SYKPPRA30KB Sykepleie til pasienter med akutt, kritisk og kronisk sykdom 2 Emneplan

The master’s degree programme in entrepreneurship is a two-year extension of a three-year bachelor's degree programme. The programme is an interdisciplinary full-time programme of study taught in English and Norwegian, where the student acquires the knowledge, skills and general competence required for entrepreneurial activities at both a practical and a theoretical level. After completing the programme, students are awarded a master’s degree in entrepreneurship and qualify for admission to relevant PhD programmes.

The master's programme is designed as a Value Creation Programme where students learn through creating new value for others. This value can be financial, cultural or social, and is anchored in a broad definition of entrepreneurship that includes intrapreneurship (creating value internally in companies or the public sector) and social entrepreneurship (focusing on creating social value in NGOs/non-profits, organisations and ventures) as well as traditional entrepreneurial activities (starting a commercial venture). Therefore the pedagogical approach of this programme differs from traditional master's level programmes in its strong emphasis on insight into entrepreneurial processes achieved through practical experience.

Students completing this programme will acquire entrepreneurial competence that will enable them to start their own ventures as well as finding employment as change agents within private and/or public enterprises or NGOs. Entrepreneurial competence enables students to act upon opportunities and ideas to create value for others. Entrepreneurial skills enable students to act and adapt when exposed to situations with a high degree of uncertainty. Entrepreneurial abilities such as creativity, leadership, communication, critical thinking and flexibility are often termed 21st century competencies, and these competencies have been identified as crucial to succeed in future work life.

Part 1 - The Scope of Global Public Health (5 ECTS)

Learning outcomes: On successful completion of this part, the student will achieve the following learning outcomes

Knowledge

The student is able to

• describe the challenges in welfare systems, relevant national legislation, and international agreements
• describe the past, and present developments and achievements of public health and discuss possible future challenges within the field
• describe social inequalities in health and their consequences nationally and globally
• describe epidemiology and different cost analyses, and discuss inter-professional, inter-sectoral and evidence-based interventions with target groups
• discuss the principles of universal design from a human rights and democratic perspective.

Skills

The student is able to

• address challenges in public health and demonstrate how to intervene professionally in collaboration with others
• demonstrate communication skills to improve health literacy
• search for relevant research, analyse these and apply to the findings in their assignment.

General competences

The student is able to

• apply the tools of innovation and entrepreneurship in public health issues and communicate the results to an audience
• reflect upon ethical issues and discuss intercultural perspectives in public health.

Part II - Environmental Conditions and Population Health (5 ECTS)

Learning outcomes: On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss the interactions between the environment and sustainable development, and their effect on health
• describe health care emergency interventions following different types of disasters, and discuss challenges encountered
• discuss inter-professional and inter-sectoral interventions focusing on communicable and non-communicable diseases, including mental conditions
• describe how inter-professional and inter-sectoral practice might contribute to improve and promote mental health
• describe the distribution of different types of injuries nationally and globally and how to prevent them
• discuss how to promote occupational health and to prevent occupational health hazards
• discuss theoretical models for behavioral change and their application.

Skills

The student is able to

• reflect upon priorities in public health and the consequences for population health
• demonstrate communication skills to strenghten social capital through social marketing and reflect on intervention strategies and their efficacy
• reflect upon a comprehensive view of humanity and human rights

General competences

The student is able to

• reflect upon diversity and how different ethnic, religious and cultural background may influence communication between people
• demonstrate how to disseminate public health knowledge collaboratively with target groups and stakeholders
• apply research methods in solving public health problems

Brukerrettede kliniske studier

Det skilles mellom ferdighetstrening og kliniske studier som beskrevet nedenfor.

Ferdighetstrening

I øvingslaboratoriet skal studenten tilegne seg jordmorfaglige ferdigheter som grunnlag for kliniske studier. Ferdigheter er personlig kunnskap som den enkelte utvikler gjennom utprøving og egen erfaring. Dette innebærer at studenten øver på og reflekterer over sentrale ferdigheter for yrkesutøvelsen. Ferdighetstrening og øvelser kan gjennomføres i universitetets simuleringssenter/øvingspost og i samarbeidende foretak i spesialisthelsetjenesten.

Kliniske studier

Studenten skal oppøve kliniske ferdigheter og vurderinger i forbindelse med jordmorvirksomhet på ulike arenaer. Det legges spesielt vekt på studentens videreutvikling av teori, refleksjon og kliniske vurderinger for å ivareta omsorgen for kvinnen/familien og barnet. Kliniske studier skal gi studenten kompetanse i å integrere forskningsbasert kunnskap i sin profesjonsutøvelse, og tilegne seg erfaringsbasert kunnskap og pasientkunnskap. For å utvikle handlingskompetanse og -beredskap i jordmorfag vil det være en kontinuerlig veksling mellom teoretisk fordypning og kompetanseutvikling i det kliniske felt. De kliniske studiene er organisert i perioder på henholdsvis 13 uker i MAJOPRA1, 7 uker i MAJOPRA2, 13 uker i MAJOPRA3 og 7 uker i MAJOPRA4.

Veiledning i kliniske studier

Studenten vil bli veiledet av et team bestående av universitetets veileder og en jordmor (evt. flere) fra det kliniske felt (klinisk veileder). Disse samarbeider om tilrettelegging av læresituasjoner i de kliniske studiene. Studenten skal sikres veiledere med relevant kompetanse.

For hver studieperiode i kliniske studier skal studenten i samråd med universitetets veileder, klinisk veileder og/eller studentansvarlig ved klinisk studiested sette opp egen plan for praksis. Læringsmålene i plan for praksis må være i tråd med utdanningens læringsutbytte for hvert emne og læresituasjoner i den enkelte periode. Studenten utarbeider regelmessig skriftlige logger som synliggjør læringsutbyttet og bevisste valg av læresituasjoner. Studenten har ansvar for aktivt å søke veiledning og møte forberedt til veilednings- og vurderingssamtaler. I enkelte emner er det et krav om veiledning før innlevering av arbeidskrav. 

Tilstedeværelse i kliniske studier skal turnusplanlegges. Studenten går vakter både dag, kveld, natt og helg og følger turnus til sine kliniske veiledere.

Organisering av kliniske studier

Ferdighetstrening:

• MAJOPRA1 Grunnleggende jordmorfag knyttet til fødsel og barseltid - del 1 (klinisk studium) MAJOPRA2 Grunnleggende jordmorfag knyttet til svangerskap, ungdoms- og kvinnehelse (klinisk studium)
• MAJOPRA3 Jordmorfag knyttet til svangerskap, fødsel og barseltid - del 2 (klinisk studium)

Direkte brukerrettede kliniske studier:

• MAJOPRA1 Grunnleggende jordmorfag knyttet til fødsel og barseltid - del 1 (klinisk studium) MAJOPRA4 Helhetlig, avansert jordmorfag ved føde-barselavdeling (klinisk studium)
• MAJOPRA3 Jordmorfag knyttet til svangerskap, fødsel og barseltid - del 2 (klinisk studium)
• MAJOPRA2 Grunnleggende jordmorfag knyttet til svangerskap, ungdoms- og kvinnehelse (klinisk studium)

Krav til studiesteder for kliniske studier

For å bli godkjent som studiested for kliniske studier kreves følgende: Virksomheten drives i tråd med aktuelle helse- og sosialpolitiske føringer; den har tilfredsstillende faglig nivå og har kvalifiserte veiledere og ønsker å inngå i aktivt samarbeid med universitetet om kunnskapsutvikling og forskning.

Samarbeid mellom universitetet og studiesteder for kliniske studier

For å sikre en åpen og jevnlig dialog mellom det kliniske felt og studentene, vil det bli avholdt jevnlige møter hvor utvikling av studiekvalitet står sentralt, både med hensyn til mastergradsstudiet (innhold, nivå, kontinuitet, progresjon, pedagogiske arbeidsformer, vurderingsordninger) og når det gjelder studentenes arbeidssituasjon og studiemiljø. I forbindelse med de kliniske studier og mastergradsoppgaven, blir det arrangert jevnlige seminarer for veiledere og studenter.

Aktuelle EØS-direktiver og rammeplan for jordmorutdanning har kvantiseringskrav. Disse er beskrevet under de respektive emnene, men de må sees på dynamisk og arbeides med gjennom hele studiet. Under hvert emne er det i tillegg beskrevet arbeidskrav som er alle former for arbeider og ferdighetsprøving som settes som vilkår for å fremstille seg til vurdering/eksamen og/eller gjennomføre kliniske studier. Formålet med arbeidskravene varierer og er beskrevet under hvert emne. Arbeidskrav gis vurdering godkjent/ikke godkjent.

Obligatoriske tilstedeværelse er ikke definert gjennom mastergradsstudiet, siden de beskrevne detaljerte kvantifiseringskrav, de definerte arbeidskrav og vurderings- og eksamensformer, samt vurdering av klinisk kompetanse etter på forhånd definerte kriterier sikrer at studenten oppnår tilstrekkelig kompetanse innen jordmorfaget.

Dersom studenten ikke deltar på gruppepresentasjon som inngår i et arbeidskrav eller eksamen eller ikke er til stede ved medstudenters presentasjoner, må han/hun gjennomføre en individuell presentasjon for faglærer. Skriftlige arbeider som ikke blir godkjent, må forbedres før ny innlevering. Dersom annen gangs innlevering ikke godkjennes, kan studenten ikke fremstille seg til ordinær eksamen. Studenten har rett til et tredje forsøk før ny/utsatt eksamen. Nærmere bestemmelser om krav til skriftlige arbeider, frister etc. går fram av årsplanen i Canvas.

Courses consist of lectures, seminars and practical work. In addition, workshops and discussion groups are offered to facilitate and stimulate learning. Written work requirements are intended to develop reflective, argumentative and critical responses to the curriculum and lectures, as well as to acquire writing skills at post-graduate level. Oral presentations and discussions develop discursive skills, whilst specialisation in an area of research promotes scholarly and independent learning. The students will also be required to attend several hackathons or similar seminars or events with external stakeholders.

The teaching method relies on practical training, since there is a consensus among several scholars within entrepreneurship that entrepreneurship education should be based on experiential learning. Moreover, experiential learning enables students to experience what it is like to be an entrepreneur prior to reflecting on theory offered through the foundational entrepreneurship courses in the programme.

Learning process

• Faculty have a close professional relationship with the students and take on a facilitating role.
• Students take action, experiment and iterate through and with real ventures/projects in the value creation process. This gives students a high degree of responsibility for the process of learning by doing.
• Students learn to act first, then reflect, react, readjust and then act again.

Incubation

All students are offered access to incubator programmes. An important function of incubator programmes is to provide a space where students can sit and work on their ventures or projects.

Incubator programme will be in contact with startups to enhance the learning community and to share resources and spaces, and the choice of incubator programmes is based on the students' needs and the nature of their ventures or projects.

Mentorship

Internal and external mentors contribute to the delivery of the programme and serve as support mechanisms for the students and for the programme.

Mentors contribute to the programme in a variety of ways. First, they serve as role models for the students while bringing in up-do-date and relevant experience and second they help develop students’ ventures by providing support, advice and access to networks and mentoring them on pressing issues. Teaching methods

The master’s programme in entrepreneurship at OsloMet combines student-centred and teacher-centred teaching and working methods. There is also an overlap between them, where student-centred methods are also teacher-led.

Teaching methods include:

• Lectures
• Workshops (both faculty and industry)
• Game-based learning
• Inquiry-based learning (where teachers are available for questions)
• Expeditionary learning (out of the building and explore)
• Flipped classroom
• Group/individual mentoring (linked to business)
• Coaching (personalised learning)
• Cases with teacher-led discussions
• Group work and collaboration between students
• Experiments, iterations, prototyping and hypothesis testing
• Participation in real-life seminars and events with external stakeholders, e.g. hackathons
• Guest speakers

OsloMet uses Canvas, a cloud-based learning platform that facilitates student-active forms of work and teaching and serves as the university's channel of communication with its students.

Se fagplanen.

Students are expected to attend and participate in classes and learning activities. Practical experience from compulsory learning activities and classroom discussions are important for student learning. Coursework requirements are compulsory. Assignments that are not handed in on time or that are found unsatisfactory will disqualify students from sitting the final examination. All specific coursework requirements are outlined in the course descriptions. The coursework requirements help support the learning outcomes by training students in performing the tasks and ensuring that students acquire skills and knowledge that are not tested during the exam itself.

The students' rights and obligations are set out in Regulations relating to studies and examinations at OsloMet. The regulations describe conditions for resitting/rescheduling exams, the right to appeal, and definitions of cheating in exams, etc. Students are responsible for registering for any resits or rescheduled exams. Students are responsible for familiarising themselves with these rules and regulations.

The forms of assessment vary and are outlined in the course descriptions. They apply to term papers, portfolios, process papers, essays and presentation. The master's thesis is an independent piece of work related to a topic of the student’s choice.

Exam papers are assessed by one internal and one external examiner. The master's thesis is assessed by one internal and one external examiner. The assessment is outlined in the respective course descriptions. A grading scale from A to F will normally be used in assessments. Pass grades range from A to E, while F is a fail. Students have the right to appeal against a grade, whereupon examinations are re-evaluated by two new examiners (one internal and one external). Students are advised that an appeal may result in a grade lower than the grade originally awarded.

Kontaktlærer godkjenner etter innstilling fra praksisveileder. Endelig vedtak om bestått/ikke bestått fattes av universitetet.

SYKKPRA30x og SYKPPRA30x er fullt overlappende.