BLHP3000 Praksis i barnehage, 3.studieår Emneplan

The main goal of occupational therapy is to promote health and quality of life through meaningful activity and participation. People who have, or are in danger of having, difficulties performing daily tasks are an important target group. This includes play, work and leisure activities. Occupational therapy also focuses on health-promoting work focusing on the general population.

Occupational therapists work both at the individual and system level in many fields of the municipal and specialist health services, with a focus on health promoting, preventative, rehabilitative and habilitative work and treatment. Occupational therapists also work with different user groups of all ages in various public and private services, for instance nurseries, schools/education, NAV (The Norwegian Labour and Welfare Administration), rehabilitation institutions, occupational health services and user organisations.

Occupational therapy draws on occupational science, which demonstrates the link between activity, participation and health. The focus is on daily tasks and other activity that is important and meaningful for our health, well-being and development in all phases and stages of life. Activity is seen as an interaction between people, activities and surroundings. All people choose activities based on opportunities, interests, will, habits, roles, values, culture, belief in our own mastery and ability to carry out activities of daily living. Activity is deeply ingrained in the fabric of society and must be seen in relation to individual, local and global factors.

Occupational therapists conduct activity analysis and functional assessments to define opportunities for and limitations to activity. Goals and measures, which are undertaken and evaluated in close cooperation with the users, are then planned. An important part of the work is to facilitate learning. Occupational therapists are therefore required to possess educational competence in counselling and guidance. Relational and cooperation skills, and communication and writing skills are basic conditions for the profession.

The educational aspect of occupational therapy is based on the socio-cultural learning perspective that views knowledge as socially and culturally constructed. Relationships and interactions between people are the basis for learning. This means that knowledge changes and is maintained in a historical, cultural and social context in interactions between individuals. A good programme quality means organising the course of study in such a way that it gives room for interaction, dialogue and common knowledge and skill development in all phases of the programme. The students are therefore presented with different educational approaches. These approaches encourage the development of knowledge, skills and competence through good communication, active participation and interaction with lecturers and fellow students, combined with individual studies.

Central to the practical training periods is the interaction with users and other professionals. In order for the bachelor students of the health and social care subjects to have a common frame of reference for the development of knowledge and attitudes, all Norwegian programmes in the humanities and social sciences field have some common content. The aim is to educate reflected professionals who are capable of planning and organising comprehensive measures in cooperation with users and other service providers through interprofessional cooperation pursuant to the Norwegian Health Personnel Act.

The programme description was established under the Act relating to Universities and University Colleges, the national curriculum for occupational therapy and the Regulations relating to Studies and Examinations at OsloMet - Oslo Metropolitan University. It complies with the recommended guidelines for study programmes issued by the World Federation of Occupational Therapists (WFOT) and European Network of Occupational Therapy in Higher Education (ENOTHE).

The study programme has a total scope of 180 credits. Students who complete the bachelor's programme are awarded the degree of Bachelor in Occupational Therapy, which forms the basis for authorisation as an occupational therapist in accordance with the Act relating to Health Personnel.

The target group is everyone who wishes to become an occupational therapist.

The admission requirements are the Higher Education Entrance Qualification or prior learning and work experience.

In connection with admission to the Bachelor Programme in Occupational Therapy, the applicant 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 not compatible with taking the programme.

Praksisstudiet er en obligatorisk del av studiet og det er krav om 100 % tilstedeværelse.

Antall dager du skal ha praksis og når du skal gjennomføre praksis ser du i praksiskalenderen på nettsiden https://student.oslomet.no/praksis-barnehagelerer

25 dager obligatorisk praksisstudier med fokus på ledelse, samarbeid og utviklingsarbeid i sjette semester.

Ny praksisperiode

Studenter som blir vurdert til ikke bestått i en veiledet praksisperiode kan fullføre det påbegynte studieåret, men får deretter ett års opphold i ordinært studieløp. Ny praksisperiode gjennomføres neste gang ordinær praksis organiseres, normalt neste studieår. Hvis praksis blir vurdert til bestått ved andre gangs forsøk, kan studenten gjenoppta studiet. Hvis praksisperioden blir vurdert til ikke bestått ved andre gangs forsøk, må studiet avbrytes.

The programme is organised as 12 courses, see the table below. Eleven of the courses are profession-specific, while one (IPH3000) is common to several programmes at the Faculty of Health Sciences. The courses build on each other to facilitate progress with increasing requirements for knowledge about and understanding of the occupational therapy discipline and related knowledge. All courses conclude in an exam or a final assessment.

The first year is divided into four courses covering basic knowledge about the human being in relation to activity and participation.

The second year also consists of four courses, all focusing on activity in mapping and intervention in health-promoting, preventive, therapeutic, rehabilitative and habilitative work.

The third year includes a course in international public health and three courses dealing with summarised, explorative and critically reflective practice.

The academic year is 40 weeks and the expected workload is 40 hours per week. This includes scheduled activities, students own activity and exams.

Study progress

The following progress requirements apply to the programme:

• The student must have passed all courses in the first year of the programme in order to start the second year of the programme.
• The student must pass all courses in the second year of the programme in order to start the third year of the programme.

Progress requirements also apply between the two practical training periods in the second year. Half of the class takes the course ERGOPRA1 before ERGOPRA2, while the other half takes ERGOPRA2 before ERGOPRA1.

For students taking ERGOPRA1 before ERGOPRA2, the following applies:

• The student must have passed the course ERGOPRA1 before starting ERGOPRA2.

For students taking ERGOPRA2 before ERGOPRA1, the following applies:

• The student must have passed the course ERGOPRA2 before starting ERGOPRA1.

Normal study progress requires students to be make great personal efforts in the form of group work and individual work.

Skills training/user-oriented skills training

The students will acquire skills through practical training based on theoretical grounds. Students will master the therapeutic use of activity, which is essential to the profession. Part of the skills training will take place with users/patients. The students will be taught and supervised during the skills training to encourage reflection on and discussions about activity, skills and theory. This forms an important basis for the future professional to be able to evaluate their own occupation.

Seminars

Seminars are often a complex teaching method which can consist of lectures, discussions, group work, assignments and practical exercises. This method demands that the students are prepared for class and participate actively with their own work and in discussions.

Lectures

The field is constantly developing, and resource lectures are primarily used to introduce new subject matter. Lectures are intended to highlight connections and main elements in important topics and to communicate relevant issues. Within certain topics, traditional lectures are replaced with digital film clips or recordings of lectures.

Group work

Various forms of group work are used throughout the programme. Through exchange of ideas, presentations, discussions, writing assignments and other forms of collaboration, students will stimulate each other's learning by communicating discipline knowledge and experience, expressing their own opinions and together reflecting on their own attitudes, actions and understanding of the field.

Written assignments

Writing assignments is a good way of practising how to communicate in written form, an important part of the occupational therapists work. Written work requires the ability to combine and structure knowledge for a deeper understanding. Several assignments require the students to formulate their own questions and provides the opportunity for students to familiarise themselves with scientific work methods. The assignments will vary in scope and type. Whether the assignments should be written individually, in groups or under supervision will vary. Individual assignments promote independence, while group products require cooperation. Some assignments are included in the exam portfolio and must be submitted before the student can take the exam; see Assessment.