Bachelor Programme in Social Work Programme description

Practical training is the parts of the programme that take place in real-life working situations. The practical training is compulsory, and must have a scope of at least 18 weeks (30 credits). Practical training is organised in such a way that the students will encounter users from all age groups and have the opportunity to take part in interprofessional cooperation. Through the practical training, students are assigned tasks that provide the opportunity to discover and explore prosthetics and orthotics issues, and which require them to work in an evidence-based and patient/person-centred manner. The practical training is an important arena for learning and development of the students’ understanding of the profession, skills, interprofessional cooperation and professional communication.

Practical training ranges from one day of observation to six-week periods of supervised practical training in all three years of the programme.

Observational practice can be carried out at orthopaedic technology enterprises, rehabilitation institutions, assistive technology centres and with orthopaedic appliance suppliers. Supervised practical training is mainly carried out in private orthopaedic technology enterprises.

Supervised practical training

Supervised practical training makes up the main part of the practical training. The placement periods are intended to give students competence in integrating theoretical and evidence-based knowledge with clinical knowledge and to further develop their technical skills. Direct contact with users and other partners in real-life situations form the basis for the students’ acquisition of knowledge, skills and general competence.

Learning outcomes become more advanced from one period to the next, both in terms of knowledge and skills and when it comes to taking responsibility and being capable of working independently.

Requirements for supervision and assessment of students apply to the practical training. The assessment is based on the student's achievement of the learning outcomes for the placement period and suitability assessments on a continuous basis in line with the university's assessment system. This means that a supervisor from the field of practice, referred to as a practical training supervisor, will follow up the student in cooperation with a contact lecturer from the university. The midway and final assessments are carried out by the practical training supervisor in cooperation with the contact lecturer.

OsloMet has, as the only national programme, cooperation agreements with orthopaedic technology enterprises all over Norway. The students must therefore expect a longer commute and/or stay outside the Oslo area during the practical training.

Students must comply with the clothing regulations in force at the practical training establishment. Special requirements for tests or vaccinations may apply at individual practical training establishments.

Internationalisation contributes to raising the quality of education and strengthens the academic community on the programme, at the same time as it prepares the students to function in an increasingly international world. Healthcare professionals must be capable of practising their profession in a diverse society whether they work in Norway or abroad. Global and multicultural issues and perspectives are therefore in focus throughout the programme. The labour market is becoming increasingly international, and this will make knowledge of language and culture more and more important.

International perspectives form part of the learning outcomes in all courses to which they are relevant. It is important for all students to see the profession and function of prosthetists in an international context.

Students on the Bachelor's Degree Programme in Prosthetics and Orthotics will be well trained in the English language and well equipped to understand and use English specialist terminology. Some of the teaching will be conducted in English. Parts of the course literature is in English to allow students to learn the terminology and gain insight into international research. Students therefore learn the specialist terminology in both Norwegian and English.

OsloMet – Oslo Metropolitan University has exchange agreements with university colleges and universities in several countries. Students have the opportunity to study abroad in connection with the course ORI3900 Bachelor Thesis (15 credits) in the sixth semester. Visiting students can take ORI3000 Sustainable Materials, Design and Innovation (15 credits) alongside Norwegian students in the fifth semester, and potentially combine this with courses offered by other programmes within the faculty.

Reference is made to OsloMet's criteria for student exchanges and information about stays abroad.

Virtual exchange programmes with other prosthetics and orthotics programmes are offered to students who wish to improve their expertise in the field of internationalisation without moving abroad during their studies. This means that the students carry out digital group work together with students from other prosthetics and orthotics programmes abroad.

As the only Norwegian educational institution to train prosthetists, it is particularly important for OsloMet that its staff engage in international cooperation in order to comply with the international standards for such education. The staff participate in networks, projects and research collaboration with colleagues in other countries, and foreign guest lecturers are used in teaching activities.

Required coursework is all forms of work, tests and compulsory attendance that are requirements for a student to be assessed/permitted to take the exam or complete practical training. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the respective course descriptions.

The primary purpose of coursework requirements is to contribute to the students' progress and academic development, and to stimulate the students to master the subject matter. The programme's main coursework requirements are in the form of compulsory attendance, written assignments and skills training. Other coursework requirements may apply; see the course descriptions for more information.

Compulsory attendance

The study programme emphasises a social learning environment with student-active learning methods. The students are expected to attend scheduled teaching in order to foster knowledge, skills and clinical competence. Attendance is compulsory for all parts of the programme in which the students cannot achieve the learning outcomes on their own, or for parts of the programme where cooperation with fellow students is a precondition for completing the learning activities.

The minimum attendance requirement is:

• Compulsory attendance of 90% in all forms of practical training
• Attendance of 80% in teaching activities and seminars

Other activities may also be subject to compulsory attendance requirements. The teaching sessions to which compulsory attendance requirements apply must be clearly marked in the lecture schedule programme.

Students are responsible for ensuring that they meet the attendance requirements. If a student exceeds the maximum limit for absence, the lecturer will consider whether it is possible to compensate for the absence by meeting alternative requirements, for example individual oral or written assignments. Whether or not it is possible depends on the extent of the student’s absence and which activities he/she has missed. Absence from compulsory teaching activities that cannot be compensated for may lead to delayed progress in the programme.

Written assignments and compulsory activities

Several courses have written assignments, practical exercises and tests as coursework requirements.

Written and practical work that is not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam/assessment. The student is entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

More detailed requirements for written and practical work, deadlines etc. are set out in the course description for the course in question.

The rules concerning cheating 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 Dealing with Cheating and Attempt at Cheating in Connection with an Examination at OsloMet also apply to required coursework.

Different forms of assessment are used that are adapted to the learning outcomes of the different courses in the programme. 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 whether their performance is in line with the programme's requirements and whether they have achieved the learning outcomes.

The assessment of exams 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.

The forms of assessment are described in the individual course descriptions. All exams taken will be stated on the diploma, along with the title of the student’s bachelor’s thesis.

Exams

All courses conclude with a final assessment and/or an exam. The student's performance is assessed on the basis of the learning outcomes.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 exam.

In some courses, the exam consists of more than one part. The student's performance in each part of the exam is assessed by a separate grade, before a final overall grade is awarded. For courses that use exams consisting of more than one part, the course description will state how the final grade for the course is arrived at on the basis of the separate grades awarded for the different parts.

Most courses have required coursework that must be approved before the student can take the exam. See the course descriptions for more details.

Resits/rescheduled exams

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description.

For exams where a percentage of the exam 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.

Grades awarded for written exams can be appealed, cf. the Act relating to Universities and University Colleges. It is not possible to appeal the grades awarded for oral and practical exams. For a group exam, the result of an appeal will only have consequences for the candidates who submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of external practical trainingSupervised external practical training is assessed as pass/fail. The assessment is based on the learning outcomes for the course, the student’s specification of the learning outcomes and the formative assessment. The formative assessment, which means the assessment of the student’s knowledge, skills, competence and suitability, is carried out during the placement period, and summarised half-way through and at the end of the placement period.

To pass the practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to practical training courses. The attendance requirement includes both the time spent at the training establishment and any teaching provided as part of the programme in relation to the practical training.

The following also applies to absence:

• less than 10 % absence: The student can complete the practical training course as normal.
• between 10 and 20 % absence: The student can make up for the training/teaching missed, provided that this is doable. This must be agreed with the practical training supervisor and the contact lecturer at the university.
• more than 20 % absence: The student must normally retake the whole practical training course. This will result in delayed progress in the programme.

If the student exceeds the maximum limit for absence, the course will be registered as failed and count as one attempt. If a student is awarded a fail grade for a practical training course twice, they will normally have to leave the programme, cf. the Regulations Relating to Studies and Examinations at OsloMet, Chapter 8.

SuitabilityDiplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of their patients and colleagues is not suited for the profession. Suitability assessments are made on a continuous basis throughout the study programme, and will be included in the overall assessment of the students’ professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the prosthetics profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve, or be advised to leave the programme. Special suitability assessments are used in exceptional cases, cf. the Regulations concerning Suitability Assessment in Higher Education. For more information about suitability assessment, see https://student.oslomet.no/skikkethetsvurdering.

The Bachelor’s Programme in Social Work at OsloMet is based on the diversity, challenges and opportunities inherent in a big city. The social work programme is an academic and practice-oriented programme whose purpose is to educate professionals who can help individuals, families and groups to prevent, reduce and resolve social and health problems. Social workers work to prevent social inequality and promote inclusion in society. The programme qualifies students for work in welfare services in the public, private and voluntary sector. It gives students the special expertise required to help individuals back into working life in close collaboration with those who need it. Social work with vulnerable children and families and preventing and providing assistance in connection with neglect, violence and abuse are also key parts of the programme.

Marginalisation and outsiderness, exclusion and inclusion are perspectives that permeate the programme. The programme places emphasis on equality and non-discrimination regardless of gender, ethnicity, religion and beliefs, disability, sexual orientation, gender identity, gender expression and age.

Several of the fields of work require further education. On completion of the bachelor’s degree programme, there are good opportunities for taking further studies on the university’s master’s degree programmes and doctoral degree programmes.

Ethical principles and values

Respect for human value and rights, as they are described in the Universal Declaration of Human Rights, the UN Convention on the Rights of the Child and other relevant international conventions, is the starting point for the establishment of common ethical values across national and cultural borders. The practice of social work is based on humanitarian and democratic values. Social workers’ social mission is to assist people who need help to secure living conditions and a quality of life that are fit for human beings.

Therefore, solidarity with vulnerable groups, combating poverty and advocating social justice and social change are key elements of the professions’ education and professional practice.

Social work builds on a positive view of humanity, with a basic belief in people’s inherent abilities. Social work is intended to help to motivate and mobilise these abilities. A social worker’s tasks include ethical assessments, critical reflection on one’s own practice, and choices and actions based on professional methodology. Social workers focus on and work to counteract social exclusion and unworthy living conditions. This should be reflected in each professional’s attitude and actions towards users of the service and partners.

Everyone who works in counselling and facilitation in the fields of personnel, welfare and the labour market will meet ethical challenges. Being able to reflect on these challenges is an important element for developing the quality of the services, ensuring that the users’ needs are well addressed and improving the services’ reputation. During the course of the programme, the students will therefore be introduced to different levels of ethical issues/questions relating to the topics covered by the programme.

Personal competence

Developing personal competence is very important for future professional practice. This is a lifelong learning process that starts with personal qualification in the programme. Personal qualification is therefore included as an important element throughout the programme in different ways: through personal feedback during practical training periods, seminar teaching, project work, skills training and also through forms of teaching communication and interaction.

Different learning methods, educational methods and forms of assessment are used throughout the programme to underpin the learning outcomes of the various courses. The programme’s use of varied teaching and learning methods requires active participation by students, both individually and in groups. Examples of learning methods are lectures, seminars, skills training, practical training, group work, written and oral assignments, and self-study.

In courses with self-chosen topics, students can to a certain degree choose to specialise in a field of particular interest and, in that way, build up their own academic profile. This applies to practical training placements, specialisation courses and the bachelor’s thesis. Students can also choose specialisation courses offered in the Bachelor Degree in Child Care and Welfare.

The University Library

The University Library offers students different services, which they can take advantage of according to their wants or needs. Special courses are also organised for training purposes, such as academic writing and searching for sources.

Studiet Praktisk pedagogikk for i fagskolen skal gi grunnleggende lærerkompetanse for arbeid i fagskolen. Gjennom studiet skal studentene lære å planlegge, gjennomføre, dokumentere og vurdere undervisnings- og læringsarbeid. De skal kunne ta i bruk forskningsbasert kunnskap og prøve ut varierte læreraktiviteter på egen arbeidsplass. Studentene skal oppøve en kritisk og reflektert holdning til egen praksis og fagskolens virksomhet.

Studiet skal være praksisrettet og tilpasses fagskolenes varierte og yrkesrettede fagområder. Fagskolene har voksne studenter. Studiet legger derfor vekt på å bruke studentenes erfaringer i læringsarbeidet.

Studiet organiseres som et deltidsstudium over ett studieår. Studiet tilbys som samlings- og nettbasert, med en blanding av samlinger på campus og nettbaserte samlinger.

Studiet retter seg mot alle som er knyttet til undervisning eller veiledning i fagskolen. Studentene må være tilknyttet en fagskole og jobbe med eller inn mot undervisning eller veiledning for voksne.

Generelle opptakskrav:

Generell studiekompetanse eller tilsvarende realkompetanse.

Søkere som tas opp på grunnlag av realkompetanse må være 25 år eller eldre i opptaksåret og kan ikke ha generell studiekompetanse. Slike søkere må i tillegg dokumentere ett av følgende:

-           fagbrev eller tilsvarende, og minimum to års relevant (fulltids) yrkespraksis

-           minimum fem års relevant (fulltids) yrkespraksis og tilstrekkelige ferdigheter i norsk (eller annet nordisk språk) til å kunne gjennomføre studiet.

Språkkunnskaper skal dokumenteres med karakteren 2 eller bedre i faget norsk (eller annet nordisk språk) fra videregående skole eller tilsvarende. Kravet til språkkunnskaper kan alternativt dokumenteres med en arbeidsattest med en beskrivelse av hvordan søkeren på en tilfredsstillende måte har brukt norsk skriftlig (eller annet nordisk språk skriftlig) som en vesentlig del av sitt arbeid. Søkere med morsmål fra land utenfor Norden må dokumentere at de oppfyller krav til norsk tilsvarende kravet til generell studiekompetanse, i henhold til krav i forskrift om opptak til høyere utdanning.

Relevant deltidsarbeid av ulikt omfang og lengde kan regnes om til heltid, etter gjeldende regelverk.

Tilleggskrav:

Søker må ha relevant fagskoleutdanning eller universitets- eller høgskoleutdanning, minimum 30 fagskole- eller studiepoeng. Søkere kan realkompetansevurderes i forhold til dette kravet.

Søker må være tilknyttet en fagskole og jobbe med eller inn mot undervisning eller veiledning for voksne, og må dokumentere dette gjennom en avtale/kontrakt fra fagskolen.

Etter fullført studium har kandidaten følgende læringsutbytte, definert som kunnskap, ferdigheter og generell kompetanse

Kunnskap

Kandidaten

• har kunnskap om gjeldende lovverk og styringsdokumenter som er relevant for undervisnings- og læringsarbeid i fagskolen
• har kunnskap om pedagogikk, yrkesdidaktikk og arbeidsmetoder som er relevante for fagområdet
• har kunnskap om voksnes læring
• kjenner til forsknings- og utviklingsarbeid med relevans for yrkesfag og fagskolen
• kan oppdatere sin kunnskap innenfor fagområdet

Ferdigheter

Kandidaten

• kan anvende gjeldende lovverk og styringsdokumenter som er relevant for undervisnings- og læringsarbeid i fagskolen
• kan anvende sine faglige, pedagogiske og yrkesdidaktiske kunnskaper
• kan planlegge, begrunne og gjennomføre variert undervisnings- og læringsarbeid
• kan veilede, vurdere og dokumentere studenters læring og utvikling, og gi tilbakemeldinger som bidrar til refleksjon i læringsarbeidet
• kan orientere seg i faglitteraturen og forholde seg kritisk til teorier og informasjonskilder

Generell kompetanse

Kandidaten

• har innsikt i relevante faglige og yrkesetiske problemstillinger
• kan bygge gode relasjoner til studentene og skape konstruktive og inkluderende læringsmiljø preget av mangfold og likestilling
• kan formidle og diskutere faglige, yrkesdidaktiske og pedagogiske problemstillinger
• kan via innsikt og engasjement motivere for studentenes læringsprosesser
• kan legge til rette for nytenkning og innovasjon, og at lokalt arbeids- og samfunnsliv involveres i læringsarbeidet

Rules for study progress

All coursework requirements/compulsory activities must be completed/passed in order for the student to take the exam in a course. All exams in an academic year must be passed in order for the student to continue to the next academic year. The student must have earned at least 20 credits in the first semester in order to take the practical training in the second semester.

Suitability assessment

The Bachelor’s Programme in Social Work falls under the scope of the Regulations relating to Suitability Assessment in Higher Education, adopted by the Ministry of Education and Research on 30 June 2006:

A suitability assessment is a comprehensive assessment of the student’s academic and personal qualifications for work as a health care or social worker. More information about the suitability assessment can be found on the intranet for OsloMet students.

Student participation

Student representative

Each year group elects two or three students as its representatives. The student representatives of each year group have regular meetings with the lecturer who is coordinator for the programme year (class coordinator) in order to provide a situation report from the year group.

Dialogue seminars and dialogue meetings

Each year, a one-day seminar and a shorter dialogue meeting are held which are attended by the student representatives for all three years of the programme and representatives of the programme. The theme of the dialogue seminar is discussed with the students in advance.

Interprofessional project – INTERACT

Students participate in the INTERACT project in which part of the teaching programme is taken in interprofessional student groups. The teaching content (INTER1100, INTER1200 and INTER1300) in the first, second and third year, respectively, becomes more complex for each year, and is integrated as a compulsory coursework requirement in the existing courses in the programme description. For further information about INTERACT, see https://www.oslomet.no/forskning/forskningsprosjekter/interact.