Bachelor's Programme in Nursing Programme description

The Bachelor’s Programme in Nursing is a three-year programme of professional study (180 credits). Students who complete the programme are awarded a bachelor’s degree in Nursing (Bachelor of Nursing). The bachelor’s degree forms the basis for authorisation as a general nurse in accordance with the Act relating to Health Personnel.

The aim of nursing is to promote health, prevent, treat and help patients to cope with disease, and to ease suffering. Nursing is based on humanistic values and is both a field of knowledge and a profession. Nursing includes knowledge of physical, psychological, social and existential aspects of the human being. OsloMet has Norway's biggest research environment in nursing. Research on the patients’ experiences and reactions to disease and suffering is a main focus, along with measures to support the patients to lead a healthy life and cope with disease. Patient safety is a key area of the programme.

The nursing programme's knowledge base comprises nursing science, natural science, social sciences and the humanities. The programme is based on a holistic view of human beings with humanistic values. The requirement of the individual practitioner after graduating is to act professionally and ethically responsibly. Throughout the course of study, the students will gain experience with patients in the specialist health service, in municipalities and city districts. OsloMet cooperates with the country's most competent treatment environments and our main cooperation partners are Oslo University Hospital, Akershus University Hospital, the City of Oslo and the municipalities of Romerike.

Nurses encounter people of all ages, with different conditions, injuries and functional ability. In big cities and in the surrounding areas, the population consists of people from multiple ethnic origins and cultural backgrounds. During the study programme, the students will encounter this diversity and learn to provide healthcare in accordance with the patient’s cultural and linguistic background. The nursing profession consists of nursing and medical procedures, care and empathy, health counselling and information work, as well as facilitation in a health promoting environment. Nurses work with individuals and groups and at the intersectoral system level.

Person centered nursing is practised via knowledge-based processes involving reasoning, which include mapping, assessment, decision-making and evaluation. The professional group contributes to interprofessional cooperation and has part of the responsibility for ensuring that habilitation and rehabilitation processes maintain the user’s need for coordinated and cohesive services.

The programme description for the study is based on the national regulations relating to a common curriculum for health and social care education adopted by the Ministry of Education and Research, and the regulations relating to the national guidelines for nursing education adopted by the Ministry of Education and Research on the basis of the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Relevance to working life

The bachelor’s degree in nursing qualifies students for work in all parts of the health services: hospitals, health centres, nursing homes, home nursing services, preventive health work, the occupational health service, offshore, the ambulance service and international aid organisations. The programme is also relevant for positions in the business sector.

Relevance to further studies

The bachelor’s programme qualifies students to take master’s degree programmes.

For å være kvalifisert for opptak på bachelor i barnevern kreves generell studiekompetanse.

Søkere uten generell studiekompetanse kan søke om opptak på bakgrunn av realkompetanse. Da kreves det minst 5 år relevant yrkespraksis, og alder minst 25 år i løpet opptaksåret jf. retningslinjer for opptak på grunnlag av realkompetanse ved OsloMet.

Politiattest

Det må fremlegges politiattest ved opptak til studiet. Politiattesten leveres ved studiestart. Det vises for øvrig til forskrift om opptak til høyere utdanning, § 6-1 og § 6-2.

Skikkethetsvurdering

Bachelor i barnevern er omfattet av forskrift om skikkethetsvurdering i høyere utdanning, fastsatt av Kunnskapsdepartementet 30. juni 2006. Dette innebærer at studentens skikkethet vurderes under hele studieperioden.

Kunnskap

Kandidaten

• har bred kunnskap om sentrale temaer, teorier, begreper, metoder, lover og konvensjoner (nasjonale og internasjonale) av betydning for barnevernspedagogens arbeid med utsatte barn og deres familier i et flerkulturelt samfunn
• kjenner til vitenskapelig tenke- og arbeidsmåte, samt har innsikt i aktuelt forsknings- og utviklingsarbeid og erfaringsbasert kunnskap
• har kunnskap om barnevernets historie, egenart og plass i samfunnet
• har god innsikt i betydningen av barn og unges deltakelse og medvirkning i barnevernsrelatert arbeid
• har god kunnskap om forebyggende, tverretatlig og tverrprofesjonelt samarbeid
• kjenner til etikkens betydning for profesjonelle utfordringer barnevernspedagoger kan møte i maktfeltet barnevernet
• har bred kunnskap om betydningen av kreativitet og ulike aktivitetsformer for den unges vekst, utvikling og mestring
• kan oppdatere sin kunnskap innenfor barnevernspedagogens fagområde

Ferdigheter

Kandidaten kan

• anvende faglige kunnskap og relevante resultater fra forsknings- og utviklingsarbeid på praktiske og teoretiske problemstillinger og treffe begrunnende valg til barnets beste
• reflektere over eget kunnskapsgrunnlag og fagutøvelse og justere denne under veiledning
• finne, vurdere og henvise til fagstoff og forskning og fremstille dette kritisk og på en måte som belyser de problemstillingene barnevernspedagogen står ovenfor
• samhandle profesjonelt med andre faggrupper og barn, unge, deres familier, og nettverk
• analysere forhold som skaper og opprettholder sosiale problemer og andre livsvansker for barn, unge og deres familier
• beherske relevante faglige verktøy, teknikker og uttrykksformer
• etablere og gjennomføre prosjektarbeid og gruppearbeid
• tilrettelegge for aktiviteter som grunnlag for relasjonsarbeid og samhandling med barn og unge
• møte mennesker med ulik kulturell bakgrunn med respekt og nysgjerrighet, og utøve etisk reflekterende og forsvarlig praksis
• planlegge og gjennomføre større skriftlige arbeider /akademisk skrivemåte
• praktisere faget på barnevernspedagogens yrkesarenaer, både i første- og andrelinjetjenesten og andre aktuelle yrkesarenaer

Generell kompetanse

Kandidaten

• har innsikt i relevante fag- og yrkesetiske problemstillinger
• kan planlegge og gjennomføre varierte arbeidsoppgaver og prosjekter som strekker seg over tid, alene og som deltaker i en gruppe, og i tråd med etiske krav og retningslinjer
• kan formidle sentralt fagstoff som teorier, problemstillinger og løsninger både skriftlig, muntlig og gjennom andre relevante uttrykksformer
• kan utveksle synpunkter i en tverrfaglig gruppe, reflektere kritisk over egen fagutøvelse og gjennom dette bidra til utvikling av god praksis
• har bevissthet om egne verdier, holdninger og livserfaringer, og forståelse for hvordan disse virker inn i møte med andres perspektiv, verdisyn og livsform i et flerkulturelt samfunn
• har bevissthet om det sammensatte i barnevernsfaglig arbeid der makt og hjelp er sammenfiltret
• kjenner til nytenkning og innovasjonsprosesser
• kan samhandle og samarbeide med andre profesjoner og etater til barnets beste

Regler for studieprogresjon

Alle arbeidskravene må være levert, og all obligatorisk tilstedeværelse i hvert emne må være gjennomført, for at studenten skal kunne framstille seg til eksamen i emnet. Hovedregelen for studiet er at alle eksamener for den enkelte studieenhet må i sin helhet være bestått for at studenten skal kunne fortsette i påfølgende studieenhet.

For at studenten kan gjennomføre praksisperioden i emnet 1B, må eksamen i emnet 1A være bestått.

Praksisperioden i 3.studieenhet må være godkjent for at studentene skal kunne avlegge eksamen eller fortsette i påfølgende emner. Studenter som har fått godkjent praksis, men ikke består eksamen i emnet 3A, kan ta eksamen i emne 3B, men får ikke tildelt bachelorgraden før eksamen i emnet 3A er bestått. 

Prosjektperioden i 3. semester kan gjennomføres i utlandet. Merk at emnet BVUH2400 (2B) fortsetter i 4. semester.

The programme has a comprehensive profile where academic content, pedagogical activities and practical studies are interconnected. The connection between the learning outcome descriptions, learning activities and forms of assessment are particularly emphasised. Work and teaching methods and the fields of study covered in the programme are organised in a way that promotes both theoretical understanding and practical action competence. The courses build on each other to ensure progress with increasing requirements for knowledge and understanding of the profession. Through critical reflection, ethical competence and professional judgement are gradually developed.

For all nursing programmes, four recurring topics are defined: ethics, patient safety, communication and cooperation and management. The topics are integrated into different courses and described with separate learning outcomes to ensure coherency, connection and progression between courses and academic years. Diversity and big-city health are also emphasised as key perspectives in all three years of the programme.

Each academic year comprises 60 credits, and the expected workload is normally 40 hours per week. This applies both for theoretical courses and during practical training. All the courses conclude with a final assessment.

Learning in groups is particularly emphasised in the study programme. The most important elements to ensure good group processes are safety, well-being, and a sense of belonging. We therefore want all students to feel a sense of belonging to their class throughout the programme. This class will be divided into smaller groups that comprise study groups.

First year of the programme

During the first year, students will receive a basic introduction to nursing as a discipline, profession, and science. Natural science courses make up an important part of the first year of study. This will provide a good basis for studying nursing observation and assessment. Diversity and the lifetime perspective are also recurring topics. The students will receive in-depth knowledge of the human being’s fundamental needs and resources.

The academic year starts with an introductory period where the students get to know their rights and duties. Study groups are established as a work method and expectations of the students' own and other people’s efforts are clarified. Through practical training in the spring semester, the students gain experience of how needs and resources change because of ageing and disease. A central topic in the spring semester is related to illness, health failure, and pharmacology, which gives you good theoretical preparation for the second year of study.

Second year of the programme

The second year of the programme focuses particularly on nursing of people with acute and critical diseases of different ages. Students will also meet patients with progressive and chronic diseases. In addition to theory, students take two long practical training periods where they study nursing of patients and next-of-kin in authentic patient situations in the health services, which can be in either specialist healthcare services or municipal healthcare services. You will be covering both medical and surgical nursing. You will be covering both medical and surgical nursing. In the spring semester, students will also gain insight into health and social perspectives, management, and organisation, in addition to health promoting and preventive health work, that prepares you for the 3rd year of study.

The spring semester is specially adapted for internationalisation at home, as some of the courses are taught in English. In this semester, we also welcome inbound exchange students.

Third year of the programme

In the third year of the programme, the students will study nursing of people with complex health challenges. A significant part of the programme takes place in the practical training field, mainly in different arenas of the municipal health service. The practical training field consists of patients and next-of-kin with different ethnic and cultural backgrounds. The courses look at mental health issues and complex health conditions. Management, professional development and interdisciplinary and intersectoral cooperation are key aspects. The bachelor’s thesis is an academic in-depth assignment to be written in the last semester.

Interdisciplinary teaching programmes taught jointly with other programmes at OsloMet 

INTERACT (Interprofessional Interaction with Children and Youths - INTER1100, INTER1200 and INTER1300) is an interdisciplinary teaching programme at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes meet in interdisciplinary groups. The aim is to ensure that the students acquire the skills needed to meet society’s demands for a better coordination of services that affect children and young people. The teaching activity builds on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to improve the learning outcomes. The teaching (INTER1100, INTER1200 and INTER1300) is carried out in the first teaching week each spring semester for students in the first, second and third study year.

See https://www.oslomet.no/forskning/forskningsprosjekter/interact for a more detailed description of INTERACT.

Student BEST (Better and systematic team training - SYKK3000/SYKP3000) is a teaching programme in simulation with a focus on interprofessional interaction in acute situations. The aim is better and systematic team training and involves several other professional training courses. Simulation in teams is used as a training method in receiving and stabilising trauma. The focus is communication and interaction in an interprofessional group. The teaching program is carried out during the third year of study.

Requirements for participation in interdisciplinary teaching programmes

There is a requirement for participation in the interprofessional teaching programs INTERACT (INTER1100, INTER1200, and INTER1300) and Student BEST (SYKK3000/SYKP3000), which must be approved to be awarded a diploma.

Progression requirements in the study

Progression requirements are highlighted under prior knowledge requirements in the individual courses.

OsloMet focuses on having a good and developing learning environment that 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. 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 practical training and these can be carried out physically on campuses or on digital platforms. In some contexts, teaching activities only take place on one campus, and students must expect to travel to the relevant location.

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 study programme, and will learn to both ‘become a nurse’ and ‘learn how to learn’. Students are also expected to contribute to creating a good learning environment for their fellow students 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, and it entails awareness of how you best learn. Students are recommended to 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 are for instance instance OsloMetX https://www.oslomet.no/ub/oslometx, or 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 practice and test their knowledge of the course content. Students receive an immediate response, which can serve as a basis for their continued learning.

Simulation and skills training (SF-unit)

Simulation and skills training gives the students the opportunity to learn everything from simple practical skills to making assessments in complex patient situations. Simulation and skills training will be a recurring part of the study programme and often taken place in simulation and skills training units (SF-unit) on campus. Reflection before, during and after actions will be emphasised. Some simulations may be filmed. Videos will always be deleted directly after the teaching session unless consent has been given to keep the videos.

Skills training in the programme will not be divided by gender.

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 matter.

The flipped classroom

The flipped classroom is when the roles of lecturer and students are reversed, and students work with digital learning resources before attending class. Students work on problem-solving activities during teaching sessions, often in the form of group work or seminars.

Seminar/workshop

Students practice formulating an argument, expressing own opinions and reflecting on own attitudes and actions, in addition to presenting and discussing subject matter and assessing other people’s academic presentations.

Project work

Students study a topic relevant to the programme in depth, and develop skills in the systematic use of methods, including theoretical basis, data collection, analysis, discussion, written formulation and verbal communication.

Interprofessional cooperative learning (TPS)

Interprofessional cooperative learning comprises all ways of working where students participate in

teaching sessions with students from other programmes, or carry out educational activities in a practical training establishment that entail cooperation with professionals from other fields. Interprofessional cooperative learning can be arranged at the university, in the practical training establishment and through digital cooperation (webinars) with students in other countries.

Student BEST – Better and systematic team training

Student BEST is a teaching programme under a cooperation between the nursing-, radiography-, biomedical laboratory sciences and paramedic science programme, specialisation in anaesthesia (master programme) at OsloMet and the medicine programme at the University of Oslo. The learning programme builds on simulation in teams and is used as a training method in the admission and stabilising of trauma patients. The main focus is communication and cooperation in interprofessional groups. The teaching takes place at the SF-units at OsloMet.

Practical training is the parts of the programme that take place in real-life working situations. Practical training is compulsory and worth 90 credits. It is organised in such a way that the students get to work with patients in different age groups and participate in interprofessional cooperation. Through the practical training, students are assigned tasks that provide the opportunity to discover and explore clinical nursing issues, and which require them to work in an evidence-based and person centered manner. The practical training is an important arena for developing new knowledge, skills and competence.

Efforts are made to allow all students to carry out practical training in different arenas. Students must adhere to the practical training establishment's rules for clothing, and the establishment may also have special requirements concerning tests and vaccinations.

Gender-segregated practical training cannot be expected.

The 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, and students are required to attend 90 per cent of the practical training. In the municipal health service, the practical training places will comprise health centres, municipal emergency inpatient units, nursing homes, residential care homes and home-based services; while the practical training places in the specialist health service are mainly in hospitals. A practical training schedule is prepared for each practical training period, and will show an overview of the training during the day, evening, night and weekends and all planned activities. The practical training schedule is a cooperation between the educational institution, practical training establishment and the student.

During the practical training period, students receive supervision from a practical training supervisor and the contact lecturer. The supervision is intended to support the learning process in order for the student to achieve the learning outcomes for the practical training period. The practical training is assessed as passed or failed by the practical training supervisors in cooperation with the contact lecturer at the university.

Students who exceed the maximum permitted absence will fail the practical training period and are deemed to have used one of their attempts. For more information about practical training, see the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Inspirational practical training

The aim of the inspirational practical training is for students to gain some insight into professional practice and experience of specific nursing tasks early on in the study programme. Groups of two to three students receive supervision preferably from third year students, who have the responsibility for preparing the teaching activities. The inspirational practical training is carried out in the in the first semester.

Project-based practical training

The aim is to delve into issues related to the nursing discipline, elucidated with the help of relevant literature and practical training. Project-based practical training is carried out in groups with supervision from the contact lecturer. The project-based practical training is carried out as part of the courses SYKK/SYKP2200 Public Health and SYKK / SYKP3000 Student BEST.

Studenter ved OsloMet har tilbud om å kunne ta deler av studiet i utlandet. Fakultet for samfunnsvitenskap har et godt etablert samarbeid med en rekke universiteter, høgskoler og institusjoner i land i og utenfor Europa. Studieopphold i utlandet kan gi et viktig bidrag til faglig og personlig utvikling; det vil gi nye faglige utfordringer, nye internasjonale kontakter, bedre språkkunnskaper og innsikt i andre kulturer. Det legges til rette for at studentene kan gjennomføre prosjektperioden i 2. studieår eller praksisperioden i 3. studieår i utlandet. Prosjektperioden må være av minst tre måneders varighet.

Obligatoriske oppgaver og arbeidskrav som skal leses av samarbeidspartene i utlandet skal skrives på engelsk. Studenter som skal gjøre prosjektarbeid eller gjennomføre praksis i (reise til) land i Sør deltar på obligatorisk feltforberedende kurs i regi av universitetet før avreise.

Innreisende studenter fra partneruniversiteter kan søke om å gjennomføre sin praksisperiode i Oslo. De må først ha gjennomført minst ett år av sitt studium ved sin institusjon.

Gjennom Erasmus skjer det utveksling mellom europeiske utdanningsinstitusjoner.  Studentene vil derfor få forelesninger fra lærere på utenlandske lærersteder. Samtidig som utdanningens egne lærer får faglige innspill fra andre underviser de også ved utenlandske undervisningsinstitusjoner. Gjensidig utveksling for både studenter og lærer gir utdanningen en internasjonal profil.

Arbeidskrav er obligatoriske oppgaver som har som formål å trene skriftlig og muntlig ferdigheter i å innhente kunnskap for å kunne analysere, vurdere, organisere og framstille denne på en forståelig måte. De kan være individuelle eller som gruppeoppgaver.

Arbeidskravene må leveres til nærmere fastsatt frist, og det gis ulike former for tilbakemelding på disse. Manglende innlevering av arbeidskrav medfører tap av eksamensretten. Oversikt over innlevering og frister vil fremkomme i Canvas.

Skriftlige arbeider skal følge godkjent referansestil APA (American Psychological Association). Alle besvarelser skrives i skrifttype Calibri med skriftstørrelse 12 og linjeavstand 1,5. 

Obligatorisk undervisning:

Deler av undervisningen er obligatorisk. For obligatorisk undervisning stilles det krav om 80 % nærvær. Ved fravær over 20 % gis et omfattende arbeidskrav som kompensasjon for fraværet. Ved fravær utover 40 % mister studenten retten til å fremstille seg til eksamen. Dersom det er et krav om obligatorisk undervisning vil det fremkomme i de enkelte emneplaner.

Den enkelte student har selv ansvar for å få dokumentert sin tilstedeværelse. Lengden på undervisningsdagene vil variere, og den enkelte student har ansvar for å holde seg orientert om timeplanen (TP).

Studentene deltar i prosjektet INTERACT, (som utgjør 1,5 stp.) der en del av undervisningsopplegget gjennomføres i tverrprofesjonelle studentgrupper. Undervisningen (INTER1100, INTER1200 og INTER1300) gjennomføres i henholdsvis 1., 2. og 3. studieår, med økende kompleksitet, og er integrert som obligatoriske arbeidskrav i allerede eksisterende emner i programplanen. For nærmere informasjon om INTERACT se https://interact.oslomet.no/.

Vurdering og sensur skal foregå i samsvar med bestemmelsene om vurdering i lov av 1. april 2005 nr. 15 om universiteter og høyskoler og forskrift om studier og eksamen ved OsloMet. Studentene plikter å sette seg godt inn i gjeldende regler.

Studenter som oppfyller nærværsplikten og har fått godkjent obligatoriske arbeidskrav, har rett til å fremstille seg til eksamen, jf. forskrift om studier og eksamen ved OsloMet.

Eksamensoppgavene tar utgangspunkt i emner det er undervist i, i litteratur (obligatorisk og selvvalgt pensum) og praksisstudiet. Relevante lover skal være tilgjengelig i eksamenslokalene ved muntlig eksaminering. Ved bachelorutdanningen i barnevern avholdes i hovedsak integrerte eksamener, og det er derfor ikke grunnlag for å innvilge fritak for deler av eksamen.

Studenten melder seg opp til eksamen ved å bekrefte utdanningsplanen for inneværende semester. Ved ny/utsatt eksamen må studenter selv melde seg opp via Studentweb.

Det vises til generell informasjon om eksamen.

Vurderingsformer

Vurderingsformer som benyttes er individuell skriftlig eksamen under tilsyn, individuell hjemmeeksamen, eksamen i gruppe, individuell muntlig eksamen og individuell oppgaveskriving over en lengre periode.

Vurderingsuttrykk

Som vurderingsuttrykk brukes enten en gradert skala med fem trinn fra A til E for bestått og F for ikke bestått eller vurderingsuttrykket "Bestått/ Ikke bestått". Praksis blir vurdert med "Godkjent/ Ikke godkjent" etter regler i «Reglement for praksis».

Eksamensspråk

Eksamen skal normalt besvares på bokmål eller nynorsk. Studenter som har prosjektperiode i utlandet, unntatt de skandinaviske land, må skrive sin prosjektrapport på engelsk.

Sensorordninger

Det benyttes både interne og eksterne sensorer på hver eksamen. Hvordan sensorer benyttes, beskrives nærmere under hvert emne.

Tillatte hjelpemidler til eksamen

Tillatte hjelpemidler som kan benyttes er presisert under de ulike emnene.

Begrunnelse og klageadgang

Kandidaten har rett til begrunnelse og rett til å klage på karakterfastsetting og/eller formelle feil ved eksamen, i samsvar med lov om universiteter og høyskoler §§ 5-2, 5-3 og 3-9 og i forskrift om studier og eksamen ved OsloMet §§ 7-3 og 7-4.

Vitnemål

Etter fullført studium får studenten tildelt vitnemål med alle sluttkarakterer på de emnene som danner grunnlaget for graden.

Regler for studieprogresjon

Alle arbeidskravene må være levert, og all obligatorisk tilstedeværelse i hvert emne må være gjennomført, for at studenten skal kunne framstille seg til eksamen i emnet. Hovedregelen for studiet er at alle eksamener for den enkelte studieår må i sin helhet være bestått for at studenten skal kunne fortsette i påfølgende studieår.

Tverrprofesjonelt prosjekt - INTERACT

Studentene deltar i prosjektet INTERACT, (som utgjør 1,5 stp) der en del av undervisningsopplegget gjennomføres i tverrprofesjonelle studentgrupper. Undervisningen (INTER1100, INTER1200 og INTER1300) gjennomføres i henholdsvis 1., 2. og 3. studieår, med økende kompleksitet. For nærmere informasjon om INTERACT se https://www.oslomet.no/forskning/forskningsprosjekter/interact