Further Education in Library and Information Science (online) Programme description

Upon completion of the Advanced Programme in Mental Health Care, the candidate is expected to have acquired the following overall learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The candidate has

• in-depth knowledge of perspectives, concepts and theories relating to descriptions and understandings of mental health, mental disorders and mental health care
• advanced knowledge of the human being's mental health and mental disorder and about mental health care in the context of history, culture and society
• in-depth knowledge of theories of science and research methodologies in the fields of mental health, mental disorders and mental health care.
• in-depth knowledge of how the organisation of mental health care might promote and/or inhibit mental health and mental disorders.

Skills

The candidate is capable of

• analysing and thinking critically with regards to theories, methods and interpretations relating to mental health, mental disorders and mental health care
• analysing and applying theoretical knowledge about the concepts relationships and caregiving in the field of mental health care
• acknowledging his/her own and other people's knowledge and proficiency in binding cooperation with others

Competence

The candidate is capable of

• analysing and reflecting on ethical issues relating to the discipline, profession and research
• initiating and partaking in discussions about health and socio-political issues, analysis and conclusions in the field of mental health care
• planning, implementing and evaluating measures for individuals, families, network groups and society that promote knowledge and development in relation to mental health

The work and teaching methods shall facilitate the integration of knowledge, skills and competence in order to help achieve the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training.

Teaching activities should stimulate active learning and engagement. A good learning outcome is dependent on the students' own effort, cooperation with fellow students and individual work.

Different types of digital technology are used in the programme to stimulate student-active learning and collaboration. Digital learning resources in the form of film clips, podcasts, academic texts, articles and interactive assignments are used in the programme.

The students will receive follow-up throughout the programme in the form of supervision and feedback. In some cases the students will assess each other's work and provide feedback. Such feedback may be provided in writing, orally or as a combination of both.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below.

Lectures

Lectures are mainly used to introduce new material and to provide an overview. The students are invited to engage in dialogue and discussion. Lectures are often used together with other teaching methods. Most lectures are held in Norwegian, but might also take place in English.

Study groups

The students work with assignments while supervised by the lecturer. Academic discussions and assignments are carried out and solved in cooperation with other students. Group work is intended to support the learning of subject matter and at the same time provide training in cooperation, interaction and communication skills.

Seminars

The seminars will focus on student-active work methods. During the seminars, students will work on various topics and on developing their own relational competence and their competence to provide care. The seminars are intended to give the students an opportunity to practise presenting topics, develop critical thinking and provide constructive feedback. In some seminars, students will practise their relational skills through e.g. roleplay and exercises.

Supervision

The students will attend supervision groups. Sessions will focus on sharing and reflecting on their experience from practical training. The students will work on integrating theoretical knowledge and practical experience. The students will work on integrating theoretical knowledge and relating it to the practice of mental health care.

Self-study

Not all topics are covered by organised teaching activities. Students are expected to acquire this knowledge through self-study. Students come to this programme with different preconditions for learning, and self-study enables them to prioritise topics and areas they want to focus more on. Self-study also helps to encourage independent activity and reflection.

Clinical training is part of the course VPSYPRA10/VPSYDPRA10 Development and Practice of Interpersonal Competence and constitutes 20 credits. Two different forms of clinical training are part of the course (both forms of clinical training include compulsory groups and seminars with a supervisor from the university):

• The project-oriented training lasts approx. three weeks and will be supervised by a supervisor from the university.

The theme of project-oriented practice is the organisation of mental health services in an improvement perspective. The students work on the topic by carrying out a project where they gather knowledge and experience from a professional in a relevant field of practice.

• The clinical training takes place over eight weeks of 30 hours, 240 hours in total, and the student will be supervised by a clinical training supervisor and a supervisor from the university

 The student will develop concrete learning outcomes in collaboration with the clinical training supervisor. The student’s learning objectives must be approved by the supervisor. The student shall be given a minimum of one hour’s supervision from the clinical training supervisor per week.

The clinical training supervisor is responsible for guiding the student during the clinical training. The clinical training supervisor must have an advanced education within the field. The supervisor from the university is responsible for guiding the student during the project-oriented training and period of clinical training.

The clinical training will normally be carried out in places affiliated with OsloMet – Oslo Metropolitan University through cooperation agreements. The student may apply to complete the clinical training elsewhere. If the application is granted, the students is responsible for covering any expenses relating to this. The clinical training cannot be completed in the students' own workplace, i.e. the student's own unit, ward or similar.

The course VPSYPRA10/VPSYDPRA10 concludes with a written assignment where theoretical knowledge is applied to challenges relating to the clinical training or other phenomena relating to the field of mental health care.

Compulsory attendance at the clinical training.

The attendance at the supervised professional training is compulsory.

• The student must attend at least 90 % of the scheduled time
• The student will be allowed to make up for absence of between 10 and 20 per cent by agreement with the clinical training supervisor and the supervisor from the university
• If a student's absence exceeds 20%, he/she will fail the clinical training*
• The attendance requirement cannot be deviated from due to illness or for other reasons

*If illness prevents the student from attending the clinical training so that their absence exceeds the permitted amount, the student is required to present a valid medical certificate for all days of absence in excess of 10% of the scheduled time in order for the absence to be deemed valid. The student's attempt at taking the clinical training will then not count.

If the student terminates the period of clinical training without a valid reason, for instance by leaving the programme, the course will be registered as failed and the student will have used one attempt. Students who fail the clinical training twice will normally have to leave the programme.

Assessment of the professional training

During the clinical training, students will be given a midway assessment and a final assessment where the student's performance is assessed in relation to the learning outcomes for the clinical training course VPSY/VPSYDPRA10.

Clinical training is assessed as pass/fail by the clinical training supervisor and the supervisor at the university. Pursuant to the Act relating to Universities and University Colleges, the university is responsible for the final assessment of the student.

Reference is also made to the Regulations relating to Studies and Examinations at OsloMet - Oslo Metropolitan University Chapter 8. Supervised clinical training. Number of attempts.

Programme description approved by the Academic Affairs Committee at the Faculty of Health Sciences: 31 May 2017

Last amended by the Vice-Dean on 4 June 2018

The Faculty of Health Sciences

The work and teaching methods shall facilitate the integration of knowledge, skills and competence in order to help achieve the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training. The course plan specifies the applicable methods for each course.

Teaching activities should stimulate active learning and engagement. A good learning outcome is dependent on the students' own effort, cooperation with fellow students and individual work. Different types of digital technology are used in the programme to stimulate student-active learning and collaboration. Digital learning resources in the form of film clips, podcasts, academic texts, learning pathways, articles and interactive assignments are used in the programme.

The students will receive follow-up throughout the programme in the form of supervision and feedback. In some cases the students will assess each other's work and provide feedback. Such feedback may be provided in writing, orally or as a combination of both. More detailed descriptions of the most common work and teaching methods used in the programme are provided below.

LecturesLectures are used for introduction, inspiration, or in-depth learning in conjunction with other teaching methods. Most lectures are held in Norwegian, but might also take place in English.

Study groups

The students work with assignments while supervised by the lecturer. Academic discussions and assignments are carried out and solved in cooperation with other students. Group work is intended to support the learning of subject matter and at the same time provide training in cooperation, interaction and communication skills.

Seminars

The seminars will focus on student-active work methods. During the seminars, students will work on various topics and on developing their own relational competence and their competence to provide care. The seminars are intended to give the students an opportunity to practise presenting topics, develop critical thinking and provide constructive feedback. In some seminars, students will practise their relational skills through e.g. roleplay and exercises.

Supervision

The students will attend supervision groups. Sessions will focus on sharing and reflecting on their experience from practical training. The students will work on integrating theoretical knowledge and practical experience. The students will work on integrating theoretical knowledge and relating it to the practice of mental health care.

Self-study

Students are expected to acquire this knowledge through self-study. Students come to this programme with different preconditions for learning, and self-study enables them to prioritise topics and areas they want to focus more on. Self-study also helps to encourage independent activity and reflection.

The field of practice is an essential qualification arena for acquiring action competence in the specialisation. Through practical training, the students further develop their communication and interaction skills and develop an important basis for theoretical analysis and discussion.

Supervision and assessment

Practical training is supervised. Pursuant to the Act relating to Universities and University Colleges, the university is responsible for the final assessment of the student. Reference is also made to the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Detailed information about practical training

For more detailed information about attendance requirements, scope, the practical training arena, and other details related to practical training, see the course description MAPSYPRA20 Relation, Communication and Interaction, 10 credits for the specific specialisation.

OsloMet - Oslo Metropolitan University has a significant number of agreements for teacher and student exchange with institutions in and outside of Europe. The education is represented in international networks. Students will encounter foreign guest lecturers in certain courses.Internationalisation occurs through activities at the home campus and study stays at foreign institutions. Students can apply to conduct their practical studies abroad. This should preferably be done at institutions that OsloMet - Oslo Metropolitan University collaborates with.The focus on multicultural and global issues in the study contributes to internationalisation. A separate course on migration and minorities is normally conducted entirely in English for all students. English-language literature and international research are also included in the curriculum.

You may also be offered to participate in shorter international activities, for example in the form of COIL (Collaborative Online International Learning) and BIP (Blended Intensive Programs).

Coursework requirements are all types of work, tests and compulsory attendance that are requirements for being permitted to take the examination. These can be written assignments, oral presentations, compulsory attendance, guidance, and similar activities. They can be carried out individually or in groups. The coursework requirements for each course are described in the relevant course description. Course requirements are given to promote student progression and development and to ensure participation where it is deemed necessary to achieve the learning outcomes. The learning activities should contribute to in-depth learning and integration of the various knowledge areas and to reflection on one's own relational skills. They should also stimulate students to seek out and acquire new knowledge.Compulsory attendanceWhere students cannot acquire skills and knowledge through self-study, mandatory attendance is required. There is an 80 % compulsory attendance requirement for seminars, study groups, guidance groups, and simulations. Attendance in practical studies, see the chapter on practical studies.If a student exceeds the specified attendance limit for mandatory attendance, the study group supervisors and course coordinators will assess whether it is possible to compensate for the absence through oral or written individual assignments. If the absence cannot be compensated for, the student loses the right to take the examination and must retake the course. The possibility of compensation depends on the extent of the absence and the activities the student has not participated in. It is the student's responsibility to keep track of their own attendance.Approval of written course requirementsCourse requirements are assessed as approved/not approved. Normally, there are three attempts for a course requirement. Course requirements that are not approved must be improved and approved before the student can take the examination. As far as possible, the second attempt is given before the regular examination/assessment, unless otherwise stated in the course description. A third and final attempt is normally given before the new and deferred examination. Non-approved course requirements may result in delays in the education.