MALK4000-402 Relasjonelle ferdigheter Emneplan

Hjemmeeksamen i form av individuell digital flervalgstest. Testen gjennomføres uten tilsyn til en fastsatt tid med tidsbegrensning på 60 minutter.

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Gradert skala A-F

The programme's target group is people who want to contribute to changes that promote coping and improve living conditions and quality of life for disabled people and people with different needs for assistance in cooperation with recipients of services and other service providers in different arenas.

Acts, regulations and guidelines in different parts of the health, care and education sectors use different terms to refer to disabled persons, children and pupils to whom services are provided. In this programme description, we use the term ‘service recipient’.

The admission requirements are, in accordance with the Regulations for Admission to Higher Education, the Higher Education Entrance Qualification or an assessment of prior learning and work experience. 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 attending the programme. During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical placement.

After completing the Bachelor's Programme in Social Education, 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 broad knowledge of the development of the service provision for persons with intellectual disabilities and is familiar with the development and traditions of the social educator profession
• has broad knowledge of communication, interaction and cooperation
• has broad knowledge of habilitation and rehabilitation
• has broad knowledge of the relationship between health, disability, and illness in an individual, social and lifespan perspective
• has broad knowledge of symptoms and treatment of the most common somatic illnesses and mental disorders
• has broad knowledge of participation, inclusion, equality, non-discrimination and human rights, including the UN Convention on the Rights of Persons with Disabilities
• has knowledge of research methodology, measurement, principles and concepts relevant for assessing scientific quality
• has knowledge of welfare technology and of how such technology can be used in services to support the resources of each individual and their opportunities for coping and independence
• has knowledge of social conditions and cultural diversity with a bearing on professional practice at the national and international level

Skills

The candidate

• can cooperate with service recipients in applying relevant methods in assessment and testing to identify goals, interests and needs to form a basis for measures and facilitating change
• can practice applied behaviour analysis in change, education and/or health and care work
• can contribute to good public health through empowerment, participation, health promotion and prevention of illness in a lifespan perspective
• can identify symptoms of illness and take necessary action, including obtaining assistance from other health professionals to ensure that health care is provided in a professional sound manner
• can carry out medication handling in a professional sound manner
• can apply up-to-date knowledge of the health and welfare system, applicable legislation, regulations and guidelines in their practice to ensure that service recipients receive equal and professionally sound services
• can apply academic knowledge, scientific methods and relevant research and development results as a basis for understanding practical and theoretical issues and make well-founded choices in his/her professional practice
• can plan, carry out and evaluate counselling/supervision of individuals and groups undergoing learning, coping or change processes

General competence

The candidate

• has insight into relevant academic and ethical issues related to social education practice and can identify, reflect on and deal with them with professional discretion in his/her practice
• has insight into new theories, processes and methods required to carry out coordinated, systematic and evidence-based milieu therapy, habilitation and rehabilitation for disabled people in general and intellectual disabilities in particular
• can, in cooperation with service recipients and other professions, plan, carry out, document and evaluate safe health care and habilitation/rehabilitation with an emphasis on applied behaviour analysis, including projects that take place over time 
• can use relevant forms of expression to communicate academic opinions and evidence-based practice in order to contribute to self-determination and equal participation in society for disabled people
• can be inventive and plan and carry out service innovation to contribute to systematic quality-enhancing work in cooperation with service recipients, next of kin, and other service providers and parties
• can reflect on his/her own academic practice and adjust it on the basis of feedback and supervision
• is familiar with global challenges facing disabled people and professional practice in an international perspective

The programme is a comprehensive course of study in that its academic content, teaching methods and practical training are linked. There should be a clear link between the learning outcomes described, learning activities and forms of assessment. The work and teaching methods and the areas covered in the programme are organised to promote both theoretical understanding and practical action competence.

The programme comprises fifteen compulsory courses. The courses include skills training and theoretical teaching activities at the university and practical training off campus.

Each academic year has a scope of 60 credits and lasts for 40 weeks. The programme is a full-time course of study over three years. Students are normally expected to spend 40 hours per week on their studies, and this also applies during periods of practical training. This includes organised learning activities, self-study activities, required coursework and exams.

Each course has a scope of 5, 10, 15 or 20 credits. The courses that make up the programme build on each other to ensure gradual progress, both in terms of theoretical knowledge and practical skills. All the courses conclude with a final assessment. The course descriptions provide more details about learning outcomes, work methods, coursework requirements and exams.

First year of the programme

The first year of study provides an introduction to the professional field and role of the social educator, the welfare state and important framework conditions for professional practice. The situation of service recipients is also highlighted as well as factors that influence their development and quality of life. Furthermore, there is a focus on health promotion, care and health care.

Second year of the programme

The courses in the second year of the programme build directly on the courses taken during the first year. The second year starts with practical training in health promotion, care and health care, followed by more in-depth studies of the service recipients’ challenges and mechanisms in society with a bearing on its view of people with disabilities. The mutual influence between individuals and society will be a key aspect of the course, together with what this means to the professional role. The fourth semester focuses on learning and habilitation/rehabilitation, with an emphasis on applied behaviour analysis. This year of the programme provides a thorough introduction to how to analyse behaviour and facilitate the environment to allow disabled people to lead the best possible life. Knowledge from different knowledge areas is synthesised.

Third year of the programme

The emphasis is on professional practice in two periods of supervised practical training. Habilitation and rehabilitation with an emphasis on applied behaviour analysis continues. The students choose an area for in-depth studies for their specialisation. The in-depth study includes the bachelor's thesis. Management and providing counselling/supervision are important elements during this year.

Interprofessional courses taught jointly with other professional education programmes at OsloMet

The Bachelor's Programme in Social Education includes the following joint courses that also form part of other programmes at the university:

VERB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits

INTERACT (Interprofessional Interaction with Children and Youth), required coursework integrated into other courses in the programme description.

In VERB1060 students learn about evidence-baced practice with a focus on critical thinking and shared decision-making. For more details, see the individual course descriptions.

INTERACT(Interprofessional Interaction with Children and Youths) is an interdisciplinary teaching project at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes meet in interdisciplinary groups. The purpose of this is to ensure that the students acquire the skills needed to meet society’s demand for better coordination of services that concern children and young people. INTERACT is based on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to support learning. The teaching programme is carried out at the beginning of January each academic year. See https://www.oslomet.no/forskning/forskningsprosjekter/interactfor more details.

Study progress*

The following progression requirements apply in the programme:

• For the second-year course VERPRA10, the coursework requirements in VERB1210 and VERB1510 must be approved, and the courses VERB1100, VERB1600, VERB1300 and VERB1400 from the first year of study must be passed.
• For the second-year courses VERB2100, VERB2200, and VERB2300, the first-year courses VERB1100, VERB1600, VERB1300, VERB1400, VERB1510, and VERB1210 must be passed.
• For the third-year courses VERPRA21 and VERB3200, the coursework requirements in VERB2300 must be approved, and all other credit-earning courses from the second year of study must be passed.
• For VERB3100, coursework requirements in VERB2300 must be approved, and VERPRA21 as well as all other credit-earning courses from the second year of study must be passed.
• In order to start VERPRA35 all credit-earning courses in the 2nd year of study as well as VERPRA21 be passed.
• VERPRA21, VERB3100 and VERPRA35 must be passed in order to submit the bachelor's thesis VERB3900 for grading.
• There are requirements for participation in the interprofessional teaching programs in INTERACT (INTER1100, INTER1200 and INTER1300), which must be approved in order to be awarded a diploma.

* Exempt from progression requirements: The course VERB1060 Evidence-Based Practice (EBP) in Health Care and INTERACT are exempt from progression requirements in the programme and can be started even if the other courses have not been passed.

Different learning activities are used to promote attainment of learning outcomes. This requires considerable effort on the part of the students. This means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. The university keeps the number of hours allocated for organised teaching relatively low to allow students reasonable time for self-study and study groups organised by the students themselves. The university recommends that the students form study groups to support each other's learning.

The programme will be taught in Norwegian and English. VERB1060 Evidence-Based Practice (EBP) in Health Care are taught in English will be taught in English if international exchange students take the course.

Several forms of digital learning resources are used in the programme, such as digital platforms, digital lectures, video clips, podcasts, tests and assignments. These resources are used in preparation for teaching activities or courses, or during seminars using the flipped classroom method. This form of teaching requires students to come prepared to teaching sessions. The most important work and teaching forms used in each course in the programme are described in the course descriptions.

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. It is recommended that students take the initiative to form study groups.

Lectures

Lectures are mainly used to introduce new subject matter and provide an overview of the main elements, concepts, principles and problems of the relevant topics. Particularly demanding topics from the curriculum are also dealt with. The lectures are largely dialogue-based, and many lecturers include short group work sessions in their lectures.

Different methods are used to promote student activity in teaching sessions. They include supervised and unsupervised group work, flipped classroom, seminars and seminar groups, different forms of oral presentations, and interprofessional cooperative learning. Some courses consistently use inter-teaching, which entails guided instruction, interaction between students and feedback from the lecturer. Providing feedback to and receiving feedback from fellow students are examples of work methods that are frequently used in the programme. The different work methods mostly require the students to come prepared to teaching sessions. The student-active work methods help students to achieve learning outcomes through practising written and oral communication of subject matter and experience, as well as interaction and counselling/supervisions skills. These work methods give students more training in synthesising knowledge from different subject areas and allow them to develop analytical skills.

Seminars

The university organizes seminars related to given tasks or issues. Here, in addition to the academic benefit, the students will have the opportunity to develop their collaboration skills and receive feedback in their own way. Oral student presentations and discussions are emphasized, and students have the opportunity to practice skills in academic formulation. At these seminars, subject teachers will be present to give feedback and guidance.Skills training Skills are practical abilities that the individual student develops through personal experience. Skills training takes place in theoretical courses, in the university’s skills training facilities and in connection with practical training. Students develop skills within health care procedures, habilitation and rehabilitation, relational skills and counselling skills.

Multiple-choice tests

Multiple-choice tests are used in several courses. They serve multiple purposes: in addition to giving the students themselves insight into their own level of knowledge, they are used for teaching and sometimes for assessment purposes. Multiple-choice tests provide quick feedback to students on factual knowledge that is considered basic in the social education programme. The multiple-choice tests are usually required coursework but are sometimes used for exams. In some multiple choice- tests, students are required to give between 80 and 100% correct answers. Other times, the learning aspect is emphasised. In these cases, students can take the multiple-choice test as many times as they want, and if they give an incorrect answer, the correct answer will be displayed with an explanation of why their answer was wrong.

Written assignments

Through different written assignments and the bachelor's thesis, students will work on research questions, either individually or in cooperation with other students. The students are to learn theory and develop skills in using and referencing sources, analysis, discussion and written communication. The primary purpose is to develop their ability to critically reflect, see elements of the discipline in context and develop a deeper understanding of a topic. Written assignments can be reflection notes, mini-projects, action plans, answers to concrete academic questions/cases etc. Some written assignments are completed individually, others as group assignments. Students receive supervision or feedback on some assignments, but not others. The students are expected to supplement subject matter from teaching activities and the syllabus with research and scholarly articles, reference works and online resources.

Årsstudiet i organisasjon og ledelse er et praksisnært studium samtidig som det har en teoretisk og forskningsbasert forankring. Kombinasjonen av praksisrelevans og teori bidrar til at studentene oppøver evne til analyse og refleksjon og blir i stand til å løse varierende oppgaver i et yrkesliv som er i stadig endring. Studiet er særlig innrettet mot arbeid i offentlig sektor, men studentene vil også ha relevant kompetanse for næringslivet og frivillige organisasjoner.

Årsstudiet i organisasjon og ledelse har i hovedsak samme emnesammensetning og felles undervisning med tredje studieår ved bachelor i administrasjon og ledelse i offentlig virksomhet. Årstudiet er ikke gradsgivende, men kan inngå som en del av en bachelorgrad eller ses på som et supplement for studenter som allerede har en bachelorgrad, for eksempel innen ulike profesjonsstudier.

Programplanen gir en oversikt over mål, innhold, organisering, arbeidsmåter og vurderingsformer i programmet og de enkelte emnene som studiet består av.