KULT6200 Project Management Course description

The Bachelor’s Programme in Pharmacy is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the degree of Bachelor’s Degree in Pharmacy, which forms the basis for authorisation as a prescriptionist in accordance with the Act relating to Health Personnel etc.

The title of pharmacist covers both the Norwegian titles reseptarfarmasøyt (pharmacist with a bachelor’s degree in pharmacy) and provisorfarmasøyt (pharmacist with a master’s degree in pharmacy). It is only the pharmacies’ pharmaceutical personnel who are independently entitled to dispense prescription pharmaceuticals or pharmaceuticals on requisition, which in accordance with applicable distribution regulations, must be subject to control by a pharmacist, cf. the Pharmacies Act Section 4-4.

The programme description has been drawn up on the basis of the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations on national guidelines for pharmacy education adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Bachelor’s Programme in Pharmacy – vocational competence and work tasks

The task of a pharmacist with a bachelor’s degree is to provide pharmaceutical services to the public in the form of advice and guidance, thereby helping to ensure correct and rational use of pharmaceuticals by individuals and in society at large.

The programme helps students to develop into responsible and reflected professionals who are qualified and in demand in their field of work. The students are expected to acquire the knowledge, skills and competence necessary to be granted authorisation as a pharmacist with a bachelor’s degree, and thereby also be entitled to dispense pharmaceuticals in Norwegian pharmacies.

Knowledge of pharmaceuticals and their application is a crucial basis for practising the profession. Pharmacists have knowledge of and skills in the production of pharmaceuticals, knowledge of the effect of pharmaceuticals on the body, and about the use and misuse of pharmaceuticals. Pharmacists must have basic theoretical knowledge attained from different topics and approaches in the field of pharmacy, and an understanding of good problem-solving in cooperation with users of pharmaceuticals, colleagues and other partners.

The pharmacy is an important supplier of pharmaceuticals to hospitals, nursing homes and home-based care services. The tasks undertaken by a pharmacist require contact and cooperation with other health personnel, such as doctors, dentists, nurses and veterinarians. Pharmacists are increasingly becoming part of an interdisciplinary team, where different healthcare professionals arrive together at the best pharmaceutical treatments for patients/users of pharmaceuticals. Relational and communication skills, including good oral and written presentation skills in Norwegian, are thereby an essential part of a pharmacist’s expertise and are used daily in their work.

Relevance to working life

OsloMet – Oslo Metropolitan University educates bachelor’s degree candidates in pharmacy, most of whom go on to work at pharmacies. Authorised pharmacists with a bachelor’s degree can work in middle management or management positions at pharmacies. The candidates may also be suitable for a variety of positions in the primary and specialist health service, in public administration and in the pharmaceutical industry.

Relevance to further education

Students who complete the Bachelor’s Programme in Pharmacy are qualified for admission to several master’s degree programmes. Master’s degree programmes in pharmacy offered at Oslomet – Oslo Metropolitan University, the Norwegian University of Science and Technology (NTNU) and UiT the Arctic University of Norway are particularly relevant. The Master’s Programme in Health and Technology at OsloMet may also be relevant.

Studiet er organisert som et samlingsbasert deltidsstudium, og består av to emner:

UTVA6100: Ungdom og motivasjon, muligheter og mestring, 15 studiepoeng

UTVA6200: Karrierelæring og livsmestring, 15 studiepoeng

Studiets innhold konsentreres om utvikling av veiledningskompetanse hos den enkelte student med å legge til rette for karrierelæring og livsmestring på egen arbeidsplass/aktuell arbeidsplass. I det første emnet vektlegges det individuelle perspektivet, mens emne to har hovedfokus på organisasjons- og systemperspektivet og hvordan man kollektivt kan arbeide på egen arbeidsplass med karrierelæring og livsmestring.

Emnene bygger på hverandre og må tas i rekkefølge slik at gjennomføring av første emne, UTVA6100 (eller tilsvarende), er en forutsetning for å kunne ta det andre emne, UTVA6200.

The admission requirements are the Higher Education Entrance Qualification or prior learning and work experience. In addition, the upper secondary school mathematics courses R1 (or Mathematics S1+S2), and either Physics 1 or Biology 1 or Chemistry 2 are required.

Applicants must submit a transcript of police records in connection with admission to the programme, cf. the Regulations concerning Admission to Higher Education.

The use of clothing that covers the face is incompatible with taking the programme's theoretical and practical training courses. During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical training establishment.

A candidate who has completed his or her qualification should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has in-depth knowledge of the physical, chemical and pharmacological properties of key active ingredients
• has broad knowledge of the structure of the human body, its functions and disease development
• has broad knowledge of the composition and production of important types of pharmaceuticals, along with their physical, chemical and biopharmaceutical properties
• has broad knowledge of the effects and use of pharmaceuticals and their role in the prevention and treatment of illness from an individual and societal perspective
• has broad knowledge of the health service’s structure, division of responsibilities, cooperation and the significance of pharmaceuticals in the health services and society at large
• has broad knowledge of how system and patient-oriented pharmaceutical services can contribute to quality assuring treatment with pharmaceuticals and maintaining patient safety
• has basic knowledge of the quality requirements, quality assurance and quality control of pharmaceuticals and related products
• has knowledge of the significance of cooperation and interprofessional interaction
• is familiar with the history of pharmacy and the pharmacy profession

Skills

The candidate

• can dispense prescription pharmaceuticals, assess prescription instructions, identify and handle drug related problems, provide information about pharmaceuticals and facilitate user participation in a way that ensures proper medication use
• can stay up-to-date and apply professional knowledge that ensures rational drug use and responsible medicine administration
• can communicate pharmaceutical knowledge with professional confidence, both in writing and verbally, to all relevant groups, and can document the healthcare provided
• masters relevant techniques used in the production of pharmaceuticals
• can apply systems for quality assurance and control
• can make use of research-based knowledge, plan and carry out a project in the pharmacy discipline independently, or in cooperation with others, in accordance with generally accepted requirements that apply to the field
• can make use of research results in professional practice and critically reflect on his/her own professional practice

General competence

The candidate

• has insight into and an understanding of how drugs work and contribute to creating the best possible level of health, both at an individual and societal level
• can reflect on his/her own professional practice, and contribute to the development of the academic field and profession
• can work independently in accordance with acts, regulations and professional ethical guidelines
• has insight into and can identify, reflect on and handle ethical issues in pharmaceutical professional practice, showing respect for users of pharmaceutical services and providing guidance that safeguards their integrity and rights
• can plan and implement pharmacy-related laboratory tasks and projects that take place over time, alone or as part of a group
• can obtain and summarise relevant scientific documentation and distinguish between documented and undocumented information
• is familiar with innovation processes, and can contribute to service innovation, entrepreneurship and systematic and quality-improving work processes
• has insight into and an understanding of how pharmacovigilance, quality systems and quality and preparatory work contribute to safe use of medicines and increased patient safety

Bestemmelser om eksamen er gitt i lov om universiteter og høgskoler og forskrift om studier og eksamen ved OsloMet.

Se nærmere informasjon i emneplanene.

The programme’s learning outcomes cover a broad spectrum. The work and teaching methods facilitate the integration of knowledge, skills and general competence and have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training.

Teaching activities are intended to stimulate active learning and engagement. Good learning outcomes are first and foremost dependent on the students’ own efforts. The student’s efforts are important in the independent laboratory work that they are to carry out, in problem-based learning (PBL) and in team-based learning (TBL), among other things. Independent work can include both cooperation with fellow students and individual work.

Different types of digital technology are used in the programme to stimulate student-active learning and collaboration. These resources can among other things be used in students’ preparations for teaching activities, as support in collaborative processes or to help practice or test the student’s own knowledge.

The students will receive follow-up throughout the programme in the form of supervision and feedback. The students will at times assess each other’s work and provide feedback to each other.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Lectures

Lectures are mainly used to introduce new material and to provide an overview. They will provide the students with a foundation for their own learning by emphasising main elements, highlighting connections, and pointing out and discussing relevant issues within a topic. Dialogue between students and teachers is encouraged, and the students will have the opportunity to ask questions and discuss relevant topics and issues. Students will attain the best possible outcomes when they attend the lectures prepared. Lectures are often used together with other teaching methods. Most lectures are given in Norwegian, but they can also take place in English.

Flipped Classroom

The Flipped Classroom is used in several of the courses in the programme. This entails traditional lectures being replaced by digital film clips or recordings of lectures. The students watch these films at home before attending the teaching sessions. In this way, more time can be dedicated to problem-solving activities with fellow students and lecturers from the programme, often in the form of supervised group work or seminar teaching.

Group work

Group work is as a learning method used in most courses. Students cooperate on specific issues and practical assignments under supervision. Group work is intended to support the learning of subject matter and simultaneously provide training in cooperation, interaction and communication skills, which are necessary in professional practice. When cooperating with others, students are expected to show an interest, behave in a respectful manner and ensure that everyone in the group has been heard in relation to decision-making.

Seminars

The purpose of seminars is to process and talk through subject matter and facilitate discussion between students and lecturers. Oral dissemination of the subject is emphasised. Students are able to practise presenting subject matter in small and large groups and are encouraged to express their own opinions and reflect on their actions and attitudes.

Skills training

Skills training comprises laboratory courses and practical handling of prescriptions, where students can practise applying their knowledge and communication skills. Several of the courses include laboratory courses with practical training in different areas of the discipline. These are intended to elucidate theory and provide an opportunity for the students to acquire skills in technical laboratory work through practical assignments. The courses can among other things include written reports and tests. Before their practical training placement, the students must also develop their skills in communication and practical handling of prescriptions.

In order to start a laboratory course, the student must first complete an online introductory safety course and complete pre-lab. This is to ensure responsible conduct in the lab in accordance with HSE requirements.

Problem-based learning (PBL)

The students are divided into groups and a situation or case is presented to them, which forms the basis for discussing relevant issues. Each topic starts with a meeting at which the assignment is presented and concludes with a second group meeting at which the group members discuss their newly-acquired knowledge and solutions to the problems. Between

these meetings, the students acquire knowledge from lectures, group work, laboratory work and self-study. The group meetings are attended by a supervisor.

Team-based learning (TBL)

TBL is a variation of the Flipped Classroom (see below). The students are divided into groups. They prepare for a given topic on their own before attending joint teaching sessions. At the teaching session, the students firstly take individual tests before taking tests in groups in order to identify difficult areas of the course and determine where there are knowledge gaps. This means that the teacher can use the remaining time of the plenary session to focus on and explain difficult aspects of the course and facilitate discussion. The students will then continue to work on course assignments in groups with the lecturer present to supervise and facilitate discussion and problem-solving.

Project assignments and the bachelor’s thesis

Through project assignments and the bachelor’s thesis, students will specialise in issues that they will work on over time, either individually or in cooperation with other students.

They will work in-depth on different subject matter and develop skills in using and referencing sources, analysis, discussion and written and/or oral communication of results. Project work provides experience of some of the challenges inherent in scientific work methods. The primary purpose of this is to develop the student’s ability to critically reflect in cooperation with others and develop a deeper understanding of a pharmaceutical issue.

The bachelor's thesis will be carried out in groups. Opponent groups will give feedback on the work and provide input during the process.

Question sessions

The students are given an opportunity to ask about subject matter that has already been covered. Questions can be sent to the lecturer in advance or asked directly at the session. Time will be set aside to answer a selection of questions and issues.

Bachelorstudiet i medier og kommunikasjon retter seg mot studenter som ønsker å kvalifisere seg for informasjons- og kommunikasjonsvirksomhet eller medieproduksjon innenfor offentlig og privat sektor.

For å bli tatt opp til det treårige bachelorstudiet kreves generell studiekompetanse eller godkjent realkompetanse.

Enkeltemneopptak

De valgfrie emnene i femte semester kan tilbys eksterne deltakere dersom det er ledige plasser. Opptakskrav for eksterne deltakere er generell studiekompetanse og studier på universitets-/høgskolenivå tilsvarende minimum 60 studiepoeng.

Studentene skal gjennom studiet utvikle sin evne til å søke, vurdere, behandle og formidle informasjon. Studentene skal tilegne seg praktiske og teoretiske kunnskaper og ferdigheter, som gjør dem kompetente til å arbeide profesjonelt med informasjons- og kommunikasjonsvirksomhet eller medieproduksjon innen offentlig og privat sektor.

Kunnskaper

Kandidaten har

• grunnleggende teoretiske kunnskaper om medier, medienes makt og betydning for individ (kjønn, identitet, tilhørighet), kultur, samfunn og globale prosesser
• grunnleggende teoretisk kunnskap om informasjon og kommunikasjon
• grunnleggende kunnskaper om medieproduksjon i tekst/lyd/bilde på ulike plattformer og i ulike formater

Ferdigheter

Kandidaten kan

• skape, presentere og formidle kreativt på ulike plattformer og i ulike tekst-, lyd- og bildemedier, så vel som i muntlig form for ulike målgrupper
• analysere og vurdere ulike medietekster og samspillet med andre medietekster
• arbeide reflektert med språklig kommunikasjon og være bevisst på språklig påvirkning
• arbeide reflektert med informasjons- og kommunikasjonsetiske problemstillinger på individuelt, nasjonalt og globalt plan

Generell kompetanse

Kandidaten kan

• inngå profesjonelt i ulike funksjoner med informasjon, kommunikasjon og medieproduksjon innenfor offentlig og privat virksomhet
• reflektere kritisk og etisk over egen profesjonsutøvelse
• arbeide med entreprenørskap og innovasjon innen fagfeltet

Studiet er treårig. Første studieår er felles for alle og organisert som et heltidsstudium som gir 60 studiepoeng.

I emner hvor antall deltagere begrenses av tilgjengelig produksjonsutstyr fordeles plassene etter karakter i forutgående relevante produksjonsemne. Se nærmere bestemmelser i emneplan for de aktuelle emnene. Hvis flere stiller likt, eller det ikke er et forutgående produksjonsemne foretas loddtrekning.

Progresjonsbestemmelser

• Emner tilsvarende minst 50 studiepoeng av første studieår må normalt være bestått før studenten kan fortsette på andre studieår.
• Hele første studieår og emner tilsvarende minst 45 studiepoeng av andre studieår må normalt være bestått før studenten kan fortsette på tredje studieår.
• For å kunne ta emnene MOK3900 Bacheloroppgave og MOKVPRAK Praksis må 120 studiepoeng være bestått.

Studenter som mangler flere studiepoeng enn beskrevet ovenfor, får ikke fortsette på neste studieår før kravet er oppfylt.