Bachelor’s Programme in Vocational Teacher Education Programme description

Programplanen for Bachelor – yrkesfaglærerutdanning er utarbeidet ved OsloMet – storbyuniversitetet etter forskrift om rammeplan for yrkesfaglærerutdanning for trinn 8-13, fastsatt av Kunnskapsdepartementet, 18. mars 2013 (heretter omtalt som rammeplan), og nasjonale retningslinjer for 3-årig yrkesfaglærerutdanning, vedtatt av UHR-Lærerutdanning 14. juni 2018 (heretter omtalt som nasjonale retningslinjer).

I tillegg er programplanen med tilhørende emneplaner utarbeidet etter «Overordnet del – verdier og prinsipper for grunnopplæringen», fastsatt ved kongelig resolusjon 1. september 2017 med hjemmel i opplæringsloven § 1-5 og læreplanverket for grunnopplæringen som trer i kraft august 2020. Studiet er organisert i ni studieretninger som korresponderer med ni yrkesfaglige utdanningsprogram i videregående opplæring, og gir grunnlag for tildeling av graden bachelor – i yrkesfaglærerutdanning . Ved opptak til studiet velger studentene studieretning, studieretningen vil framkomme på vitnemålet.

Yrkesfaglærerutdanningen skal kvalifisere og sertifisere for arbeid som lærer på ungdomstrinnet (trinn 8-10) og i videregående opplæring (trinn 11-13). Yrkesfaglærerutdanningen er profesjonsrettet, relevant og praksisnær slik at studentene opparbeider et godt grunnlag for utøvelse av lærerrollen. Undervisningen skal gi studentene kompetanse i å ta i bruk forskningsbasert kunnskap i sin profesjonsutvikling slik at de opparbeider en kritisk og reflektert holdning til egen praksis og utdanningssystemet som helhet. Videre skal studentene settes i stand til å arbeide med endrings- og utviklingsarbeid i egen organisasjon. Yrkesfaglærerutdanningen vil også gi et godt grunnlag for å lede opplæringsaktiviteter i bedrifter og voksenopplæring.

Yrkesfaglærerens oppgave er å bidra til at elever/lærlinger utvikler sitt potensiale både som individ, medmenneske, samfunnsborger og yrkesutøver. Denne oppgaven stiller store krav til yrkesfaglærerens profesjonsutøvelse og yrkesfaglige kompetanse. Yrkesfaglærerutdanningen skal legge grunnlag for at studentene utvikler egen yrkes- og læreridentitet og bevissthet om sin tilhørighet til det profesjonskollektivet som lærerprofesjonen utgjør. Læreryrket er mangfoldig og krevende, interessant og engasjerende. Det er et viktig yrke med stor betydning for enkeltmennesket og samfunnet som helhet. Lærerrollen forutsetter derfor solid kompetanse på flere områder.

The admission requirements are, in accordance with the Regulations concerning Admission to Higher Education, the Higher Education Entrance Qualification or prior learning and work experience (must be over 25 years of age and not have general study competence. A minimum of 5 years of full-time professional experience in the health, care or social sector or equivalent must be documented. In practice, one must have worked with patients or clients).

Students must submit a transcript of police records at the start of the programme.

The use of clothing that covers the face is incompatible with taking the programme's theoretical and practical training courses. During the programme's periods of clinical training, the students must always comply with the clothing regulations in force at the institution where their practical training is taking place.

Learning outcomes at the programme level for the Master's Degree Programme in Health Sciences

The student’s overall learning outcomes for the Master’s Degree Programme in Health Sciences fully cover the description of master’s degree level (level 7) of the Norwegian Qualifications Framework.

A candidate who has completed his or her qualification should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has advanced knowledge of health-related services and health-promoting work within their field of specialisation
• can analyse academic problems on the basis of the history, traditions, distinctive character and place in society of the health sciences
• has knowledge of different perceptions of body, health, illness, function and functional impairment
• has in-depth knowledge of the individual’s right to autonomy and user participation, and of important considerations in the development of equitable health services and health-promoting work
• has insight into the role of interprofessional cooperation in achieving results in health-related services and health-promoting work
• has insight into the UN Sustainable Development Goals, particularly Goal 3, Good Health and Well-being, and an understanding of the connection between health and sustainable development in society
• has thorough knowledge of the theory of science, research methods and ethics of particular relevance to health sciences and the area of specialisation

Skills

The candidate

• can understand, motivate and cooperate with individuals and next of kin undergoing health-related learning, coping and change processes
• can analyse existing theories, methods and interpretations in the field of health sciences and work independently on practical and theoretical problem-solving
• can adapt health services and health-promoting work to different groups in society
• can contribute to the expedient and correct use of technology to improve the quality of the health services
• can use knowledge of quality improvement and implementation to improve the services
• can analyse and deal critically with various sources of information and use them to structure and formulate scholarly arguments
• can use relevant methods for research and scholarly and/or professional development work in an independent manner
• can carry out an independent, limited research or development project within their specialisation under supervision and in accordance with applicable norms for research ethics

General competence

The candidate

• can analyse the relationship between the individual, service and societal levels when designing health-related services and in health-promoting work
• can contribute to innovation and quality improvement that builds on relevant knowledge of nursing gained from research and experience, and knowledge of users
• can work in interprofessional teams in order to more efficiently address complex health challenges
• has an international perspective in their field of specialisation
• can assess their own research design and research method based on a specific research question
• can disseminate relevant problems, analyses and research results to specialists and the general public in a way that meets research ethics requirements
• can contribute to new thinking and innovation processes in the health services and in health-promoting work

Specialisation in Rehabilitation and Habilitation

The following additional learning outcomes apply to candidates taking the Specialisation in Rehabilitation and Habilitation:

• can facilitate individual (re)habilitation processes and discuss challenges related to these processes
• can critically analyse, map and set goals in (re)habilitation 
• can analyse (re)habilitation as a process and activity at the individual, institutional and societal levels
• can analyse structural factors in (re)habilitation and how they can be changed through the division of responsibility and tasks

After completing the bachelor's programme in nursing, the student is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has knowledge of the history of nursing, its academic basis, scientific traditions, singularity and role in society nationally and internationally
• has broad knowledge of key concepts, theories and models in nursing, disease processes and legislation relevant to the nursing discipline
• has broad knowledge of aspects of nursing relating to health promotion, prevention, treatment, rehabilitation and alleviation
• has broad knowledge of communication and building relations and is able to communicate professionally with different individuals and based on the circumstances in each situation
• has knowledge of the health service as a system, of the organisation of services at different levels and of planning, management and coordination in relation to individual patients and groups
• has knowledge of global health challenges, cultural diversity and social inequality, which is of relevance to professional practice nationally and internationally

Skills

The candidate is capable of

• identifying and analysing professional and ethical questions at the social, group and individual levels in a reflected and critical manner
• critically evaluating and integrating information from different knowledge sources, and making clinical decisions based on evidence-based assessments and priorities
• practising responsible nursing and person centered care adapted to the individual’s needs and ensuring the patient’s co-determination in choices that concern health and treatment
• acquiring new knowledge, giving and receiving supervisions, adjusting own professional practice, taking a critical approach to academic texts from different sources and using sources correctly
• working independently and contributing to interprofessional and intersectoral cooperation to ensure a holistic course of treatment

General competence

The candidate

• has insight into the principles of prioritisation in the health services and can meet society’s requirements for responsible and caring nursing in a lifetime perspective, contributing to patient safety, quality and trust in the health services
• is capable of planning and providing peron centred supervision, counselling and teaching to patients, next-of-kin and health personnel
• has insight into service development, innovation and creativity, and how technology can influence how services are provided
• is capable of reflecting on own professional development and discussing professional aspects of nursing with colleagues
• is capable of planning and carrying out projects in cooperation with others, contributing in a constructive manner in groups and disseminating subject matter via different forms of expression

Studiet er et heltidsstudium som består av 16 emner à 10 studiepoeng, hvorav 15 er obligatoriske, samt én obligatorisk bacheloroppgave à 20 studiepoeng.

Studieprogrammets 5. semester inneholder et valgfritt emne på 10 studiepoeng. Studentene kan velge mellom valgemner i Arkivvitenskap eller fra tredje studieår ved bachelorstudiet i bibliotek- og informasjonsvitenskap, eller emner innenfor andre arkivrelevante studier.

Kandidater som ikke har bestått en eksamen etter ny/utsatt prøve, bør følge undervisningen i faget på nytt og gå opp til neste ordinære eksamen.

There is a requirement of at least 80% attendance in all first year courses. The programme emphasises student participation, dialogue, and cooperative learning, which depends upon attendance and active participation in class. The composition of the student group, with both international students and students from Norway, as well as various academic and professional backgrounds, is an excellent resource for our international and intercultural learning, which are core values in the programme. The rich and important opportunities that this offers is lost if students do not attend classes.

The coursework requirements are described in the individual course descriptions. All absence, irrespective of reason, is included when compulsory attendance is approved. In special cases where this requirement is unreasonable in relation to the student, documented sickness absence, for example, can be assessed and, if applicable, compensatory measures can be agreed. Absence in excess of the limit may be made up for by a written assignment by agreement with the person responsible for the course.

The required coursework must be submitted/completed by the stipulated deadlines. Absence for a valid reason (documented for example with a medical certificate) does not exempt students from meeting the coursework requirements. Students who fail to submit/meet the coursework requirements by the deadline, and have approved grounds for this failure, can be given an extended deadline. A new deadline for submitting/completing required coursework must be agreed with the lecturer in question in each individual case.

The required coursework is assessed as approved/not approved. Students who submit required coursework/meet the coursework requirements by the deadline, but whose work is assessed as not approved, will be given up to two opportunities to resubmit/redo the work. In such cases, the students themselves must agree with the lecturer on a re-assessment of the coursework in question.

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. Practical training consists of both practical training, activities along the way and supervised practical training that takes place during the practical training period. Each week is planned with an expected workload of 40 hours. Compulsory attendance during supervised practice periods amounts to an average of 30 hours per week, and students are required during thos period.

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 rotation 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 rotation 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.

The increasing globalisation of the labour market makes international experience and knowledge of languages and cultures more and more relevant for the profession. Internationalisation also provides insight into globalisation in general and contributes to improving the quality of the programme and strengthening the academic environment. Knowledge of international conditions is also important for developing knowledge in the nursing discipline.

Exchanges

Students at OsloMet are encouraged to take parts of the programme at an institution abroad. The programme has many partnersany partners abroad that might be relevant for students wanting to go on an exchange. The students can travel on exchange a maximum of 2 times during the study programme. Students can take three to six months of the programme in the fourth, fifth or sixth semester abroad.

In the 4th semester, you can travel abroad for an entire semester for both practical and theory courses at one of our partner universities. You can also travel abroad for theory courses only, after a compressed practical period in Norway. You also can travel for a 3-month public health internship to one of our internship partners. You then follow the subject SYK2900 Public Health in a Global Perspective, (link) https://student.oslomet.no/studier/-/studieinfo/emne/SYK2900/2024/H%C3%98ST

In the 5th semester you will find opportunities for exchange in practice for a whole semester.

In the 6th semester, you can go abroad for a 3-month internship before or after writing your bachelor's thesis, or a whole semester where, in addition to an internship period abroad, you write your bachelor's thesis while you are away. In the 6th semester it is mainly possible to exchange for a 3-month practice.

Criteria for student exchanges and information about stays abroad, can be found here: https://student.oslomet.no/utveksling

Internationalisation at home

The study programme boasts a multicultural student environment and focuses on cultural diversity and global issues. This approach contributes to greater understanding and improves the ability to work in a professional capacity in a diverse society. The English literature in the syllabus provides students with experience in reading academic literature and international research. An understanding of English academic literature is important to be able to actively participate in the international nursing community.

Academic staff affiliated to the study programme are part of international networks and research cooperation. Cooperation with colleagues from other countries contributes to internationalisation, for instance by inviting guest researchers and lecturers to OsloMet. This mainly takes place in the fourth semester, where the course SYKK/SYKP2200 Public Healt is carried out. In this course you study together with students who are on exchange to OsloMet and much of the teaching is arranged with English-speaking groups.

You will also be offered to participate in shorter international activities, at OsloMet or abroad. This can, for example, be in the form of COIL, BIP or international weeks in different courses.

Different forms of assessment are used on the programme that are adapted to the learning outcomes of the various courses. The forms of assessment used are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. During the programme, the students will be given advice, supervision and assessments of their performance. It is important and necessary to assess students’ knowledge and skills often, so that the students receive feedback on whether their performance is in line with the programme's requirements and whether they have achieved the learning outcomes.

The assessment of exams and practical training is carried out in accordance with the applicable rules set out in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University, and the Guidelines for Appointment and Use of Examiners at OsloMet – Oslo Metropolitan University.

All courses taken will be stated on the diploma. In addition, the compulsory interdisciplinary teaching programs are highlighted on the diploma.

Assessment

The grades used are pass/fail or a grade scale with letter grades from A to F, where A is the highest grade, E is the lowest pass grade and F is a fail. Other teaching programs can be graded Approved-not approved. In connection with group exams, all students in the group are awarded the same grade.

Resits/rescheduled exams

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In special cases, resit and rescheduled exams in courses with group exams may be held as individual exams.

Appeals against grades

Grades awarded for written exams can be appealed. It is not possible to appeal the grades awarded for oral and practical exams. In connection with group exams, the result of an appeal will only have consequences for the candidate(s) who submitted the appeal. The other students will keep their original grade.

Assessment of practical training

Practical training is assessed as pass or fail and is assessed by the practical training supervisors in cooperation with the contact lecturer at the university. The final decision on whether to award a pass or fail grade is made by the university.

The assessment takes its point of departure in given criteria based on learning outcomes for the course, assessment criteria, the continuous assessment, the suitability assessment, and compulsory activities carried throughout the entire course. During the practical training period, a minimum of 90 percent attendance is required to pass the practical training.

• Less than 10% absence: The student can complete the practical training course as normal.
• Between 10–20% absence: If possible, the student can make up for the practical training missed. This must be agreed with the practical training supervisor and the supervisor at the university.
• More than 20% absence: The student must retake the whole clinical training course.

If the student exceeds the maximum limit for absence and does not have a valid dokumented absence, the practical course will be registered as failed and count as an attempt.

If the student has failed the practical training twice, he/she must normally leave the programme. Reference is also made to the Regulations relating to Studies and Examinations at OsloMet.

One or more of these criteria is the basis for the grade Failed in practical training in bachelor's Programme in Nursing at OsloMet:

The student:

• has not complied with the attendance requirement
• har been absent from practice without a valid reason and without giving notice
• have not achieved the required learning outcomes for the practical training period
• have not completed compulsory activities or handed in written assignments that are stipulated in the assessment form for the practical training period
• has put the patient's life and health at risk by going beyond the limits of their own competence
• has not requested guidance, followed guidance, or shown a willingness and ability to acquire missing knowledge or competence
• shows a lack of self-insight
• shows a lack of language and/or communication skills

Suitability assessment

The suitability assessment is a continuous overall assessment that takes place throughout the study programme. Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. If the student shows signs of posing a threat to patients’ and/or colleagues' physical and mental health, rights and safety, questions should be raised about whether the person is fit to practice the profession. Staff from the university or the practical training establishment and fellow students can submit a notification of reasonable doubt. Students must be informed as early as possible that the notification has been submitted. They will be given supervision and advice on how to improve, or be advised to leave the programme.

The aim is to assess whether the students have the professional and personal preconditions required to work as a nurse. More detailed provisions about the assessment of suitability can be found here https://student.oslomet.no/en/suitability-assessment

Transfer discussion If a student or subject teacher/contact teacher reports a need for a transfer discussion, an interview can be called before the next course. In some cases, the head of studies and a representative of the Section for Academic Affairs may also attend.

The purpose of the transfer discussion is to clarify how the student can implement their learning outcomes in the best possible way in the next course, by facilitating various learning challenges and guidance needs.

Bestemmelser om eksamen er gitt i forskrift om studier og eksamen ved OsloMet.

På de eksamener der det benyttes to interne sensorer, skal tilsynssensor evaluere vurderings-/eksamensordningen på emnet minst en gang i løpet av tilsynssensors fungeringsperiode på tre år, jf. retningslinjer for oppnevning og bruk av sensorer ved OsloMet. Se nærmere omtale av bruk av sensorer i den enkelte emneplan.

Oversikt over vurderingsordninger

Første semester, emne 1: Profesjon- og yrkesfag i et opplæringsperspektiv – 30 stp

Vurderingsform: Muntlig presentasjon, Individuell/gruppe*

Vurderingsuttrykk: Bestått / Ikke bestått

Andre semester, emne 2: Yrkesfaglige kjerneelementer og ledelse av læringsprosesser – 30 stp

Vurderingsform: Prosjekt Individuell/gruppe*

Vurderingsuttrykk: Bestått / Ikke bestått

Tredje semester, emne 3: Yrkesrelevant og tilpasset opplæring – 30 stp

Vurderingsform: Indviduell prosjekteksamen

Vurderingsuttrykk: A - F

Fjerde semester, emne 4: Ungdomskultur, kjønn og mangfold – 30 stp

Vurderingsform: Individuell praktisk-muntlig

Vurderingsuttrykk: A - F

Femte semester, emne 5: Faglig fordypning i et skole-, yrkes- og samfunnsperspektiv – 30 stp

Vurderingsform: Individuell prosjekteksamen

Vurderingsuttrykk: A - F

Sjette semester, emne 6: Helhetlig yrkesfaglærer­kompetanse – bacheloroppgave – 30 stp

Vurderingsform: Eksamen består av to deler:

Del 1: Bacheloroppgave, gruppe, eventuelt individuelt *

Del 2: Individuell muntlig presentasjon *

Vurderingsuttrykk:

Del 1: A - F (teller 40 %)

Del 2: A - F (teller 60 %)

*Se den enkelte emneplan for hva som gjelder de ulike studieretningene.

Programplanen er godkjent av Utdanningsutvalget LUI 25.09.2019