BVUD3100 Placement in the Professional Field of Child Protection Work Course description

Emnet omfatter aktivitetsfagsundervisning og praksis i barnevernspedagogers yrkesfelt. I praksisperioden skal studentene tilegne seg kunnskap om barnevernet og hvordan man jobber i ulike deler av praksisfeltet.

3.1 Aktivitetsfag

3.1 er en videreføring av kunnskap og ferdigheter studentene tilegnet seg om bruk av aktiviteter tidligere i studiet. Studenten skal fordype seg i et nytt aktivitetsfag, og kunne bruke det valgte faget som del av utøvende sosialpedagogisk arbeid.

3.2 Yrkespraksis tredje studieenhet

3.2 omfatter obligatorisk veiledet yrkespraksis (inkludert praksisseminarer). I praksisperioden skal studentene tilegne seg kunnskap om barnevernet og om hvordan man jobber i ulike deler av feltet. Å møte etablerte yrkesutøvere og barnevernets klienter, er viktig for å utvikle profesjonelle holdninger og ferdigheter. I yrkespraksis skal studentene under veiledning øve seg i konkrete arbeidsoppgaver som er aktuelle for barnevernspedagoger. Det gis også muligheter for praksis i utlandet. Emnet styres av praksisreglementet. Reglementet ligger som vedlegg i programplanen. Les også informasjonen i programplanens innlednin

In 2017, OsloMet – Oslo Metropolitan University, on assignment from the Ministry of Education and Research, developed a complementary education programme for persons from refugee backgrounds who have an education in nursing from a country outside the EU/EEA. Nurses without refugee backgrounds can also be accepted to the programme if there are vacant places. The students must have received a decision from the Directorate of Health stating that they must complete the programme in order for their education to be deemed equivalent to Norwegian nursing education. The programme includes all* additional requirements that are necessary to be granted authorisation as a general nurse; see https://lovdata.no/dokument/SF/forskrift/2016-12-19-1732.

* dersom studenten ikke oppfyller norskkravet som kreves ved autorisasjon, i opptaket til studiet, må studenten oppfylle dette kravet før søknad om autorisasjon sendes (norsk krav jamfør forskrift om tilleggskrav for autorisasjon for helsepersonell med yrkeskvalifikasjoner fra land utenfor EØS og Sveits, § 3. Språkkrav – nettside Helsedirektoratet)

The complementary education is intended to compensate for these shortcomings so that those who have taken a nursing education can be granted authorisation in Norway and thereby use their expertise and find work faster.

The programme description is updated in accordance with the Regulations on National Guidelines for Nursing Programmes and the programme description for the Bachelor’s Programme in Nursing at OsloMet.;

The programme description consists of courses that we deem necessary for persons who have taken their education outside the EU/EEA in order to bring their education on a par with the Norwegian education.

All teaching, coursework and assessments will be in Norwegian.

The target group for the programme is primarily persons from refugee backgrounds who hold a residence permit and who have taken nursing education in a country outside the EU/EEA. The programme may also be relevant to nurses without refugee backgrounds who have taken nursing education in a country outside the EU/EEA, if there are vacant places on the programme. The target group must have had their applications for Norwegian authorisation rejected in a decision from the Norwegian Directorate of Health, and been informed that they must take complementary education for nurses as part of a qualification measure to be granted Norwegian authorisation.

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

Admission requirements:

• Administrative decision from the Directorate of Health dated after 1 June 2015 stating that complementary education must be taken in order to achieve a corresponding nursing education as a measure towards being granted authorisation as a nurse in Norway.
• Completed nursing education from countries outside the EU / EEA .
• Meet Norwegian and English language requirements as stipulated in the Regulations concerning Admission to Higher Education.

In the event of competition for places on the programme, applicants with documented refugee backgrounds from outside the EU/EEA area will be given priority. Applicants are then ranked in accordance with the provisions set out in the Regulations relating to Admission to Studies at the university.

Applicants who are admitted to the programme must submit a transcript of police records, cf. the Regulations concerning Admission to Higher Education Chapter 6.

Opplysning om autorisasjon:

For å søke autorisasjon i etterkant av studiet må du i tillegg til karakterutskriften legge ved dokumentasjon på norskkrav jamfør forskrift om tilleggskrav for autorisasjon for helsepersonell med yrkeskvalifikasjoner fra land utenfor EØS og Sveits, § 3. Språkkrav

3.1 Aktivitetsfag

Obligatorisk undervisning

Aktivitetsfag er obligatorisk.

Det er krav til 80 % nærvær i de fag/emner som har obligatorisk undervisning.

Ved alt fravær over 20 % gis et omfattende alternativt arbeidskrav som kompensasjon for fraværet.

Ved fravær utover 40 % mister studenten retten til å fremstille seg til eksamen.

Den enkelte student har selv ansvar for å få dokumentert sin tilstedeværelse. Lengden på undervisningsdagene vil variere, og den enkelte student har ansvar for å holde seg orientert om timeplanen.

Obligatorisk aktivitet må være gjennomført og godkjent innen fastlagt frist for at studenten skal kunne framstille seg til eksamen.

3.2 Yrkespraksis tredje studieenhet

Obligatorisk deltakelse

Praksisseminarene er obligatorisk. Tilstedeværelse godkjennes etter innlevering av eksamen og før sensur.

Det er krav til 80 % nærvær i de fag/emner som har obligatorisk undervisning.

Ved alt fravær over 20 % gis et omfattende alternativt arbeidskrav som kompensasjon for fraværet.

Ved fravær utover 40 % mister studenten retten til å fremstille seg til eksamen.

Den enkelte student har selv ansvar for å få dokumentert sin tilstedeværelse. Lengden på undervisningsdagene vil variere, og den enkelte student har ansvar for å holde seg orientert om timeplanen.

Praksisperioden er obligatorisk og reguleres av praksisreglementet.

Arbeidskrav

Det er ingen arbeidskrav i dette emnet.

The programme is taken as a full-time course of study over one year. The first theory course ‘The Profession of Nursing and Social Science’ must be taken first. The order of the other courses can be changed according to which clinical training places are available.

The students are placed together in a separate class, but will be taught and take some of the courses together with the other students where appropriate.;This applies;in particular to;the courses SKOMPPRA20;Nursing Persons with Mental Health Issues and SKOMP3910 Bachelor’s Thesis, which overlap 100% with;courses taken;on the;full nursing education programme.;

The students will also receive follow-up and supervision throughout the year in connection with the courses.

OsloMet emphasises a good and developing learning environment that the students can thrive in. The work and teaching methods have been developed on the basis of a socio-cultural view of learning, where the overriding principle is to make use of your own thoughts, knowledge and experience. The student’s own efforts, individually or together with others, are decisive for good learning outcomes. Students are expected to prepare ahead of organised teaching activities. Varied work methods are used both in theoretical subjects and in clinical training and these can be carried out physically on campuses or on digital platforms.

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The programme also prepares students for the labour market’s requirement of lifelong learning. Students are therefore expected to take ownership of their own learning process throughout the period of study, during which they will both learn how to ‘become a nurse’ and ‘learn how to learn’. Students are also expected to contribute to creating a good learning environment for their fellow students through active participation in the different teaching activities.

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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, as well as an awareness of how you best learn. It is recommended that students take the initiative to form study groups.

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Group work

Group work means working with other students. In the groups, students will discuss each other’s contributions and share knowledge and perspectives. They will gain experience of cooperation and of assessing, developing and disseminating relevant literature. The students will give and receive feedback from others.

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Digital learning resources

Digital learning resources include publications on the website bokskapet@oslomet.no, or video clips, podcasts, games, academic texts, articles and interactive assignments used as part of the learning methods. Digital co-writing tools are used in some courses for the purpose of sharing knowledge and producing texts together. Digital self-corrected tests (quizzes) provide an opportunity for the students to practise and test their knowledge of the course content. Students receive an immediate response, which can serve as a basis for their continued learning.

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Skills training and simulation

The goal of the simulation and proficiency unit (SF unit) is to enable students in the nursing profession to learn and practise different skills and procedures to be prepared to meet the field of practice, both as a student and as a qualified nurse, and to prepare for the trade exam.

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Lectures

Lectures are used either to gain an overview of the course’s content or to delve into a specific topic. Lectures are used particularly when introducing new subject matters.

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Flipped classroom

Through the flipped classroom, students work on digital learning resources before they attend joint lectures. During teaching sessions, students work on problem-solving activities, often in the form of group work or seminars.

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Seminar/workshop

Here, students practise using professional terminology, expressing their own opinions and reflecting on their own attitudes and actions, in addition to presenting and discussing subject matter and assessing other students' academic presentations. In the workshop, students can work with, for example, drug billing and the development of professional language.;

Posters

Posters are a visual presentation where different types of projects are presented in a short and systematic manner.

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Interprofessional cooperative learning (TPS)

Interprofessional cooperative learning comprises all ways of working where students participate in;clinical training arenas that entail cooperation with professionals from other fields.

Students are expected to prepare ahead of each clinical training period. In preparation for each period, teaching sessions will be held at the university or digitally. The preparatory theory for this group of students in particular will emphasise:

• Communication in clinical training with patients, next of kin and colleagues
• Training and supervision in the university’s simulation and skills unit
• How the learning outcomes for the clinical training can be specified

SupervisionClinical training is supervised. This means that a supervisor from the university follows up the students both individually and in groups throughout their clinical training, in cooperation with a supervisor from the professional field.

Specification of learning outcomesIn the course of the first few weeks of each clinical training period, the students must specify the learning outcomes for the clinical training period/course in relation to their own preconditions for learning and the framework at the clinical training establishment in question. This must be approved by the clinical training supervisor and supervisor at the university. These learning outcome descriptions must be concrete, relevant, realistic and measurable.

Written assignments and logsDuring the course of the clinical training period, the students must write two assignments, as well as keep logs or use equivalent methods of reflecting on their clinical training. The assignments and logs are submitted in the electronic learning platform to the supervisor at the university and form the basis for supervision sessions. The students will receive written or oral feedback. The assignments and logs are an integrated part of clinical training and form part of the assessment of the student’s knowledge/general competence.

ShiftsAttendance at clinical training totals an average of 30 hours a week. Shifts are to be planned for these periods. Study days must be evenly distributed over the course of the clinical training period. Depending on the clinical training establishment and period, the student should do shifts during the day, evening, night and weekend during the period, and he/she should primarily follow the clinical training supervisor’s shift arrangements where possible. The shift plan functions as a contract and cannot be changed without the approval of the supervisor at the university and the clinical training supervisor.

Compulsory attendance and absence from clinical training

Students’ clinical training can only be assessed if their attendance is sufficiently high. It is the student’s responsibility to ensure that their absence from clinical courses does not exceed the permitted amount. The rules are as follows:

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

Illness during clinical training periodsIf students fall ill and their absence from a clinical course exceeds 20%, a medical certificate is required for all days of absence in excess of 10%. The absence will then be deemed to be valid, and the student will have to re-take the clinical course in its entirety. This will lead to delayed progress in the programme.

Coursework requirements are all types of work/activities/compulsory attendance that are conditions for being permitted to take the exam. The course descriptions specify which coursework requirements apply to each course. The deadline for submitting coursework is set by the person responsible for the course or lecturer.

The purpose of the coursework requirements is to:

• promote progress and academic development in the programme
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on nursing issues

Coursework requirements and compulsory activities in clinical training

All clinical training have different mandatory activities and tasks in the implementation. See chapter on Clinical training. In some clinical courses, there may also be requirements for work requirements and activities that must be approved before a final assessment of the subject can be made.

Assessment of coursework requirements

The required coursework is assessed as approved/not approved by the person responsible for the course/lecturer. Fellow students can also participate in providing feedback on some of the coursework.

Validity of required coursework

If more than one academic year passes between when a student¿s required coursework is approved and the exam in the course in question, the faculty can require the student to retake the coursework before being permitted to take the exam.

Not approved coursework

Normally, students are given three attempts to have coursework approved. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

As far as possible, the second attempt will be given before the ordinary exam, unless otherwise stated in the course description. The student must agree with the person responsible for the course/lecturer in each individual case.

If a second attempt is impossible due to the nature of the coursework requirements (e.g. attendance requirements or taking a first aid course that is only held once), the person responsible for the course/lecturer will consider whether alternative coursework can be set.

Such alternative work has in the past been set in the form of a written assignment, a video recording or similar to demonstrate that the student possesses the knowledge specified in the coursework requirement.

A third and final attempt is normally given before resit and rescheduled exams.

Valid absence documented by e.g. a medical certificate does not exempt students from meeting the coursework requirements.