FARMA2210 Fysiologi og farmakologi 1 Emneplan

In their third year, students will work on a bachelor thesis. The work on the bachelor thesis provides the students with experience of systematic project work over time, where professional development and the development of new knowledge in common is key. Philosophy of science and research methodology knowledge and skills are recurrent topics in the work on the bachelor’s thesis.

In part one, which starts at the beginning of the autumn semester, focus will be on how to plan project work. The student will start by working in-depth with a topic that forms the basis for their bachelor thesis. This takes place by applying for a research or development project available at OsloMet or other partner institutions. Students will be assigned a supervisor who follows the development of the project outline.

In part two, which concludes the programme, focus will be on completing the project and writing the bachelor’s thesis.

The bachelor’s thesis must be related to a research and development work in occupational therapy and occupational science.

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

Knowledge 

The student 

• has broad knowledge of updated national and international research on the topic of the bachelor’s thesis
• has knowledge of professional development and project work and can use the knowledge in his/her own project 
• has knowledge of philosophy of science, research ethics and research methods, and is capable of discussing how this impacts the development of knowledge in occupational therapy

Skills 

The student is capable of 

• applying problem-solving and creative strategies in the development of a project outline
• preparing a research question and a project plan
• using philosophy of science, research ethics and methods to his/her own bachelor’s degree project
• applying a relevant scientific method and conducting data collection and analysis
• preparing an abstract and bachelor’s thesis based on traditions in research dissemination
• obtaining, applying and discussing relevant research articles and other specialist literature from national and international R&D work on the topic of the bachelor thesis
• discussing the bachelor thesis’ topic and results in relation to occupational therapy theory and occupational science
• discussing, assessing and reflecting on results and factors that have influenced the results’ reliability and validity

General competence

The student is capable of 

• planning and carrying out an occupational therapy development project in cooperation with others under supervision
• critically reflecting on research ethics issues and guidelines
• communicating in written form, discussing and presenting the results of his/her own project

Praksisperioden er normalt på 12 uker, og starter med forberedelser på utdanningen. Videre er praksisukene organisert slik at studentene er 30 timer i praksis. Studentene har en veileder på praksisstedet og en kontaktlærer ved utdanningen.

Studentene får i tillegg gruppeveiledning i praksis. Veiledningsgruppene ledes i fellesskap av en faglærer fra utdanningen og en ergoterapeut fra praksisfeltet. Målet for gruppeveiledningen er å knytte teori og praksis sammen gjennom refleksjon og klinisk resonnering. Tema i veiledningsgruppene tar utgangspunkt i utvalgte læringsutbytter for emnet.

INTER1200

Digital samhandling er sentralt i undervisningen.; Studentene jobber i tverprofesjonelle grupper over to seminardager.; Studentgruppene skal samtale, reflektere, diskutere utvalgte case og gi hverandre tilbakemeldinger på arbeider.;;;;;;;;;;

Written bachelor’s thesis in groups normally comprising two students, up to 7,000 words.

Resit exam: If the bachelor’s thesis is awarded a fail grade, the students have the right to submit a reworked version once.

Ikke relevant

Bestått - ikke bestått.

Midt- og sluttvurdering gjennomføres av praksisveileder og kontaktlærer fra universitetet. Endelig vedtak om bestått/ikke bestått fattes av universitet.

Gradert skala A-F

En ekstern og en intern sensor vurderer minimum 30 % av besvarelsene. To interne sensorer vurderer de øvrige. Ekstern sensors vurdering skal komme alle studentene til gode.