MAEND4200 Energibruk og inneklima Emneplan

The programme’s learning outcomes cover a broad spectrum. The work and teaching methods facilitate the integration of knowledge, skills and general competence and are designed to 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 clinical training.

The aim of the paramedic science programme is to educate independent, proactive and dynamic candidates that can handle social change and cultural diversity. For the same reason, emphasis is placed not only on the content, but also on the learning process itself, in which students develop their ability to make independent assessments based on critical reflection and interaction with patients, next of kin and colleagues, which are key skills. Good learning outcomes are first and foremost dependent on the students’ own efforts. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. Normal study progress requires students to make great personal efforts in the form of study groups and individual work.

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

Independent work

A paramedic must be able to make independent assessments and decisions, and stand by them, based on interaction with patients, next of kin and colleagues. Some of the thematic areas will not be addressed in the organised teaching. Students are expected to acquire this knowledge through self-study, alone or in cooperation with fellow students in study groups.

Study groups

In the theoretical part of the programme, the students will be split into group of up to seven. The groups are assigned a lecturer as supervisor. Working with issues and assignments in cooperation with other students is intended to support the learning of subject matter and provide training in cooperation and interaction skills, which are necessary in professional practice. Group supervision is also used to show the connection between the organisation of the programme and future professional practice and is intended to facilitate planning and evaluation of individual students’ and the study group’s learning process. Getting the study groups to work effectively is both a learning tool and a learning goal.

Simulation and skills training

Simulation and skills training is integrated in almost all courses and makes up a key part of the programme. The students will acquire skills through practical training with medical emergency equipment, models, manikins and on each other. Skills are placed in context through scenarios, which should be handled either by simple role play or through complex simulations. Students develop their observer and paramedic role through supervision and teaching that promotes reflection on their own professional practice. The professional field is closely linked to simulation and skills training in that a range of active paramedics contribute as teachers. This creates a close connection between the training and day-to-day clinical work.

Lectures

Lectures are mainly used to introduce new material and to provide an overview. Highlighting main elements, shedding light on connections and pointing out relevant issues within a topic will form the basis for the students’ own learning.

Seminars

The purpose of seminars is to process subject matter and facilitate discussion between students and teaching staff. Oral dissemination is emphasised. The students shall be given an opportunity to practise their academic formulation and presentation skills. They are encouraged to express their own opinions and reflect on their own actions and attitudes.

Written assignments and bachelor’s thesis

Through written assignments and the bachelor’s thesis, students will formulate research questions for assignments and work on them over time, either individually or in cooperation with other students. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically and search for relevant research knowledge, and their ability to work in an evidence-based manner.

Clinical practice placement makes up about one-third of the programme and is divided into periods of placement in the ambulance service and in different parts of the primary and specialist health services.

The placement periods are intended to give students competence in integrating theoretical and evidence-based knowledge with clinical understanding. In clinical situations, the students also learn about patients’ and next of kin’s user knowledge. Clinical training is an important qualification arena for developing clinical competence. Students will continuously alternate between theoretical in-depth studies, simulation and skills training at the university and clinical training in the field of practice in order to develop clinical competence.

Practice placement arenas for this programme are mainly located in Oslo and Eastern Norway. The students may need to commute to and from the location of the practice placement. Students must comply with the practice placements guidelines for work clothing. Special requirements for tests or vaccination may be applicable at some practice placements institutions.

Clinical training

The practical part of the programme totals 37 weeks. The majority of these, 24 weeks, are made up of supervised clinical training in the ambulance service. The remaining 13 weeks are spent in different places in the primary and specialist health services.

Placement in the ambulance service

The clinical training is split into two courses in the second (16 weeks) and third (8 weeks) years of the programme. This training is supervised, which means that a supervisor from the ambulance service follows up the student throughout the training period. This is carried out in cooperation with a contact lecturer from the university. Separate training documents have been drawn up for the placement periods. The learning outcomes from the course descriptions are specified in these documents. The document is intended as a tool for the student and supervisor to actively link the clinical training to the learning outcomes, and to document the student’s progress. This is used as a basis for assessment in cooperation with the contact lecturer from the university.

Clinical training in the primary and specialist health services

This training is spread over approximately thirteen weeks in the fifth semester. The aim is for the student to gain increased understanding and experience with patient care pathways in other parts of the medical emergency chain in primary and specialist health services. Relevant training establishments can include municipal health services, somatic and psychiatric hospital departments, specialised hospital departments, substance abuse care, mobile teams, and private actors. In addition to the training itself, the course consists of seminars, simulation and skills training, teaching, writing reflection notes, and working in study and reflection groups. Parts of the clinical training can be replaced by simulation and skills training at OsloMet if this provides a better opportunity to ensure that learning outcomes are achieved.

The student will be taken care of and guided by different health personnel at the various training establishments. To ensure continuity, students will have regular contact with a university teacher throughout the training period. The final competence will be assessed in a concluding exam seminar with a practical-oral group exam.

Critical incidents

There is a relatively high possibility that the students will experience particular demanding and serious incidents during the placement periods. Measures have therefore been taken to protect the individual students by established peer support schemes. The students must therefore sign a consent form at the start of the programme confirming that they have been informed of the above. It is the students’ independent responsibility to contact the peer support scheme as needed to process critical incidents. If necessary, the student will be referred to the Student Welfare Organisation’s health service.

Certificate of competence for driving emergency vehicles

Students must pass both a theoretical and a practical test in driving emergency vehicles in order to complete the paramedic programme. The students must meet the requirements stipulated in Section 6 of the Emergency Vehicle Regulations before they can start the training. Among other things, this means that the students must a) document in the form of a medical certificate that they meet the medical requirements for a category 3 driving licence, b) have reached 20 years of age, and c) have held a class B driving licence continuously for the past two years.

During the second and third years of the programme, the students receive theoretical and practical training in groups. All students in the year group must have taken the theoretical and practical tests before completing the course PMEDPRA30 in the sixth semester.

The tests are organised and assessed by the Norwegian Public Roads Administration. OsloMet will cover the costs related to the theoretical and practical tests up to three times. Students must pay for any further attempts. In order for OsloMet to issue the diploma, the theoretical and practical test must be passed within one year after the student has attempted the test for the third time.

For more information about the training requirements and the practical and theoretical tests in emergency vehicle driving, reference is made to the regulations relating to training, testing and competence in driving emergency vehicles (the emergency vehicle regulations – in Norwegian only).

Increasing globalisation of the labour market and rapid social changes make it increasingly more important to have international professional experience, language and cultural knowledge. Internationalisation contributes to raising the quality of education and strengthens the academic community on the programme, at the same time as it prepares the students to become global citizens and acquiring new perspectives.

The programme’s focus on multicultural and global issues prepares the students for professional work in a multicultural society. International specialist literature is used extensively in the programme, which gives students access to English specialist terminology and relevant knowledge about current international trends.

Internationalisation takes place through activities on the home campus and through exchange programmes between students and staff at OsloMet and foreign educational institutions.

OsloMet has exchange agreements in place with universities and university colleges in Europe. Exchanges may be relevant:

• in the fourth semester, in connection with the course PMED2110 Mental Health, Substance Abuse and Communication (20 credits).
• in the sixth semester, in connection with the course PMEDPRA30 Clinical Studies C, Placement in the Ambulance Service (10 credits) and PMED3900 Bachelor’s Thesis (15 credits).

Students can only go on an exchange if the partner institution offers courses in subject areas corresponding to those covered at OsloMet in the semester the exchange applies to.

The institution will also receive students from foreign educational institutions in the spring semester. Incoming students may for example take the following course combinations:

• PMED3010 Assessment and Treatment of Sick and Injured Patients, Part 2 (15 credits) and PMED3900 Bachelor Thesis (15 credits)
• PMED1410 Assessment and Treatment of Sick and Injured Patients, Part 1 (25 credits)

It may also be relevant to offer these courses in combination with courses related to other study programmes at the Faculty of Health Sciences.

Nordplus has also established cooperation through the Nordparamedics network, in which student exchanges of up to two weeks are possible in the sixth semester. Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.

The courses PMED1410 Assessment and Treatment of Sick and Injured Patients, Part 1 and PMED3010 Assessment and Treatment of Sick and Injured Patients, Part 2 will normally be taught in English. Other courses may also be offered in English for international students as needed. The students can decide whether to write their bachelor’s thesis in English or Norwegian. Students who go on exchanges must write their thesis in English if the exchange is in a country outside Scandinavia.

Required coursework means all forms of work, tests and compulsory attendance that are requirements for a student to be assessed/permitted to take the exam or complete periods of clinical training. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the respective course descriptions.

The purpose of the coursework requirements is to:

• promote progress and academic development in the programme
• encourage students to seek out and acquire new knowledge

The programme’s main coursework requirements are in the form of compulsory attendance, written assignments and practical tests.

Compulsory attendance

The study programme emphasises a social learning environment with student-active learning methods. The students are expected to attend scheduled teaching in order to foster knowledge, skills, suitability and clinical competence. Attendance is compulsory in areas that are important to the competence of a paramedic, and where the student cannot acquire knowledge and skills through self-study alone.

The minimum attendance requirement is:

• 90% compulsory attendance in all simulation and skills training
• 90% compulsory attendance in all forms clinical practice placements
• 80% attendance at seminars and study groups

Other activities may also be subject to compulsory attendance requirements. Teaching activities that require attendance will be marked as mandatory in the student’s timetable.

Students are responsible for ensuring that they meet the attendance requirements. If a student exceeds the limit for absence, the person responsible for the course will consider whether it is possible to compensate for absence by meeting alternative requirements, for example individual written assignments. Whether or not it is possible depends on the extent of the student’s absence and which activities he/she has missed. Absence from compulsory teaching activities that cannot be compensated for may lead to delayed progress in the programme.

Separate regulations on attendance apply to placement in the ambulance service. For more information, see ‘Assessment of placement in the ambulance service’ below.

Written assignments

Several courses include compulsory written assignments. Written work that is not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam/assessment. Students are entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

Separate regulation apply to written coursework requirements related to placement in the ambulance service; see the course descriptions for PMEDPRA10 and PMEDPRA30 for more information.

More detailed requirements for written work, deadlines etc. are set out in the teaching plan for the course in question.

Practical tests

Practical skills that are important for professional practice are tested in practical tests. If a student’s practical test is assessed as ‘not approved’, he/she will be given another attempt before the ordinary exam. The student cannot sit the ordinary exam if the practical test is not approved after two attempts.

Students are entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

Separate regulations apply to the practical test related to placement in the ambulance service in the course PMEDPRA30; see the course description for more information.

Different forms of assessment are used that are adapted to the learning outcomes of the different courses in the programme. The forms of assessment used are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. The students will receive advice and supervision and have their performance assessed during the programme. It is important and necessary to assess students’ knowledge and skills often, so that they receive feedback on whether their performance is in line with the programme’s requirements and whether they have achieved the learning outcomes.

The assessment of exams and clinical training is carried out in accordance with the applicable rules set out in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet and the Guidelines for Appointment and Use of Examiners at OsloMet.

The forms of assessment are described in the individual course descriptions. All exams taken will be stated on the diploma, along with the title of the student’s bachelor’s thesis.

Exams

Most courses conclude with an exam. The assessment is based on the learning outcomes for the course, and what is assessed is whether the student has achieved the stipulated learning outcomes. The grades used are either pass/fail or letter grades on a scale from A to F, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the exam.

Most courses have required coursework that must be approved before the student can take the exam. See the course descriptions for more details.

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In the case of resit or rescheduled exams in courses with group exams, it may in special cases be applicable to take the resit/rescheduled exam individually.

For exams where a percentage of the exam papers are selected for assessment by an external examiner, the external examiner’s assessment must benefit all the students. In such cases, one external and one internal examiner will first grade the selected papers. The internal examiner then continues grading the remaining papers together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the assessments carried out by the two internal examiners.

Grades awarded for written exams can be appealed, cf. Section 11-10 of the Act relating to Universities and University Colleges. It is not possible to appeal the grades awarded for oral and practical exams. For a group exam, the result of an appeal will only have consequences for the candidates who submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of placement in the ambulance service

The placement in the ambulance service is assessed as pass/fail. The assessment is based on the learning outcomes for the course, the student’s specification of the learning outcomes and the formative assessment. The formative assessment, which means the assessment of the student’s knowledge, skills and suitability, is carried out during the placement period, and summarised half-way through and at the end of the placement period.

To pass the clinical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to clinical placement courses. The attendance requirement includes both the time spent at the clinical placement site and any teaching provided as part of the programme in relation to the clinical placement.

The following also applies to absence:

• less than 10% absence: The student can complete the clinical placement course as normal.
• Between 10 and 20% absence: The student can make up for the missed clinical placement time, provided that this is doable. This must be agreed with the training supervisor and the contact lecturer at the university.
• more than 20% absence: The student must normally retake the whole clinical placement course. This will result in delayed progress in the programme.

If the student exceeds the maximum limit for absence, the course will be registered as failed and count as an attempt.

If a student is awarded a fail grade for a clinical placement course twice, the student will normally have to leave the programme, cf. the Regulations Relating to Studies and Examinations at OsloMet, Chapter 5.

Suitability

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of their patients and colleagues is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme and will be included in the overall assessment of the students’ professional and personal suitability for work as a health care worker. Students who demonstrate little ability to master the paramedic profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve, or be advised to leave the programme. Special suitability assessments are used in exceptional cases, cf. Regulations to the Act Relating to Universities and University Colleges, Chapter 7.

Del 1 Individuell skriftlig eksamen på tre timer, som teller 70 prosent.

Del 2 Prosjektarbeid i gruppe på to til fire studenter som teller 30 prosent. Rapport og gjennomføring vurderes.

Eksamensdel 1) Eksamensresultat kan påklages. Eksamensdel 2) Eksamensresultat kan ikke påklages.

Begge eksamensdeler må være vurdert til karakter bestått/E eller bedre for at studenten skal kunne få bestått emnet.

Ved eventuell ny og utsatt individuell skriftlig eksamen kan muntlig eksamensform bli benyttet. Hvis muntlig eksamen benyttes til ny og utsatt eksamen, kan denne ikke påklages.

Eksamensdel 1): Hjelpemidler vedlagt eksamensoppgaven. Håndholdt kalkulator som ikke kommuniserer trådløst. Dersom kalkulatoren har mulighet for lagring i internminnet skal minnet være slettet før eksamen. Stikkprøver kan foretas.

Eksamensdel 2): Alle.

Gradert skala A-F.

Del 1 En intern sensor.

Del 2 To interne sensorer.

Ekstern sensur brukes jevnlig.