more detailed guidelines on the assessment procedure for submitted theses. The diploma will state the title of the thesis and information about the academic training programme the PhD candidate has completed.

Right of appeal

Rejections of applications for assessment of the thesis and decisions not to approve a thesis, trial lecture or public defence can be appealed to the Board of Appeal pursuant to the Public Administration Act Section 28 ff. The Appeals Board at OsloMet is the appeals body.

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 trainingTThe practical training takes place in Oslo and in the Eastern part of the country, and commutes are therefore to be expected. Practical training consists of both practical training, activities along the way and supervised practical training that takes place during the practical training period. Each week is planned with an expected workload of 40 hours. Compulsory attendance during supervised practice periods amounts to an average of 30 hours per week, and 90 per cent attendance is required during this period.. 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
• has been absent from practice without a valid reason and without giving notice
• have not achieved the required learning outcomes for the practical training period
• have not completed compulsory activities or handed in written assignments that are stipulated in the assessment form for the practical training period
• has put the patient's life and health at risk by going beyond the limits of their own competence
• has not requested guidance, followed guidance, or shown a willingness and ability to acquire missing knowledge or competence
• shows lack of self-insight
• shows a lack of language and/or communication skills

Coursework requirements can be written work, compulsory attendance, oral presentations and tests that are set as a condition for taking the exam/assessment. The coursework requirements are carried out individually or in groups. Coursework requirements are given the assessment approved/not approved. During the practical training, there may be compulsory activities that are included in the overall assessment of the course. Reference is made to the course descriptions for further information on which coursework requirements and compulsory activities apply in the course description.

The purpose is to promote progression and professional development in the programme, stimulate seeking out and acquiring new knowledge and facilitate interaction and communication on academic issues. Coursework requirements and compulsory activities are designed for students to develop competence in line with the learning outcome descriptions in the course.

Normally, there are three attempts at coursework requirements. 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 a resit and rescheduled exams. Coursework requirements that are not approved must be improved or retaken. The course coordinator/lecturer can assess whether an alternative work can be carried out. This is agreed between the individual student/group and the course coordinator/lecturer.

Not approved coursework requirements may result in delays in the programme.

Compulsory 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 and practical training in scheduled activities that are marked compulsory and 90 % during the practical training period. If the student exceeds the limit for absence, the course coordinator/lecturer will consider whether it is possible to do an alternative work, such as oral or written individual assignments. The possibility of this depends on how much absence has been and which activities the student has not participated in.

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 here.

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 17 December 2024.