ØASØK4400 Behavioral Economics Emneplan

This course deals with a variety of tasks related to the process of web development. It both expands on earlier courses that have covered user analysis, web technologies and the organization of data and digital documents, and introduces new topics. Among these are information architecture, structured data, practical skills in publishing tools, user testing and project management including the development of requirement specifications, prototypes and user testing.

Language of instruction: English.

The course deals with public health and health management. In the Public health Act, public health is defined as "the state and distribution of health in the population". The course deals with the distribution of health challenges in the population based on risk factors related to health. Education, work and living conditions and international guidelines are elements affecting disease, illness, health, and quality of life in the population at individual, group and societal level. Several of the international sustainability goals direct attention to countering public health risk factors.

Health management emphasis a fundamental understanding of how the health service is organised, relevant legislation, strategies and goals for preventive and health promoting work in Norway. For international students, the focus will be on the Nordic welfare model. The course includes nursing challenges in working with healthy vulnerable and marginalised groups, and children and young people's upbringing environment.

Incoming exchange students are exempt from INTER1200.

In addition, students will participate in the interdisciplinary teaching activity INTER1200 ‘Communication with children and adolescents’, with a scope corresponding to 1.5 credits carried out in the beginning of January. Exchange students may occasionally be exempted from this requirement. Relevant topics include children’s and adolescents’ cooperation with professionals, explorative approaches to children and adolescents and professionals’ contributions to children and adolescents’ formation of opinions. The learning outcomes expected after completion of INTER1200 are marked with *.See INTERACT’s website for a more detailed description of the content of INTER1200

https://www.oslomet.no/forskning/forskningsprosjekter/interact

After completing the course, students will acquired the learning outcomes defined in knowledge, skills and general competence:

Knowledge

Students have specialized insight into:

• How social preferences and social context alter economic outcomes and policies (Fairness, reciprocity, altruism and social norms)
• How heuristic decision making can lead to cognitive biases and choices that are not in one's best interest (mental accounting, availability heuristic, recency bias, conjunction fallacy, etc.).
• How inconsistent preferences can arise and how they challenge policymaking (time-inconsistency, self-control, loss aversion, etc.).
• How the context in which a decision is made can influence preferences and choices (framing, prospect theory, etc.).

Skills

The students can:

• Analyze empirical evidence, often from experiments, for behavior that does not adhere to "economic rationality".
• Model behavioral preferences and decision processes to analyze economic policies.
• Analyze various economic policy options when behavior is not economically rational.
• Deal critically with the pitfalls of behavioral economics in making policy recommendations, such as excessive paternalism or the lack of a clear welfare criterion.

The course consists of a combination of lectures, group work, labs and homework.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The student

• can describe and explain factors that affect disease, health and quality of life in groups or the population as a whole **
• can describe the epidemiological and demographical foundation for public health work **
• can describe social inequality in relation to health, and is familiar with the national and global consequences of inequality **
• can describe the purpose, organisation and coordination of health and social care services **
• is familiar with relevant laws and regulations relating to the health and social care services **
• can describe the relationship between work, education, social participation, inclusion and the experience of health **
• can describe the goals for sustainable development and their significance for public health **
• can explain how the patient’s health competence is significant for life style changes and shared decision-making
• can reflect on health promoting and preventive work at the individual-, group- and society level with focus on healthy, vulnerable and marginalised groups
• can describe conditions that influence children and adolescent’s formative environment and how activity and well-being are significant for health, welfare and the prevention of disease for all groups of the population
• can describe key issues related to women’s health
• can describe key issues related to sexual health and sexually transmitted diseases
• can describe how migration, refugee and judicial status can affect each person’s health
• has knowledge about the importance of appreciative communication with children, adolescents and their parents/guardians*
• can explain children and adolescents’ right to participation in decisions that concern them*
• can explain the importance of explorative approaches in cooperation with children and adolescents*

Skills

The student is capable of

• discussing ethical challenges related to public health work that aims to change behaviours **
• describing the UN Sustainable Development Goals regarding poverty **
• reflecting on how and why the status of Sami as indigenous peoples affects the development of the health and social care services**
• exploring how social health determinants are significant to public health and work inclusion at the individual and group level
• using knowledge of pregnancy, birth and the post-partum period
• applying professional knowledge and scientific methods to elucidate a delimited issue and implement a project in health promotion and preventive work
• carry out a conversation about everyday life with children and adolescents*
• have appreciative communication with parents/guardians*

Competence

The student is capable of

• discussing the connection between social health determinants and the UN Sustainable Development Goals
• reflecting on the health risks of people who live with demanding caregiving tasks, drug addictions in the family, and people who have experienced neglect or domestic violence
• can reflect on their own role in explorative conversation with children, adolescents and their parent/guardians*
• understands the importance of interprofessional cooperation with children, adolescents and their parents/guardians

Lectures, hospitalisation (practice), group work, digital textbooks and digital supervised seminars. The course is organised as flipped classroom. Digital textbooks will be made available to students in advance.

Project-based practical training: The students work with various topics related to health-promoting and preventive work based on practical experience 3 weeks, including INTER1200).

INTER1200 'Communication with children and adolescents' forms part of a common seminar day, digital learning resources and assignments related to interprofessional group work and self-study.

All utilities allowed as long as the rules for source reference are followed.

Group project exam

• Groups until 10 students
• Scope of 3,500 words (+/- 10%).

The assignment can be given in English or Scandinavian language. The individual group must deliver in the same language.

Resit exam: A student who fails the ordinary exam, may nevertheless submit a reworked version as a resit.

The written examination is assessed by an internal and an external examiner. The external examiner grades a random sample consisting of approx. 25 per cent of the written exams. The grades given for this sample provide a basis for internal examiners who will be grading the other exams.