ERGO3900 Bacheloroppgave i ergoterapi Emneplan

Bacheloroppgaven skal være et forsknings- og utviklingsarbeid innen ergoterapi og aktivitetsvitenskap. Vitenskapsteoretiske og forskningsmetodiske kunnskaper og ferdigheter er gjennomgående temaer i arbeidet med bacheloroppgaven.

Emnet er sammensatt av følgende fagområder fra rammeplanen, angitt i studiepoeng:

• Idé, teori og erfaringsgrunnlag (3 stp.).
• Vitenskapsteori og forskningsmetode (3 stp.).
• Forskning og utvikling innen ergoterapi (6 stp.).
• Helsefremmende og forbyggende arbeid (1 stp.).
• Rehabiliterende arbeid (1 stp.).
• Etikk (1 stp.).

Bestått andre studieår.

The course starts with a week of preparation for clinical training. The students will be introduced to the Norwegian understanding of supervision, management and the role and function of nurses in healthcare centres.

Admission to the programme.

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 give an account of the health-promoting, preventive, rehabilitating and alleviating function of nurses, including knowledge about palliative care
• can explain ageing processes and the special needs of the elderly
• can explain clinical assessment processes in nursing for the purpose of addressing the patient’s basic needs and improving his/her own resources in the course of the illness
• can explain the concept of patient-centred nursing
• can give an account of pharmacology and drug administration related to relevant diseases
• can refer to acts and regulations relating to drug administration
• can recognise relevant patient phenomena
• can give an account of the management and organisation of the health service
• is familiar with tools and methods for running innovation processes, implementation and continuous improvement work
• can elaborate on challenges relating to information security in nursing practice

Skills

The student can

• provide nursing care that attends to the patient’s basic needs and resources, with a focus on patients with permanent or recurring medical conditions
• organise, manage and coordinate nursing care for a group of patients
• use relevant medical/technical equipment
• apply infection control measures to prevent the spread of unwanted microbes
• apply mapping, assessment, documentation and communication tools in nursing practice
• reflect on and handle ethical issues, and adjust his/her practices in the performance of duties
• provide relevant drug administration and consider relationships between multi-diagnoses, polypharmacy and the patient’s condition
• use knowledge of legislation with particular focus on user participation and competence to give consent, internal control, the right to immediate assessment and treatment
• inform, teach and provide guidance to patients and next of kin about problems that arise in connection with illness, suffering and death
• use technology and digital solutions to support patients’ and next-of-kin’s resources, mastering possibilities and participation
• use knowledge about cultural competence and cultural literacy in the assessment, planning, provision and evaluation of nursing care
• adapt communication to the target groups’ special needs

Competence

The student

• can engage in cooperation across disciplines, professions, sectors, enterprises and levels, and initiate such cooperation
• can exchange points of view and experience with others in the field and in this way contribute to developing good practice
• can plan and carry out communication and interaction with patients and next of kin based on the principles of respect, co-determination and integrity
• can plan and carry out targeted cooperation processes with patients, next of kin and other practitioners, and can prevent and resolve conflicts
• can reflect on his/her own professional practice and power structures when working with elderly people

Clinical training, lectures, group work, written assignments, logs, training at the simulation and skills centre, seminars, supervision and self-study.

Students will receive approx. a week of preparatory theoretical teaching before embarking on eight weeks´ clinical training with direct patient contact.

All clinical training have different mandatory activities and tasks in the implementation. See chapter on Clinical training

Assessment of clinical training

The assessment is based on criteria set on the basis of the learning outcomes for the course, continuous assessment, and compulsory activities carried out by the students throughout the period of clinical training. Students’ clinical training can only be assessed if their attendance is sufficiently high (90%). For more information, see the general part of the programme description about assessment of clinical training.

Students are responsible for obtaining a copy of their assessment form from the supervisor. The form must be presented to the new supervisor in the next clinical training period.

Not relevant.