MINT5100 Intensive and Critical Care Nursing Course description

Bilingual dictionary (book, not digital)

A graded scale from A to E for passed and F for not passed will be used.

An internal and external examiner will conduct the assessment of the exam.

• Intensive care nursing in a historical perspective.
• Intensive and critical care nursing:
  • Prevention
  • Treatment
  • Pain and stress relief
  • Rehabilitation
  • Palliative care
  • Teaching and guidance
  • Administration and management
  • Research and quality-related work
• Ethical theories.
• Ethical argumentation and decision-making theory.
• Addressing intensive care patients' psychosocial and existential needs.
• Evidence-based intensive care nursing.

This course thematize the role Education and Religion play in developmental processes and discourses, both in their own right and by intersecting other central developmental topics of social mobility, power structures, globalization, colonial, decolonial and gender debates, as well as the role of education in marginalized positions.

The course will be taught in English or Norwegian, depending on needs according to the participants’ language abilities and the presence of international exchange students.

The course is open to students who have completed at least a one-year introductory course in Development Studies at either OsloMet, or other equivalent courses at universities/university colleges in Norway, or abroad.

Education, knowledge and competence are crucial elements in strategies for, and theories on, development. Religion and spirituality might influence educational systems in many contexts, in either overt or implicit forms. The course thematizes how educational systems change and gain new roles and importance through modernization- and globalization processes, on both global and local levels. It emphasizes how education might enable individual empowerment, stimulate national consolidation and contribute to poverty reduction, and further how to utilize education to promote positive change, specifically related to development processes in the global South.

The course describes, and critically discusses issues connected to education as a right-based developmental tool, anchored in the UN Declaration of Universal Human Rights, the UN Convention on the Rights of the Children, and ideas of Global Citizenship Education for global, sustainable solutions. It also describes and discuss the crucial role education play in emergencies, crises and conflicts for millions of displaced people, especially children.

As religious systems and ideologies have influenced, and still might affect educational traditions and systems in many parts of the world, the course critically discusses how religion intersects educational systems in different contexts and uncovers possible challenges on both curricular content and pedagogies. The course problematize how educational systems in many parts of the global South are marked by colonial legacies, ongoing coloniality of knowledge and education, in addition to decolonial debates. As part of these discussions, the course includes how western-based churches and missions historically influenced, and in many places still influence, educational systems in the global South.

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

Grade scale A-F. For group exams, all the students in the group are awarded the same grade. Students who are awarded a fail grade (F) are given one opportunity to submit a reworked version of the assignment.

All answer papers are assessed by two examiners, one of whom must be external.

INTEN6100 and MINT5100 overlap 100%.