ENT4200 Research methods in an entrepreneurial setting Emneplan

This course aims to enable students to understand the research process in the broad field of management and the specific requirements of entrepreneurship;and;innovation research. The course provides opportunities for students to plan, carry out and communicate research projects for their project work as well as for their master’s thesis. In particular, the course aims to cover current qualitative research designs and tools for innovators and entrepreneurs as well as knowledge about how to conduct segmentation based on big data appropriate for a digital age. Particular attention is given;to participant-oriented and practice-oriented research such as action research, phenomenology, ethnography, grounded theory, qualitative experiments and narrative methods. Case study as an overarching research design that enables bridging theory and practice. The course goes back to the classics in qualitative theory and moves on to applications in innovation and entrepreneurship research.

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After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:;

Knowledge ;

The student has in-depth knowledge of ;

• how phenomena and practices are refined and investigated scientifically using qualitative methods;
• the difference between natural, field and laboratory settings ;
• how research in collaboration with customers/users/practitioners/stakeholders is established,;developed, and reported;
• purposive sampling strategies and recruitment in qualitative research;
• principles of action research methods, phenomenology, ethnography, grounded theory, qualitative experiments, case studies, critical incidents technique, narrative methods,;mixed methods and naturally occurring data;
• how to theorize from process data as opposed to deductive analysis ;
• ethics and relational research
• market segmentation utilising surplus digital data ;

Skills ;

The student has ;

• the ability to apply;qualitative data from existing databases ;
• the ability;to compare and select different research methods ;
• the ability;to design, implement and evaluate qualitative research projects
• confidence in generating data and discuss the results in cooperation with customers/users/practitioners/stakeholders in research projects ;
• the ability to go behind the stated and understand challenges of everyday life ;
• the ability to use qualitative designs in research and development projects in an independent way ;
• the ability to plan, collect, systemize, analyze and interpret qualitative data from composite contexts ;
• confidence in communicating the empirical findings to different target groups, the general public included ;
• the ability to apply big data sets for segmentation ;

General competence ;

The student ;

• has the ability to;build trust in relationships with individuals and stakeholders in R&D projects
• understands;ethical principles for participant-oriented and practice-oriented research
• has the ability to reflect on;his or her;own research position ;
• has a critical and creative attitude to method selection across sectors, industries and tasks ;
• has acquired systematic and analytical capabilities, and has strengthened the ability to solve problems
• can communicate relevant professional issues, analyses and conclusions in fields bordering innovation and entrepreneurship ;
• has the ability to;secure research quality;

Lectures, workshops, cases, presentations, project. 

The following coursework requirements must be approved;before;the student may take the exam:;

• The student must take part in the two practical analysis seminars;as part of a group;of two or three students.

;Prior to the first;practical analysis;seminar, students;must;submit,;prepare;and present;a research proposal based on their own innovation/entrepreneurial idea. Feedback from the seminar leader will be given in the first seminar.;The first draft must have a scope of two pages (+/- 10 per cent).;Font and font size: Arial or Calibri, 12 points. Line spacing: 1.5.;

Prior to the second;practical analysis;seminar, students;must submit a reworked research proposal and read the first proposal of two fellow student groups. During the second seminar, students must provide written and oral opponent feedback on the;proposals.;Attendance is required at both seminars in order to receive opponent feedback and comments from the seminar leader.;The proposal must have a scope of five pages (+/- 10 per cent). Font and font size: Arial or Calibri, 12 points. Line spacing: 1.5.;

Students who are unable to attend the seminars will be given an alternative;compulsory;activity: a reflection note on both the first and second drafts of the research proposal, based on comments from the seminar leader.

The exam in the course is a;group-based;(two to four;students);research proposal;based on a case of their choice;and developed from the two drafts from the practical;analysis;seminars. In this proposal, students;must define the problem definition, the purpose of the research, their sampling strategy and data collection method. The chosen research design and method of analysis must be substantiated based on its applicability to the chosen research question and purpose.

The;exam paper;must have a scope of 15;pages as a basis, plus two pages per group member (+/- 10;per;cent). Font and font size: Arial or Calibri, 12 points. Line spacing: 1.5.;

Students who do not pass are given one opportunity to submit an improved version of the research proposal for assessment.

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). The nursing programme also has special admission requirements.

• An average grade of 3 or better is required in the subject Norwegian Vg3 (393 hours) from Norwegian upper secondary school (average of all the grades awarded in Norwegian first-choice form, second-choice form and oral).
• An average of 3 or better in the common subject mathematics (224 hours). The grade requirement in mathematics does not apply to applicants who can document the completion of programme subjects in mathematics with a scope of at least 140 hours or equivalent.

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.

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

The programme has a comprehensive profile where academic content, pedagogical activities and practical studies are interconnected. The connection between the learning outcome descriptions, learning activities and forms of assessment are particularly emphasised. Work and teaching methods and the fields of study covered in the programme are organised in a way that promotes both theoretical understanding and practical action competence. The courses build on each other to ensure progress with increasing requirements for knowledge and understanding of the profession. Through critical reflection, ethical competence and professional judgement are gradually developed.

For all nursing programmes, four recurring topics are defined: ethics, patient safety, communication and cooperation and management. The topics are integrated into different courses and described with separate learning outcomes to ensure coherency, connection and progression between courses and academic years. Diversity and big-city health are also emphasised as key perspectives in all three years of the programme.

Each academic year comprises 60 credits, and the expected workload is normally 40 hours per week. This applies both for theoretical courses and during practical training. All the courses conclude with a final assessment.

Learning in groups is particularly emphasised in the study programme. The most important elements to ensure good group processes are safety, well-being, and a sense of belonging. We therefore want all students to feel a sense of belonging to their class throughout the programme. This class will be divided into smaller groups that comprise study groups.

First year of the programme

During the first year, students will receive a basic introduction to nursing as a discipline, profession, and science. Natural science courses make up an important part of the first year of study. This will provide a good basis for studying nursing observation and assessment. Diversity and the lifetime perspective are also recurring topics. The students will receive in-depth knowledge of the human being’s fundamental needs and resources.

The academic year starts with an introductory period where the students get to know their rights and duties. Study groups are established as a work method and expectations of the students' own and other people’s efforts are clarified. Through practical training in the spring semester, the students gain experience of how needs and resources change because of ageing and disease. A central topic in the spring semester is related to illness, health failure, and pharmacology, which gives you good theoretical preparation for the second year of study.

Second year of the programme

The second year of the programme focuses particularly on nursing of people with acute and critical diseases of different ages. Students will also meet patients with progressive and chronic diseases. In addition to theory, students take two long practical training periods where they study nursing of patients and next-of-kin in authentic patient situations in the health services, which can be in either specialist healthcare services or municipal healthcare services. You will be covering both medical and surgical nursing. You will be covering both medical and surgical nursing. In the spring semester, students will also gain insight into health and social perspectives, management, and organisation, in addition to health promoting and preventive health work, that prepares you for the 3rd year of study.

The spring semester is specially adapted for internationalisation at home, as some of the courses are taught in English. In this semester, we also welcome inbound exchange students.

Third year of the programme

In the third year of the programme, the students will study nursing of people with complex health challenges. A significant part of the programme takes place in the practical training field, mainly in different arenas of the municipal health service. The practical training field consists of patients and next-of-kin with different ethnic and cultural backgrounds. The courses look at mental health issues and complex health conditions. Management, professional development and interdisciplinary and intersectoral cooperation are key aspects. The bachelor’s thesis is an academic in-depth assignment to be written in the last semester.

Interdisciplinary teaching programmes taught jointly with other programmes at OsloMet 

INTERACT (Interprofessional Interaction with Children and Youths - INTER1100, INTER1200 and INTER1300) is an interdisciplinary teaching programme at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes meet in interdisciplinary groups. The aim is to ensure that the students acquire the skills needed to meet society’s demands for a better coordination of services that affect children and young people. The teaching activity builds on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to improve the learning outcomes. The teaching (INTER1100, INTER1200 and INTER1300) is carried out in the first teaching week each spring semester for students in the first, second and third study year.

See https://www.oslomet.no/forskning/forskningsprosjekter/interact for a more detailed description of INTERACT.

Student BEST (Better and systematic team training - SYKK3000/SYKP3000) is a teaching programme in simulation with a focus on interprofessional interaction in acute situations. The aim is better and systematic team training and involves several other professional training courses. Simulation in teams is used as a training method in receiving and stabilising trauma. The focus is communication and interaction in an interprofessional group. The teaching program is carried out during the third year of study.

Requirements for participation in interdisciplinary teaching programmes

There is a requirement for participation in the interprofessional teaching programs INTERACT (INTER1100, INTER1200, and INTER1300) and Student BEST (SYKK3000/SYKP3000), which must be approved to be awarded a diploma.

Progression requirements in the study

Progression requirements are highlighted under prior knowledge requirements in the individual courses.