SYKP3900 Bacheloroppgave Emneplan

The target group for the programme is authorised general nurses who would like to work with acutely and/or critically ill children - primarily in the specialist health service, but also in the municipal health service.

Admission to the programme is in accordance with the Regulations relating to Admission to Studies at OsloMet - Oslo Metropolitan University and the national curriculum for further education in paediatric nursing with pertaining regulations, adopted by the Ministry of Education and Research on 1 December 2005.

The academic basis for admission to the programme is a three-year bachelor's degree in nursing or equivalent. Applicants must also hold a Norwegian authorisation as a general nurse and have at least two years' somatic nursing experience from the specialist health service after receiving their authorisation. Admission to all master's degree programmes at OsloMet requires an average grade of C or better in the academic basis for admission.

Additional points (maximum one points) are awarded for all higher education beyond the minimum requirement.

Additional points (maximum one points) are awarded for all relevant work experience beyond the minimum requirement. By relevant work experience is meant professional nursing experience from children's departments or similar.

Up to one additional points can be awarded for special work experience, education or other activities. By special work experience is meant clinical nurse specialist qualifications or up to two years¿ nursing experience from relief work targeting children.

Twenty-five per cent of places on the programme are reserved for students who compete for admission on the basis of their grade point average alone.

The programme will only run if there are enough students.

Applicants who are admitted to the programme must submit a transcript of police records, cf. the Regulations for admission to higher education Chapter 6. 

The use of clothing that covers the face is incompatible with taking the programme.

After completing the Master¿s Programme in Paediatric Nursing, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and competence:

KnowledgeThe candidate

• has advanced knowledge within the paediatric nurse's functions and areas of responsibility
• has in-depth knowledge about advanced medical treatment of acutely and/or critically ill children
• has in-depth knowledge about the scientific theory and methods of nursing
• has advanced knowledge about children's physical, mental and social development
• has advanced knowledge about children's fundamental needs and how complications and developmental damage can be prevented
• has advanced knowledge about maintaining and restoring children's vital functions if they are compromised
• has in-depth knowledge about children's experiences, reactions and needs in connection with acute, critical or chronic illness, in a multicultural perspective
• has in-depth knowledge about the experiences, reactions and needs of parents and siblings when a child is acutely, critically or chronically ill, in a multicultural perspective
• is capable of analysing paediatric nursing problems on the basis of the discipline¿s history, traditions, distinctive nature and place in society

Skills

The candidate

• is capable of analysing and taking a critical approach to different sources of information and of using them to structure and formulate paediatric nursing argumentation
• is capable of analysing and taking a critical approach to theories and methods in advanced paediatric medical treatment and paediatric nursing
• is capable of observing, assessing and identifying a child's general and special needs, resources and problems through communication and cooperation with the child and its caregivers
• is capable of prioritising and initiating measures necessary to maintain or restore vital functions
• is capable of preventing complications in connection with acute and/or critical illness and advanced medical treatment when nursing children
• is capable of reducing the stress, pain and discomfort of children and parents in connection with advanced medical treatment and paediatric nursing
• is capable of identifying signs of neglect and child abuse and of initiating necessary measures
• is capable of looking after the healthy aspects of the child and promoting coping, growth and possibilities for development
• is capable of planning, organising, coordinating and cooperating on the available resources to ensure that they are used in a targeted manner in the patient's best interests
• is capable of independent work on practical and theoretical problem-solving relating to the functions and areas of responsibility of a paediatric nurse
• is capable of applying pedagogical and subject didactics principles when informing, teaching and providing guidance to children and caregivers from different cultures, as well as to colleagues and other members of the healthcare team
• is capable of carrying out independent, delimited research or quality-related work (professional development, quality assurance or quality control work) under supervision and in accordance with the applicable research ethical standards
• is capable of practising paediatric nursing in accordance with ethical principles and healthcare legislation

Competence

The candidate

• has action competence in the field of paediatric nursing
• is capable of carrying out wholly or partly compensatory nursing in the event of self-care deficits in relation to a child's fundamental needs
• is capable of analysing relevant ethical issues in paediatric nursing based on discipline knowledge, research, experience and patient knowledge
• is capable of applying his/her knowledge and skills to new fields to carry out advanced tasks and projects in paediatric nursing
• is capable of communicating extensive independent work and masters the forms of expression used in paediatric nursing
• is capable of communicating about issues, analyses and conclusions in paediatric nursing, both with specialists and with the general public
• is capable of cooperating with members of his/her own profession and across professions in the treatment of children
• is capable of contributing to new ideas and innovation processes in professional practice

Forelesninger, seminarer, veiledning og selvstudier. Alle får tildelt veileder.

For å fremstille seg til eksamen må følgende være godkjent:

• Prosjektbeskrivelse for bacheloroppgaven, omfang 1000 ord (+/- 10 %).
• Gjennomført veiledning, 3 obligatoriske veiledninger av tilbud på 4.

Bacheloroppgave.

• Litteraturstudie.
• Skrives normalt i gruppe på 2-3 studenter.
• Omfang 8000 ord (+/- 10 %).

Ny og utsatt eksamen: Dersom bacheloroppgaven vurderes til F, har studenten rett til å levere inn omarbeidet versjon én gang.

OsloMet has established partnerships with universities and university colleges in and outside Europe, and is a member of various academic networks. Students can apply to take parts of the programme abroad, preferably at institutions that OsloMet cooperates with. Students who wish to go on exchanges at other institutions will have to organise the exchange themselves and obtain the university's approval.

It is primarily the practical training courses in the second and third semesters that are suitable for exchanges. Only students who have passed all their exams so far in the programme and are not at risk of failing a practical training assessment can take these courses abroad.

The programme uses guest lecturers from foreign partner institutions, and the programme's own lecturers gain knowledge and experience through exchanges with the same institutions.

Required coursework is all types of work and tests that are conditions for being permitted to take the exam. In this programme, the required coursework comprises:

• written assignments
• documentation of literature selected by the student
• teaching/providing guidance to children and their caregivers as well as fellow students and/or other health personnel
• specifying learning outcomes for practical training courses

The main purpose of coursework requirements is to promote the students¿ progress and academic development in the programme, stimulate students to seek out and acquire new knowledge, and facilitate cooperation and communication in relation to professional issues.

FeedbackThe students receive written and/or verbal feedback from the lecturer and/or fellow students on their written assignments based on the criteria of relevance, theoretical knowledge, in-depth study, ethical reflection, independence and how the assignment is presented (see Assessment of written work in the Assessment chapter of the programme description).

ApprovalRequired coursework is assessed as approved/not approved. Required coursework that is not approved must be improved before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam. Students are entitled to a third attempt before the resit/rescheduled exam. If the third attempt at a coursework requirement is not approved, the student cannot take the resit/rescheduled exam and will have to wait until the ordinary exam for the following year. The student will then be entitled to three new attempts with the new class.

Students will encounter different forms of assessment during the programme. The forms of assessment are intended to ensure a continuous process towards a twofold objective: to promote learning and document the competence achieved by the students as sufficient in relation to the applicable learning outcomes. By giving the student qualified and frequent feedback in relation to both processes and products, the information about the competence achieved can motivate the student¿s further efforts and show whether the forms of learning should be adjusted.

Each course concludes with a summative assessment. 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 assessments are carried out in accordance with 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.

AssessmentThe grading system in use is pass/fail or a grade scale with letter grades from A to F, where A is the highest grade, E is the poorest pass grade and F is a fail. In connection with group exams, all students in the group are awarded the same grade.

Resit and rescheduled examsResit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In special cases, resit and rescheduled exams in courses with group exams may be held as individual exams.

Appeals against gradesGrades awarded for written exams can be appealed. It is not possible to appeal the grades awarded for oral and practical exams. In connection with a group exam, the result of an appeal will only have consequences for the candidate(s) who submitted the appeal. The other students will keep their original grade.

Assessment of written work

Written work, such as the required coursework and exam papers for MAABI4100, MBARN5100, is assessed on the basis of the criteria of relevance, theoretical knowledge, in-depth study, ethical reflection, independence and how the work is presented.

Relevance:                                     

The work must have a frame of reference that is relevant to the discipline and show that the student has applied theoretical and practical knowledge of relevance to the issue at hand. It must be linked to the paediatric nurse¿s functions and areas of responsibility.

Theoretical knowledge:           

The work must demonstrate knowledge in the independent and delegated functions of the paediatric nurse (medicine). It must contain relevant documentation from the course literature and other relevant literature and research.

In-depth study:                            

The student must elaborate on and discuss different factors that have an effect on the issue at hand and discuss how the knowledge produced can be applied in a clinical setting. Experience from practical work and literature should be used as a basis for discussing the assignment. The work must answer the issue in question.

Ethical reflection:                       

Ethical factors relating to the issue must be discussed.

Independence:                             

The work must demonstrate independent assessment, and its content must be objective, critical and analytical with discussions of positions and claims.

How the work is presented:  

The assignment must be well-organised with good written presentation, clear and unambiguous language with use of specialised terminology, and adhere to the prescribed structure and form.

Students are only entitled to feedback if their work is completed within the deadline stipulated.

Assessment of practical training

Students are subject to formativeassessment (continuous assessment) on a continuous basis throughout all the practical training courses. The assessment is intended to provide advice and guidance by determining progress, helping to improve strengths and drawing attention to areas the student needs to continue to work on. It should take account of the student's preconditions for learning, framework conditions at the practical training establishment, the learning outcomes in the course, the student¿s specification of the learning outcomes and the content of the supervision.

Both the student and the practical training supervisor shall prepare written assessments for each practical training course:

• The student must submit at least three written self-assessments per practical training course.
• The practical training supervisor must submit written assessments of the student from days or periods of supervision.

Students are expected to show progress through the practical training courses. The student is expected to demonstrate clear progress, take responsibility and, to an increasing extent, demonstrate the ability to make independent analyses and assessments in paediatric nursing practice. The requirement for an increasing degree of independence is expressed in the learning outcomes through the use of the expressions ¿under supervision¿, ¿with some supervision¿ and ¿independently¿. The progress in the student¿s learning is also manifested in the expectation that students should master an increasing number of areas in paediatric nursing. On completion of the final clinical course, Clinical Studies in Paediatric Nursing, Level 3, the student is expected to have achieved paediatric nursing action competence.

The summative assessment (product assessment) takes place at the end of each practical training course. The assessments are based on the learning outcomes for the course, the student's specification of the learning outcomes and the formative assessment made of the student during the course. The purpose of these assessments is to:

• check that the student has achieved the learning outcomes for the course
• discuss the possibilities and limitations that the student has encountered at the practical training establishment
• clarify strengths and weaknesses and the changes that have to be made in order for the student to achieve the learning outcomes when a student has failed the course

The lecturer plans the assessments together with the practical training supervisor. The student writes his/her own assessment based on the programme¿s assessment form. This assessment, together with the lecturer¿s and the practical training supervisor's assessments, form the basis for the decision on whether or not the student has passed the clinical course. Students who fail a period of practical training must retake the whole training period.

External programme supervisor

An external programme supervisor scheme exists for the programme. The duties of the external programme supervisor are to:

• supervise the standard of the results in the programme compared with the standard of the results in corresponding programmes
• assess the connections between the programme description's learning outcomes, teaching and types of assessment
• give the academic environments/faculties feedback and advice that can be used in the ongoing work on programme quality.

The reading list totals approx. 8,000 pages, of which approx. 3,000 pages are chosen by the student. The syllabus selected by the students should be related to the master's thesis and the written assignments that make up the required coursework (1,000 pages).