Advanced Programme in Paediatric Nursing Programme description

The Advanced Programme in Paediatric Nursing is based on the national curriculum for further education in paediatric nursing and the regulations relating to the national curriculum for further education in paediatric nursing adopted by the Ministry of Education and Research on 1 December 2005 and meets the requirements stipulated in these documents. The programme has a scope of 90 credits, and is taken as a full-time course of study over one and a half years. After completing the programme, the students will have action competence in the field of paediatric nursing; see the requirements set out in the national curriculum for further education in paediatric nursing with pertaining regulations.

Paediatric nursingPaediatric nursing is special expertise in nursing acutely and/or critically ill children. By ¿children¿ is meant persons under 18 years of age. Children are not 'little adults', and special expertise is required to care for this patient group. Children depend on their caregivers, and paediatric nurses address the family perspective by including caregivers as equal partners when nursing children.

Paediatric nursing entails assessing acute situations, prioritising and implementing measures to maintain or restore vital functions, or facilitating dying with dignity. Paediatric nursing also entails limiting suffering, pain and traumatic experiences, preventing developmental damage and promoting normal development in children. The preventive, therapeutic, pain-relieving and stress-relieving, health promoting and rehabilitative and habilitative aspects of paediatric nursing inform all assessments and activities.

The patient group comprises children who:

• are premature
• have congenital diseases or developmental anomalies
• have had an accident
• suffer from acute and/or critical illness
• are under assessment for or are suffering an exacerbation of a long-term or chronic illness
• have a disability
• are living under conditions that cause physical, mental or social developmental disorders and/or damage

Paediatric nursing¿s target group also includes caregivers, siblings and other family members.

Relevance to working life

The Advanced Programme in Paediatric Nursing is intended to help to cover society¿s increasing need for specialist nursing skills, primarily in the specialist health service, but also in the municipal health service.

Paediatric nurses are in high demand, as they are key personnel in the specialist health service when it comes to providing professionally sound healthcare to acutely and critically ill children. The specialist health service increasingly demands specialisation, and seeks paediatric nurses who practise their profession in a sound manner and on a scientific basis. Today, we can treat many diseases and injuries that could not be treated in the past, including many premature babies. The children treated by the specialist health service today are sicker than they used to be. This development makes new and stricter requirements of paediatric nurses.

They are also required to work in an evidence-based manner where their nursing practice is based on knowledge gained from research and experience, in addition to patient knowledge. Paediatric nurses shall be capable of analysing and taking a critical approach to existing theories and methods in advanced medical treatment and paediatric nursing. Moreover, they shall be able to contribute to new ideas and innovation processes in their own practice, and make independent use of relevant methods for quality-related work (professional development, quality assurance or quality control work) in the field of paediatric nursing. Paediatric nurses are qualified to take greater responsibility for evidence-based paediatric nursing of acutely and/or critically ill patients in and outside a hospital setting.

Paediatric nurses primarily work in paediatric medicine departments, paediatric surgery departments, intermediate care units for children, neonatal and paediatric intensive care units, children's emergency care units, outpatient clinics and adult departments with children's beds. Their expertise is also relevant for work in habilitation units and child and adolescent psychiatry departments.

The municipal health service is also experiencing a growing need for specialist nursing skills. The Act relating to Municipal Health and Care Services, etc. (the Health and Care Services Act) has given the municipalities a role in the treatment of acute-onset illness, exacerbation of chronic illness and in follow-up care for patients whose hospital treatment is finished. Therefore, nurses with specialist skills in nursing acutely and/or critically ill children will also be in demand in the municipal health service.

Relevance to further studies

Candidates who have completed the Master¿s Programme in Paediatric Nursing can apply for admission to PhD programmes in health sciences and nursing science, among other things.

The target group for the programme is authorised general nurses who would like to work with acutely and/or critically ill children ¿ primarily in the specialist health service, but also in the municipal health service.

Admission to the programme is in accordance with the Regulations relating to Admission to Studies at OsloMet ¿ Oslo Metropolitan University and the national curriculum for further education in paediatric nursing with pertaining regulations, adopted by the Ministry of Education and Research on 1 December 2005.

The academic basis for admission to the programme is a three-year bachelor's degree in nursing or equivalent. Applicants must also hold a Norwegian authorisation as a general nurse and have at least two years¿ somatic nursing experience from the specialist health service after receiving their authorisation. 

Additional points (maximum 1,5 points) are awarded for all higher education beyond the minimum requirement.

Additional points (maximum 2,5 points) are awarded for all relevant work experience beyond the minimum requirement. By relevant work experience is meant professional nursing experience from children's departments or similar.

Twenty-five per cent of places on the programme are reserved for students who compete for admission on the basis of their grade point average alone.

Applicants who are admitted to the programme must submit a transcript of police records, cf. the Regulations for admission to higher education Chapter 6.

The use of clothing that covers the face is incompatible with taking the programme.

After completing the Advanced Programme in Paediatric Nursing, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and competence:

KnowledgeThe candidate

• has advanced knowledge within the paediatric nurse's functions and areas of responsibility
• has in-depth knowledge about advanced medical treatment of acutely and/or critically ill children
• has knowledge about the scientific theory and methods of nursing
• has advanced knowledge about children's physical, mental and social development
• has advanced knowledge about children's fundamental needs and how complications and developmental damage can be prevented
• has advanced knowledge about maintaining and restoring children's vital functions if they are compromised
• has in-depth knowledge about children's experiences, reactions and needs in connection with acute, critical or chronic illness, in a multicultural perspective
• has in-depth knowledge about the experiences, reactions and needs of parents and siblings when a child is acutely, critically or chronically ill, in a multicultural perspective
• is capable of analysing paediatric nursing problems on the basis of the discipline¿s history, traditions, distinctive nature and place in society

Skills

The candidate

• is capable of analysing and taking a critical approach to different sources of information and of using them to structure and formulate paediatric nursing argumentation
• is capable of analysing and taking a critical approach to theories and methods in advanced paediatric medical treatment and paediatric nursing
• is capable of observing, assessing and identifying a child's general and special needs, resources and problems through communication and cooperation with the child and its caregivers
• is capable of prioritising and initiating measures necessary to maintain or restore vital functions
• is capable of preventing complications in connection with acute and/or critical illness and advanced medical treatment when nursing children
• is capable of reducing the stress, pain and discomfort of children and parents in connection with advanced medical treatment and paediatric nursing
• is capable of identifying signs of neglect and child abuse and of initiating necessary measures
• is capable of looking after the healthy aspects of the child and promoting coping, growth and possibilities for development
• is capable of planning, organising, coordinating and cooperating on the available resources to ensure that they are used in a targeted manner in the patient's best interests
• is capable of independent work on practical and theoretical problem-solving relating to the functions and areas of responsibility of a paediatric nurse
• is capable of applying pedagogical and subject didactics principles when informing, teaching and providing guidance to children and caregivers from different cultures, as well as to colleagues and other members of the healthcare team
• is capable of practising paediatric nursing in accordance with ethical principles and healthcare legislation

Competence

The candidate

• has action competence in the field of paediatric nursing
• is capable of carrying out wholly or partly compensatory nursing in the event of self-care deficits in relation to a child's fundamental needs
• is capable of analysing relevant ethical issues in paediatric nursing based on discipline knowledge, research, experience and patient knowledge
• is capable of applying his/her knowledge and skills to new fields to carry out advanced tasks and projects in paediatric nursing
• is capable of communicating extensive independent work and masters the forms of expression used in paediatric nursing
• is capable of communicating about issues, analyses and conclusions in paediatric nursing, both with specialists and with the general public
• is capable of cooperating with members of his/her own profession and across professions in the treatment of children
• is capable of contributing to new ideas and innovation processes in professional practice

The programme comprises 8 compulsory courses, which make up a total of 90 credits. Theoretical studies make up 45 credits, while clinical training accounts for 45 credits. The programme is taken as a full-time course of study over a period of one and a half years.

National curriculum for further education in paediatric nursingIn order to ensure that students who complete the Advanced Programme in Paediatric Nursing are qualified to work as paediatric nurses, the programme meets the requirements set out in the national curriculum for further education in paediatric nursing with pertaining regulations adopted by the Ministry of Education and Research on 1 December 2005, both in terms of content and the breakdown of credits.

Progress requirements

• All coursework requirements in a course must be met before a student can take the exam.
• Students must have passed ABIO6000 Natural Science related to Nursing in order to take the exam in BARN6000 Paediatrics, Neonatology and Paediatric Surgery
• Students must have passed BARNPRA10 Clinical Studies in Paediatric Nursing, Level 1 in order to start BARNPRA20 Clinical Studies in Paediatric Nursing, Level 2.
• Students must have passed BARNPRA20 Clinical Studies in Paediatric Nursing, Level 2 in order to start BARNPRA3 Clinical Studies in Paediatric Nursing, Level 3.

The work and teaching methods used in the programme are based on a sociocultural perspective on learning. This means that the student participates in and contributes to a learning community where fellow students, lecturers and others are important to his/her learning. The goal of the work methods is to encourage independence, fresh thinking, own activity and reflection. Feedback, formative (continuous) assessment and supervision will be the learning community's key activities to advance learning. Learning is considered a process that involves the whole person and is manifested through the change in the person learning.

Study methods that promote evidence-based practice are used throughout the programme in that the student integrates knowledge from research and experience and patient knowledge.

The programme emphasises student-active methods intended to encourage the students to actively seek relevant and reliable sources of knowledge. The process will alternate between individual work and interaction with fellow students and others in group work, seminars, simulations and practical training.

Lectures

Lectures are primarily used to introduce new subject matter, give an overview and highlight main elements and links between different topics, and also to communicate relevant issues. The lectures in the three common courses for several of our advanced nursing programmes will be held as joint lectures, but joint lectures will also be used in other courses. Most lectures are held in a Scandinavian language, but they can also take place in English.

Group workGroup work, which is compulsory attendance, is used as a teaching method to encourage cooperation between students, support the learning of subject matter and provide training in cooperation and interaction skills, which are necessary skills in professional practice.

Seminars

Seminars, which is compulsory attendance, are held in which students present assignments they have been working on and receive oral feedback from their fellow students and lecturers. The purpose of the seminars is to stimulate each other's learning process, clarify students' own understanding of the subject and develop cooperation skills. The students are given the opportunity to practise their academic formulation skills, and academic discussions between students and lecturers are facilitated.

Simulation

Simulation, which is compulsory attendance, is used to practise procedures and become familiar with equipment and machines. Simulation is also used to gain teamwork experience and skills in relation to rarely occurring and life-threatening situations, particularly complex situations that require prompt and appropriate action.

Self-studyNot all topics are covered by organised teaching activities, and students are expected to acquire knowledge of the remaining topics 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 on. Self-study also helps to encourage independent activity and reflection.

Practical trainingPractical training, which is compulsory attendance, is an important work method in the programme. See a more detailed description in the chapter on practical training.

The field of practice is an important qualification arena for developing action competence in paediatric nursing and evidence-based practice. Professionally sound paediatric nursing practice must be learned in direct interaction with patients. This is the only way in which students can gain experience and encounter challenges of sufficient complexity to allow them to achieve the programme¿s learning outcomes. When nursing acutely and/or critically ill children and young people, decisions must often be made quickly, and through practical training, students acquire the practical experience needed to develop an immediate understanding of the patients¿ situation and the knowledge and action required.

Practical training in the programme is organised as three courses with a total scope of 45 credits. When calculating the practical training, we assume that 5 days in practice is a week. Theory and / or study days are not included in the calculation of scope out in practice. The practical training must make up no less than 50% and no more than 60% of the programme, and at least 90% of the practical training must involve patient contact; see the requirements set out in the national curriculum for further education in paediatric nursing.

Clinical Studies in Paediatric Nursing

First semester: BARNPRA10/MBARNPRA10, 20 credits (13 weeks - about 65 days of practical training)

Second semester: BARNPRA20/MBARNPRA20, 15 credits (10 weeks - about 50 days of practical training)

Third semester: BARNPRA3/MBARNPRA3, 10 credits (7 weeks - about 35 days of practical training)  

The practical training is organised such that on completion of the programme, the student will have gained experience of and developed paediatric nursing action competence in relation to all common conditions, important forms of treatment and different patient situations.

 The practical training must include specialist departments where the patient¿s vital functions are threatened or failing. Students will primarily undergo clinical training at:

• neonatal intensive care units
• paediatric intensive care units for older children
• paediatric surgical/intermediate care units
• postoperative units with paediatric patients
• paediatric medical/intermediate care units

Supervision  

Practical training will be supervised, and the student is guaranteed supervision by a nurse with advanced training or a master's degree in paediatric nursing.

Specification of learning outcomes

The student shall specify the learning outcomes for each course based on his/her own preconditions for learning and the framework conditions at the unit where the course is taken. This must be approved by the practical training supervisor and lecturer. These learning outcome descriptions must be concrete, relevant, realistic and measurable. They must describe observable behaviour, for example actions, performance or skills, or results of an unobservable mental behaviour such as a change in attitude. They are intended to help to clarify what the student needs to learn and which learning situations are required to achieve this. This provides a direction for the supervision/instruction required and indications for use in the assessment.

A conversation between the student, the practical training supervisor and the lecturer will take place within the first two or three weeks of a practical training course. The purpose of this conversation is to maintain continuity and progress in the student's learning and development. The lecturer and practical training supervisor must have received the student¿s specification of the learning outcomes in advance so that the conversation can be as constructive as possible.

Shifts

The practical training courses comprise approx. 32 hours per week. The student prepares a shift plan for each course for approval by the university and the department where the student is taking the practical training. Continuity in supervision is a goal when preparing the shift plan, and the student should therefore follow the practical training supervisor¿s shift arrangements where possible.

Compulsory attendance in clinical training

Attendance is compulsory in areas that are important for achieving action competence as a paediatric nurse and where the student cannot acquire knowledge through self-study. This means that attendance is compulsory during practical training courses. In order to pass a practical training course, the student must have attended at least 90% of the planned activities in each course. Students must make up for absence exceeding 10% by agreement with the lecturer and the practical training establishment. If a student's absence exceeds 20%, he/she will fail the course. Absence is calculated on the basis of the student's approved shift plan for each course.

Elective practical training

Students have the opportunity to organise a total of 1¿5 weeks of elective practical training in the course of the programme. The elective practical training must be completed at a practical training establishment relevant to the target group and/or functions of paediatric nurses. The student must contact the practical training establishment him/herself and submit a written application for elective practical training for the university¿s approval. Only students who have passed all their exams so far in the programme and are not at risk of failing a practical training assessment can be granted such approval. Elective practical training must be funded by the student.

OsloMet has established partnerships with universities and university colleges in and outside Europe, and is a member of various academic networks. Students can apply to take parts of the programme abroad, preferably at institutions that OsloMet cooperates with. Students who wish to go on exchanges at other institutions will have to organise the exchange themselves and obtain the university's approval.

It is primarily the practical training courses in the second and third semesters that are suitable for exchanges. Only students who have passed all their exams so far in the programme and are not at risk of failing a practical training assessment can take these courses abroad.

The programme uses guest lecturers from foreign partner institutions, and the programme's own lecturers gain knowledge and experience through exchanges with the same institutions.

Required coursework is all types of work and tests that are conditions for being permitted to take the exam. In this programme, the required coursework comprises:

• written assignments
• documentation of literature selected by the student
• teaching/providing guidance to children and their caregivers as well as fellow students and/or other health personnel
• specifying learning outcomes for practical training courses

The main purpose of coursework requirements is to promote the students¿ progress and academic development in the programme, stimulate students to seek out and acquire new knowledge, and facilitate cooperation and communication in relation to professional issues.

FeedbackThe students receive written and/or verbal feedback from the lecturer and/or fellow students on their written assignments based on the criteria of relevance, theoretical knowledge, in-depth study, ethical reflection, independence and how the assignment is presented (see Assessment of written work in the Assessment chapter of the programme description).

ApprovalRequired coursework is assessed as approved/not approved. Required coursework that is not approved must be improved before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam. Students are entitled to a third attempt before the resit/rescheduled exam. If the third attempt at a coursework requirement is not approved, the student cannot take the resit/rescheduled exam and will have to wait until the ordinary exam for the following year. The student will then be entitled to three new attempts with the new class.

De siste tiårene har Norge blitt et land med relativt høy innvandring. Norge har på kort tid gått fra å være en homogen nasjonalstat, til å bli et nasjonalt mangfoldig samfunn. Denne utviklingen både engasjerer og bekymrer politikere og den øvrige befolkningen. Staten og kommunene står overfor nye utfordringer av sammen satt karakter. Innvandring kan både avhjelpe et stramt arbeidsmarked, men kan også føre til press på velferdsordninger.

Det er mange former for innvandring. Det er store forskjeller på europeisk arbeidsinnvandring kontra flyktninger og asylsøkere. I tillegg kommer familiegjenforeninger og irregulær innvandring som skaper ulike forvaltnings- og integreringsutfordringer. Det er en politisk målsetning at innvandrere skal bli aktive borgere og skattebetalere på linje med øvrige innbyggere. Dette krever en betydelig egeninnsats, men både offentlige myndigheter og private aktører kan bidra i denne prosessen.

Integrering av innvandrere er et område som går på tvers av vanlige sektorinndelinger i offentlig politikk. Samordning av tjenester fører til utfordringer både på sentralt og lokalt nivå.

Årsstudium i migrasjon- og integrasjonsforvaltning vil bidra til økt kompetanse om integreringsutfordringer i Norge. Ved en kombinasjon av teoretiske og praktiske tilnærminger, vil studentene oppøve evne til analyse og refleksjon, og være i stand til å løse oppgaver knyttet til integrasjonsproblematikk.

Studiet er et fulltidsstudium over ett år - 60 studiepoeng. Årsstudium er ikke en selvstendig grad, men studentene kan søke å få studiet godskrevet/innpasset i en bachelorgrad.

The reading list totals approx. 6,000 pages, of which approx. 1,000 pages are chosen by the student. The syllabus selected by the students should be related to the in-depth assignment and the written assignments that make up the required coursework (1,000 pages).