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

This programme description was prepared by Oslo and Akershus University College of Applied Sciences pursuant to the National Curriculum Regulations for Engineering Education, adopted by the Ministry of Education and Research on 4 February 2011.

The Norwegian Qualifications Framework for Higher Education, which was adopted by the Ministry of Education and Research on 20 March 2009, provides an overview of the overall learning outcomes defined in terms of the knowledge, skills and general competence candidates are expected to have achieved after completing the education. The learning outcomes described in the programme description have been prepared in accordance with the National Curriculum Regulations and the Qualifications Framework.

The study programme concerns issues relating to energy and environment in buildings. The emphasis is on knowledge about healthy buildings and good indoor climate. At the same time, the global problems of increased pollution and scarce energy resources are also addressed by emphasising optimum energy utilisation and environmentally friendly materials in buildings. Key aspects of the programme include energy-efficient and environmentally friendly design, clean buildings, optimum heating operation, environmental accounting and ecoprofiling of buildings. The teaching is partly project-based.

The programme qualifies students to work for contractors and technical building consultants. Other relevant employers include technical central and local government agencies, and there are many possibilities in sales, marketing and consultancy services. Some graduates also start their own business. The programme also qualifies for further education at master’s degree level at universities and university colleges, including the Master’s Degree Programme in Energy and Environment in Buildings at OsloMet.

Energy and Environment in Buildings is a three-year full-time study programme, and candidates who have earned 180 credits will be awarded the degree of Bachelor of Energy and Environment in Buildings.

The programme is aimed at applicants who have a natural science background and wish to take further education in an engineering field. Applicants without a natural science background can apply for admission to the OsloMet’s introductory course or three-semester scheme to qualify for the engineering programmes. See OsloMet’s website www.oslomet.no

The programme’s admission requirements include the Higher Education Entrance Qualification/prior learning and work experience and mathematics R1+R2 and Physics 1. An introductory course or qualifications from a technical college under previous regimes are sufficient to meet the qualification requirements. Applicants with qualifications from a technical college pursuant to the Act relating to Tertiary Vocational Education of 2003 only need to take mathematics R1+R2 and Physics 1.

Reference is made to the Regulations concerning Admission to Higher Education:

https://lovdata.no/dokument/NL/lov/2005-04-01-15?q=forskrift_opptak_høyere_utdanning

After completing and passing the three-year bachelor's degree programme in energy and environment, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate:

• has acquired broad knowledge that gives an overall systemic perspective on the discipline of engineering in general, with a specialisation in subjects relating to energy systems and environmental issues in buildings
• has basic knowledge in mathematics, statistics, physics and relevant social sciences and how these fields may be integrated in the solution of engineering problems relating to energy and the environment in buildings
• has insight into specialisation subjects such as energy, fluid mechanics, heat transmission, mass transfer, indoor climate, sanitation, heating, ventilation and sanitary engineering, and automation
• is familiar with different computer tools and relevant software in fluid mechanics, heat transfer
• is familiar with technological developments in the field of energy and the environment in buildings, the role of the engineer in society, and about the social, environmental, ethical and financial consequences of technology
• is capable of updating his/her knowledge independently by seeking out literature, through contact with professional environments and user groups and through practical work
• has knowledge that provides an overall perspective on the field of energy and environmental engineering
• is familiar with research challenges relating to energy and the environment in buildings and with scientific methods and modes of working in the specialisation subjects energy, indoor climate, HVAC engineering and automation in buildings.

Skills

The candidate is capable of:

• applying and processing knowledge to solve problems relating to energy and the environment in buildings, propose technical solutions, analyse and quality assure the results
• using computer tools and relevant computer and simulation programs in the field
• working, both independently and as part of a team, on planning and carrying out measurements, analyses and engineering projects
• finding and critically assessing relevant information, literature and other relevant material, and of using this to elucidate and discuss a problem both orally and in writing
• contributing fresh thinking, innovation and entrepreneurship in connection with developing and realising sustainable solutions and products that benefit society.
• searching for specialist literature and critically assessing the quality of the source
• compiling reference lists in accordance with the applicable template.

General competence

The candidate

• is aware of the environmental, ethical and financial consequences of analyses and processes that concern energy and the indoor climate in buildings
• is capable of communicating his/her knowledge to different target groups both orally and in writing, and has the ability to illustrate the importance of technology and its consequences for society
• is capable of participating actively in professional discussions, showing respect and being open to other fields and contributing to interdisciplinary work
• is capable of contributing his/her expertise in projects and developing major projects together with others.
• has information literacy skills; knows why it is necssary to seek out quality-assured sources of knowledge,why sources must be cited, and is familiar with what is defined as plagiarism and cheating in student work

The programme consists of courses that lead up to an exam. Each course is worth at least 10 credits.

The programme comprises the following courses (see the national curriculum):

Common courses (C), 30 credits – basic mathematics, systems perspectives on engineering and an introduction to professional engineering practice and work methods. The common courses are common to all study programmes.

Programme courses (P), 50-70 credits – technical subjects, natural science subjects and social science subjects. Programme courses are common to all programme options in a study programme

Technical specialisation courses (TS), 50-70 credits – courses that provide a clear specialisation in the student’s chosen engineering subject and that are based on programme courses and common courses

Elective courses, 20-30 credits (E) – courses that provide breadth or depth in the professional specialisation.

Elective courses and further education

Elective courses can focus on breadth or depth learning. The elective course EMVE3500 HVAC, worth 20 credits and offered in the fifth semester, focuses on depth learning and is a compulsory part of the programme.

In addition, students must take one elective course worth 10 credits in the fifth semester. See the table below. If a student wants to choose another course or take the elective course in another semester, it must be approved by the programme.

Students who want to qualify for admission to the Master’s Degree Programme in Energy and Environment in Buildings at OsloMet must have at least a C on average and 30 credits in mathematics including statistics and Mathematics 3000 or 4000. These admission requirements apply to most master’s degree programmes in Norway.

5. semester

EMVE3500 HVAC and renewable energy (HVAC) (E) (compulsory)

EMVE3700 Computational Heat Transfer and Fluid Flow

BYVE3605 Hydroelectric Power (**)

DAVE3700 Mathematics 3000 (*)

DAVE3710 Academic English (*)

STKD6610 Technology and Society II (*)

DAVE3705 Mathematics 4000 (***)

(*) Common elective courses for the engineering programmes (**) See the programme description for the Bachelor’s Degree Programme in Civil Engineering

(**) See Civil engineering

(***) The course is held in spring, and the students from the Civil Engineering programme are therefore not normally expected to take this. Students in the programme are nevertheless entitled to register for the course, and if the course is completed, it can be approved as an elective course in the degree programme.

The engineering programmes are adapted for internationalisation in that the students can take courses abroad, primarily from the fourth semester. See: https://www.oslomet.no/

In addition, OsloMet's collaborates with institutions in several European countries on an English-language course called European Project Semester (EPS). It is worth 30 credits, and is mainly intended for incoming exchange students. Interested students can take the final semester of their programme as an EPS abroad. For OsloMet's own students, an EPS course at OsloMet can replace the bachelor’s thesis. Admission to EPS is based on individual application.

Engineering is an international field. Much of the course literature is in English, and several of the systems and work tools use English as their working language. Some of the teaching may be in English. The individual course descriptions will state which courses this concerns. These courses will give the students good experience and knowledge of English engineering terminology.

Required coursework means compulsory assignments/activities that must be approved by a given deadline in order for students to be able to sit the exam. Coursework can be written work, project work, oral presentations, lab courses, compulsory attendance at lectures or in groups etc. The coursework requirements for each course are described in the course description.

The required coursework is intended to ensure the students’ progress and development and that they participate in necessary elements of the programme. Coursework requirements can also be set to ensure that students achieve a learning outcome that cannot be tested in an exam.

Previously approved coursework can be valid for three years after it is approved, provided that the course remains unchanged.

Required coursework is assessed as approved or not approved.