FYB2300 Health and Participation Throughout the Life Span - II Course description

Like FYB2100, this course focuses on public health and health in a life course perspective. Promoting health and participation for individuals with various levels of functioning and health is an important part of professional physiotherapy practice. Physiotherapists must be able to obtain information about the physical, psychosocial and organisational factors that characterise the arenas where people live their lives. The key arenas are the home, workplace, schools and kindergartens, and these can be relevant arenas for rehabilitation, habilitation and health-promoting work. Physiotherapists must also take care of health challenges of people who are excluded from various arenas in life as the labour market or participating in the society, for example addicts, homeless people or people with disablements.

The students will also participate in the interdisciplinary teaching initiative INTER1200. See https://www.oslomet.no/forskning/forskningsprosjekter/interactfor a more detailed description of INTERACT.

INTER1200: ‘Communication with Children, Young People and their Families’ (1.5 credits) makes up the second module of the university's teaching project INTERACT. INTER1200 increases students' knowledge about communication and interaction with children and young people. As in INTER1100, the students receive training in cooperating with students from other programmes of professional study on topics relating to the everyday lives of children and young people.

Passed first year of the programme or equivalent.

After completing the course and INTER1200, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence (INTER1200 addresses the learning outcomes marked with two asterisks (**)):

Knowledge

The student

• have knowledge about the importance of appreciative communication with children, adolescents and their parents/guardians**
• can explain children and adolescents’ right to participation in decisions that concern them**
• can explain the importance of explorative approaches in cooperation with children and adolescents**
• can describe the standardised tools used to assess children’s activity, participation and quality of life
• can describe habilitation as a area of knowledge and reflect on the possibilities and challenges relating to interprofessional and intersectoral processes, both in the minicipal- and in the spesialist health service

Skills

The student can

• carry out a conversation about everyday life with children and adolescents**
• have appreciative communication with parents/guardians**
• obtain information about public health at the municipal level, and discuss factors that affect public health and that can explain social inequality in relation to health
• assess factors in a working or school environment that promote and impede the health of employees/pupils, and that affect the possibility of participation
• propose measures that promote public health and social inclusion among children in a diverse society, and discuss the measures in light of behavioural theory and ethics
• plan and justify measures that promote health and work inclusion in a diverse society
• reflect on how a person’s life experience and cultural background can be expressed through body expressions and movement
• suggest and justify measures in interprofessional habilitation and reflect on the impact it may have on participation in arenas which are important to the indivudual

General competence

The student

• can present the implementation of and experience gained from a practical training project
• can reflect on their own role in explorative conversation with children, adolescents and their parent/guardians**
• understands the importance of interprofessional cooperation with children, adolescents and their parents/guardians**

Vurderingsuttrykket er en gradert skala med fem trinn fra A til E for bestått og F for ikke bestått. Kandidater som ikke består eller har gyldig fravær ved ordinær eksamen, kan fremstille seg til ny og utsatt eksamen. Vurderingsformen vil da være den samme som ved ordinær eksamen.

Det benyttes to sensorer, og for minst 25 prosent av besvarelsene skal den ene sensoren være ekstern.

Project-based exam in groups of 2-3 studentsbasedon the project based practical training within upbringing, working life and public health Scope: 1,400 words (+/- 10%). The exam period takes place in parallel with teaching activities during most of the semester.

Resit assessment/exam: If a student fails the exam, they will have the opportunity to submit a reworked version once.

All aids are permitted, as long as the rules for source referencing are complied with.

A-F.

All answers are assessed by one examiner.

An external examiner is used regularly, at a minimum of every third completion of the course. When selecting answers for external evaluation, a minimum of 10 percent of the answers shall be included, with no fewer than 5 answers. The external examiner’s assessment of the selected answers shall benefit all students.

10 credits overlap with FYSIO2200 and MENDI2200