POSDO6100 Practice Oriented Systemic Design Emneplan

The course Global Environmental Studies combines traditional lecture-based teaching with workshop seminars, enabling students to discuss and work within smaller groups. Moreover, the teaching combines classroom methods, such as lectures and seminars, with practical sessions, such as field research, project work, visits and field trips to relevant local institutions and areas of interest. The field research provides an excellent opportunity to integrate the knowledge from the theoretical courses and apply it to real situations.

The first part of the course is a 7-week web-based self-study. After this, the students leave for Costa Rica to attend the regular course based on classroom teaching. The curriculum is covered by approximately 30 two-hour lectures. Additionally, a permanent seminar leader will hold approximately 10 workshop seminars during the course. Students are expected to take a proactive approach to their learning. They are expected to plan and organise their studies, and take an active role in seminars, class discussions, and in making practice contacts and site visits.

The last part of the course is a group work period, during which the students form groups and write a group assignment on a particular case/project/issue, preferably related to the Costa Rican context. The group work may be conducted in cooperation with local academic organisations and NGOs and provides an excellent opportunity for the students to integrate the knowledge and skills from the theoretical tutoring and apply them to real situations of problem solving. At an early stage of their stay in Costa Rica the students form groups of 4-5 persons. The purpose of these groups is both to work on current topics from the lectures and literature, and to fulfil the group assignments. The seminar leader is instrumental in forming the groups and supervising them during the writing process.

There will be a seminar on how to write papers. Here, the seminar leader will also suggest topics of relevance. In addition, each group will be given supervision.

Details about the deadlines of a particular semester will appear in the study guide.

None, other then the admission requirements.

The program is a full-time program over two years that consists of a lecture-based component with a scope of 90 credits and an independent project, the master’s thesis, with a scope of 30 credits. The master’s degree program will prepare students to meet society’s need for up-todate, forward-looking expertise in sustainable and smart urban analytics and transport planning. In this master program, the students will achieve knowledge in both the fields of Transport- and Urban Planning.

The courses are organized in a systematic way. The transport courses provided in the first semester will provide students strategic and technological knowledge of the state-of-the-art transport system and the challenges it is facing. Moreover, basic research skills will also be provided to help students to handle more methodological courses in the second semester. During the second semester, the widely applied analytic and modeling method will be provided to students with the focus on human activity and needs. Their knowledge will be expanded from the transport system to the whole city. Students will have in-depth skills and concepts of urban analytics and regional science. In the second year, students will select their expertise and conduct a master thesis based on everything they learned in the first year.

Transport planning concerns the evolution of transportation networks and transport planning strategies. The study program focuses on providing the students with more detailed knowledge of the history, trends, problems, and opportunities in land use and transportation. The program incorporates substantive knowledge in transport demand and travel behavior, land use and transportation policy and planning, street design and urban space, and implications for a sustainable urban future. The study program also aims to provide updated skills on new technology in this field as well as knowledge in innovations in equitable and sustainable urban mobility.

Urban planning is analyzing and understanding the evolution and challenges of urban development, as well as urban and land use planning. The study program focuses on providing the students with solid, theoretical knowledge and applied skills in urban systems, management of urban design and human factors in sustainable cities. Climate change and increased focus on resource use and environmental impacts thereby entail a greater focus on the choice of urban design. The study program focuses on providing the students with more detailed knowledge of town-friendly planning and green policy. The study program also aims to provide updated skills on new technology in this field as well as knowledge in innovative and sustainable urban planning.

In the third semester, students have the option to choose in-depth knowledge in either smart mobility or in urban analytics. Students who choose to specialize in smart mobility will take the Urban Mobility elective, and students who choose to specialize in urban analytics will take the Space Syntax elective. The elective courses give students necessary knowledge in these areas, and experience applying the skills and methods learned in the first and second semester to specific problems in Transport and Urban planning. After completing the elective, students will then complete a master’s thesis in the fourth semester. The master’s thesis will then give the students further practice in applying their knowledge and skills to relevant issues through more comprehensive project work.

The study program focuses on teaching students how to use advanced computer programs and simulation tools to solve complex problems relating to sustainable urban and transportation problems, so the development of digital skills is an important integrated part of all the courses. This also helps make the program cross-disciplinary, including elements of computer science, analytic disciplines (like modeling, simulation), artificial intelligence, machine learning etc., because that is what the industry needs today

The study program also aims to qualify candidates with the competence to participate in research work in the field. The two courses Research Methods and Research Ethics (5 ECTS) and Advanced Research Methods (5 ECTS) underpins the master’s thesis and provides an introduction to qualitative and quantitative research methods, ethics, and academic writing and dissemination of results

The master’s thesis is an independent, supervised research or development project in the core areas and represents further specialisation in either transport or urban planning.

The structure of the programe:

The master’s degree program consists of eight compulsory courses, two elective courses in addition to a master’s thesis. The course portfolio is composed so that the compulsory courses ensure academic and professional breadth, at the same time as the students are given an opportunity for in-depth study and specialisation through elective courses and the master’s thesis.

The choice of elective courses for the third semester (Transport and Urban Planning) is made at the end of the second semester. The whole fourth semester is dedicated to the master’s thesis. It is natural that the master’s thesis builds on the project work that forms part of the specialization topic in the third semester. The topic of the thesis can either be linked to a client’s issue or to relevant research projects in the department.

In order for students to be able to present the master’s thesis, all courses from the first year of the study program must be passed.

Students are encouraged to contact relevant enterprises in the region for the purpose of gaining practical training and experience in the fields through a summer job or similar, and to establish cooperation on project assignments.

The following course work requirements must be met before the examinations may be sat:

• Introductory assignment. Each student writes a paper of approx. 1800 words (+/- 10 %) / approx. 4-5 pages, where he/she must demonstrate good understanding of the key concepts introduced in the introductory part. At this stage, all communication between student and teachers is based on e-mail. The paper Is to be submitted through e-mail before going to Costa Rica. It will be assessed within the following week and evaluated as Accepted/Not accepted. The students will get brief individual feedback from the seminar leader on their paper during the second week of the course in Costa Rica.

• Participation. Participation in all academic activities is mandatory, at least 80 % participation in all lectures, seminars and field trips constitutes a required minimum. This is due to the central role this course gives to learning by taking part in critical examinations and discussions of the topics at all course activities. A medical certificate is required by absence from course activities exceeding 20 %. As compensation fora higher absence than 20 %, the seminar leader will issue an extra assignment and set the deadline for a paper of 1800 words +/- 10 %. It will be assessed and evaluated by the seminar leader as Accepted/Not accepted.

• A Group Paper. In the beginning of the work with the group exam papers (see Group examination below), each group of students is required to submit a paper of at least 1200 words with deadline set by the seminar leader. This paper must contain the following elements: Apresentation of the proposed topic and design of the group exam paper; a draft abstract; and a presentation of how three course readings and four course concepts may be applied in the final work The paper will be assessed within the following week and evaluated as Accepted/Not accepted.

• Oral Presentation. The students are required to take part in the oral presentation (about I 0-20 minutes) of the above-mentioned group paper at a seminar. A lack of participation will be counted together with other eventual absence from course activities, according to the point above (Participation).

Students, who, due to illness or other valid and documented reasons, do not meet the course work requirements within the fixed deadlines, may be given a new deadline. A new deadline for meeting the requirements is in each individual case given by the seminar leader.

Course work requirements are evaluated Accepted/Not accepted. Students who meet the work requirements within the fixed deadline, but get the evaluation Not accepted, are entitled to maximum two new attempts to fulfil the course requirements. A new deadline for meeting the course work requirements is in each individual case given by the seminar leader. If the course work requirement of either the Introductory Assignment or the Group Paper is evaluated as Not accepted, the new assignment will be to submit an improved version. An Oral Presentation that is Not accepted has to be given again.

Summativ vurdering gjennomføres av representant fra praksisstedet og praksislærer fra universitetet. Endelig vedtak om Bestått-Ikke bestått fattes av universitetet.

Both the language of instruction and the course literature are in English, making the study program well-suited for international students and student mobility. The study program is structured so that it is possible for the students to take one semester abroad, in the third or fourth semester. These will also be the semesters for exchange students from abroad to join the master program at OsloMet for one semester.

Internationalization in this master program is four-fold by taking an approach from different angles. This master’s program educates and prepare students for an international competitive job market with (1) language of instruction in English to equip the future graduates to work in practice and academia world-wide with (2) international state-of-the-art knowledge in the field of mobility with digital skills and urban analytical techniques and tools, (3) using comparative Norwegian and international case studies in courses and (4) the program is taught by national and international trained instructors including English native speakers and academics who have long-standing experience in lecturing in English.

With student mobility, students have the opportunity to gain experience abroad at a foreign academic institution which will offer complementary courses being very relevant for the students at the master program in Transport and Urban Planning, and the courses OsloMet will offer on the master program in Transport and Urban Planning will be of interest to students attending these selected universities.

OsloMet is part of the Erasmus program for student exchange and has entered into several Erasmus+ agreements with relevant universities and university colleges.

Students can gain approval and recognition of up to 30 credits on application.

OsloMet has a dedicated web page with supplementary information about student exchanges: https://www.oslomet.no/en/study/exchange-students

Requirements:

An average grade C or better in previously completed courses. An exchange agreement with the desired university or college must be in place before the student can apply. Acceptance from a receiving institution to an exchange-stay with the necessary academic relevance.

Application deadline: One semester prior to the planned stay.

Studenten skal sikres tilstrekkelig variert erfaring med ulike problemstillinger innen behandling av akutt og kritisk syke og skadde premature, nyfødte, barn og ungdom. Praksisstudier gjennomføres ved avdelinger som tilbyr intensivbehandling til premature- og nyfødte barn og barn i alderen 0-18 år, kirurgisk barneavdeling/barneovervåkning, medisinsk barneavdeling/barneovervåkning, postoperativ avdeling eller poliklinikker.

Praksisstudiene organiseres slik at studenten hovedsakelig har fokus på systematisk observasjon og overvåkning av akutt og/eller kritisk syke barn, ivaretakelse av deres grunnleggende behov ved ulike medisinske tilstander og forebyggelse av komplikasjoner som følge av sykdom og behandling. I tillegg vektlegges kommunikasjon og samarbeid med barn og omsorgspersoner.

Etter gjennomført emne har studenten følgende læringsutbytte, definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• kan, under veiledning, drøfte barns fysiske, psykiske og sosiale utvikling
• kan, under veiledning, drøfte barns grunnleggende behov og hvordan komplikasjoner og utviklingsskader kan forebygges
• kan, under veiledning, drøfte sykdommer hos barn, behandling av disse og eventuelt komplikasjoner knyttet til dette
• kan, under veiledning, kritisk vurdere og tolke barns, foreldre og søskens opplevelser, reaksjoner og behov ved akutt, kritisk eller kronisk sykdom, i et flerkulturelt perspektiv

Ferdigheter

Studenten

• kan, under veiledning, analysere og forholde seg kritisk til teori og metoder innenfor barnesykepleie
• kan, under veiledning, argumentere med utgangspunkt i barnets alder og utviklingstrinn, barnets /omsorgspersonenes/søskens opplevelser, situasjon og rettigheter
• kan, under veiledning, identifisere og analysere komplikasjoner (inkl. infeksjoner), traumatiske opplevelser og utviklingsskader som følge av undersøkelser, behandling og sykehusopphold
• kan, under veiledning, utøve barnesykepleie med respekt for barn og omsorgspersoners integritet, autonomi og verdighet
• kan, under veiledning, anvende kunnskap om barns måter å uttrykke symptomer, smerter og angst på, for å kartlegge, vurdere, forebygge, behandle og lindre smerte og ubehag
• kan, under veiledning, identifisere og ivareta det friske i barnet, fremme mestring, vekst og utvikling, samt opprettholde håp, livskvalitet og mening
• kan, under veiledning, arbeide med praktisk og teoretisk problemløsning innen barnesykepleierens funksjons- og ansvarsområder:
  • identifisere og analysere barnets generelle og spesielle behov, ressurser og problemer
  • planlegge, prioritere og iverksette nødvendige tiltak for å opprettholde eller gjenopprette livsviktige funksjoner
  • anvende avansert medisinsk utstyr i tråd med lover, forskrifter og gjeldende prosedyrer
  • iverksette trygghetsskapende tiltak og forebygge bruk av tvang
  • samarbeide med og benytte omsorgspersonenes kompetanse i barnesykepleien, avhengig av deres ønsker og ressurser og barnets tilstand
  • informere, veilede og undervise barn og omsorgspersoner
  • anvende relevante digitale verktøy i yrkesutøvelsen
  • bidra til kontinuitet i behandlingen av barn ved skriftlig og muntlig dokumentasjon

Generell kompetanse

Studenten

• kan, under veiledning, anvende kunnskaper og ferdigheter for å utvikle handlingsberedskap og handlingskompetanse i akutte og kritiske situasjoner
• kan, under veiledning, analysere relevante etiske problemstillinger innen barnesykepleie med utgangspunkt i fag-, forsknings-, erfarings- og pasientkunnskap
• kan, under veiledning, samhandle med egen faggruppe og på tvers av faggrupper i behandlingen av barn
• kan, under veiledning, handle i samsvar med egen kompetanse, etiske prinsipper og helselovgivningen
• kan reflekterer over egne handlinger, deltar i veiledning og evaluerer egen praksis

Praktisk-pedagogisk utdanning for yrkesfag bygger på en av følgende utdanninger:

• Relevant profesjonsrettet bachelorutdanning* og minimum to års relevant yrkespraksis
• Fag-/svennebrev eller annen fullført treårig yrkesutdanning på videregående nivå, generell studiekompetanse og to års relevant yrkesteoretisk utdanning utover videregående skoles nivå og minimum fire års yrkesrelevant praksis

*Utdanningene som godkjennes må være relevant i henhold til kompetansemålene i det aktuelle yrkesfaglige utdanningsprogrammet i videregående opplæring

Universitetet vurderer også søknader på grunnlag av realkompetanse. Søkere må være 25 år eller eldre i opptaksåret, og må dokumentere ett av følgende:

• Minimum fem års relevant yrkespraksis. Inntil to av de fem årene kan erstattes av relevant ulønnet arbeid, utdanning, organisasjonserfaring eller liknende
• Søker må dokumentere tilstrekkelige ferdigheter i norsk (eller annet nordisk språk) til å kunne gjennomføre studiet. Faget norsk (eller annet nordisk språk) skal bestå av minimum 112 årstimer fra videregående opplæring eller tilsvarende, bestått med karakteren 2 eller bedre. Alternativt kan kravet til norsk dokumenteres med en attest fra arbeidsgiver som beskriver hvordan søkeren har brukt norsk skriftlig og muntlig (eller annet nordisk språk) som en vesentlig del av sitt arbeid. Søkere med morsmål fra land utenfor Norden må dokumentere at de oppfyller krav til norsk tilsvarende kravet til generell studiekompetanse, i henhold til krav i forskrift om opptak til høyere utdanning
• Kravet om to års yrkesteoretisk utdanning kan i helt spesielle tilfeller oppfylles gjennom av en kombinasjon av særlig relevant yrkespraksis utover minstekravet og relevant utdanning. I slike vurderinger vektlegges søkers omfang av yrkespraksis, nivå på yrkespraksis og omfang og relevans av utdanning. Dette må vurderes å ligge på tilsvarende nivå og omfang som annen yrkesteoretiske utdanning som vurderes som relevant for fagbrevets fagområde. Vi gjør i denne sammenheng oppmerksom på at en slik realkompetansevurdering kun gjelder en søknad om opptak og den er ikke bindende for ansettende myndighet
• Kompetansen som vurderes er kortere eller lengre utdanning på ulike nivåer, og dokumentert erfaring med opplæring og/eller praksis i virksomheter i arbeidslivet. Relevant deltidsarbeid av ulikt omfang og lengde kan regnes om til heltid, etter gjeldende regelverk. Utdanning og yrkespraksis som godkjennes må være relevant i henhold til kompetansemålene i det aktuelle yrkesfaglige utdanningsprogrammet i videregående opplæring

Tilleggspoeng

• Det gis tilleggspoeng (maksimalt 1,5 poeng) for relevant utdanning utover opptakskravet. Relevant utdanning er pedagogiske fag, samt fordypning innen søkers eget fagfelt
• Det gis tilleggspoeng (maksimalt 2,5 poeng) for relevant yrkespraksis utover opptakskravet. Relevant yrkespraksis er innen søkers eget fagfelt, som er relevant for det aktuelle utdanningsprogrammet i videregående skole eller relevant yrkespraksis innen opplæring og veiledning.

Ikke relevant.