VERN1210 Vitenskapsteori og velferdsutvikling Emneplan

Internationalisation improves 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. The increasing globalisation of the labour market also makes international professional experience, language skills and cultural knowledge more and more important. Staff at the radiography programme have established cooperation with universities and university colleges in and outside Europe, and OsloMet is a member of different academic networks.

Students are offered the possibility to gain international experience and achieve the related learning outcomes, both through incoming and outgoing exchanges, and through the use of English as the language of instruction in selected courses. The programme's focus on multicultural and global issues prepares the students for professional work in a multicultural society. International academic literature gives students access to English specialist terminology and relevant knowledge about current international challenges. An understanding og English academic literature is important in order to be able to actively participate in the international radiography community.

Students can choose to write their bachelor's thesis in English, Norwegian or another of the Scandinavian languages. Students who go on exchanges must write their thesis in English if the exchange is in a country outside Scandinavia. Reference is made to the university's criteria for student exchanges and information about stays abroad.

Incoming exchange students

The program may accept radiography students who are enrolled at institutions of higher education abroad. Admitted students may be offered the opportunity to complete clinical placements during the 5th semester and/or take part in the following courses in the 6th semester: RAB3100 Specialization in CT and Digital Health Technology, and RAB3900 Bachelor's Thesis. These courses are offered in English only if international students are admitted as exchange students.

Exchanges

Students are encouraged to take part of their education at an institution abroad. As a rule, the minimum duration of an exchange period is three months, and an exchange can take place during the practical training period in the fifth semester. Reference is made to the criteria that apply to student exchanges and information about stays abroad.

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

The purpose of the coursework requirements is to:

• promote progress and academic development
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on radiography issues

The programme has coursework requirements in the form of compulsory attendance, oral presentations, written assignments and tests. The coursework requirements are set to help students to develop their competence in accordance with one or more of the expected learning outcomes of the course. Required coursework is carried out individually or in groups.

Compulsory attendance

Attendance is compulsory for all parts of the programme where the students cannot achieve the learning outcomes on their own. Participation is necessary in order to ensure that patient assessment and treatment are based on both theory and thorough supervised skills training on fellow students.

The minimum attendance requirement for the practical training period is 90 %. A minimum attendance requirement in scheduled group work, project work and seminars are 80 %. Other activities may also be subject to compulsory attendance requirements. Detailed provisions on compulsory attendance are included in the course descriptions.

If a student exceeds the maximum limit for absence, the lecturer will consider whether it is possible to compensate for the absence by meeting alternative requirements, for example individual oral or written assignments. Whether or not it is possible to compensate for absence 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.

Written assignments and compulsory activities

Several courses have written assignments, oral presentations and practical tests as required coursework. Written work that is not approved must be reworked before re-submission. Oral presentations and practical tests that are not approved will normally have to be retaken. If re-submitted written work or a retaken presentation/test is not approved, the student cannot take the ordinary exam/assessment.

The student is 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. More detailed requirements for written work, oral presentations and tests, deadlines etc. are set out in the teaching plan for the course in question.

Different forms of assessment are used in the programme that are adapted to the learning outcomes of the different courses. 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 the students receive feedback on whether their performance is in line with the programme's requirements and whether they have achieved the learning outcomes.

Exams and practical training are assessed 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 and criteria 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.

Assessment/exam

All courses conclude with a final assessment and/or an exam. The student's performance is assessed on the basis of the learning outcomes defined for the course. 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.

In some courses, the exam consists of more than one part. The student's performance in each part of the exam is assessed by a separate grade, before a final overall grade is awarded. For courses that use exams consisting of more than one part, the course description will state how the final grade for the course is arrived at on the basis of the separate grades awarded for the different parts of 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.

Resits/rescheduled exams

Resit 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.

For exams where a percentage of the exam papers are selected for assessment by an external examiner, the external examiner's assessment shall 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 5-3 of the Act relating to Universities and University Colleges.

It is not possible to appeal the grades awarded for oral and practical exams. In a group exam, the result of an appeal will only have consequences for the candidates who have submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of practical training

The external practical training is assessed as passed or failed. The assessment is based on the learning outcomes for the course and the continuous suitability assessment that students are subject to throughout the practical training period.

To pass the practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to practical training courses. The attendance requirement applies both to time spent at the practical training establishment and any teaching activities provided as part of the programme. The following provisions apply as regards absence:

Students with less than 10 % absence can complete the practical training course as normal. Students with between 10–20 % absence can make up for the practical training/teaching activities missed, insofar as it is practically possible. This must be agreed with the practical training supervisor and the contact lecturer at the university. If it is not possible to compensate for the absence, the whole period of practical training must be retaken. This will result in delayed progress in the programme.

External programme supervisor

The study programme has an external programme supervisor in accordance with the Guidelines for Appointment and Use of Examiners at OsloMet. The external programme supervisor is charged with evaluating the programme's structure and coherence, including the relationship between the learning outcomes as described in the programme description, the work and teaching methods and assessment arrangements. The external programme supervisor should normally supervise all the courses in the programme over the course of a three-year period and provide feedback and advice that the academic environment can use in its further work on the quality of education.

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 his/her 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 health personnel. Students who demonstrate little ability to master the radiographer 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 special cases, cf. the Regulations concerning Suitability Assessment in Higher Education. For more information about suitability assessment, see https://student.oslomet.no/skikkethetsvurdering

Approved by the Academic Affairs Committee at the Faculty of Health Sciences on 6 November 2019

Most recent amendments adopted by the Vice/dean of the Faculty of Health Sciences on 27 November 2024

The programme description applies to students starting the programme in 2024 Autumn Full-time

Følgende arbeidskrav må være godkjent for å fremstille seg til avsluttende vurdering:

• Deltakelse i seminargrupper og presentasjon av tekster (1).
• Deltakelse i gruppearbeid (2).
• Gjennomføre et intervju i gruppe (2).
• Presentasjon av intervjuundersøkelse i gruppe (2).

Eksamensinnhold: Læringsutbyttene.

Eksamensform: Prosjekteksamen individuell, varer mens emnet pågår, omfang inntil 2000 ord.

Ny\utsatt eksamen: Hjemmeeksamen, individuell. Eksamensoppgaven deles ut to uker før eksamensinnlevering.

Sensorordning: To interne sensorer.

Vurderingsuttrykk: Gradert skala med fem trinn fra A til E for bestått og F for ikke bestått.

Hjelpemidler til vurdering/eksamen

Alle.

Pensumliste

Obligatorisk litteratur

Vitenskapsteori

Aadland, E. (2011). "Og eg ser på deg-": Vitenskapsteori i helse- og sosialfag (3. utg.). Oslo: Universitetsforl.

Forskningsmetode

Jamtvedt, G., Hagen, K. B. & Bjørndal, A. (2015). Kunnskapsbasert fysioterapi: Metoder og arbeidsmåter (2. utg.). Oslo: Gyldendal akademisk. [Kap. 1-10 (s. 11-123) samt Vedlegg (s. 148-172)]

Johannessen, A., Tufte, P. A. & Christoffersen, L. (2016). Introduksjon til samfunnsvitenskapelig metode (5. utg.). Oslo: Abstrakt. [Kap. 1-20 (s. 23-278), kap. 21 (s. 279-293), kap. 22 (s. 298-311) og kap. 26 (s. 387-390). Til sammen285 s.]

Svartdal, F. (2010). Forskningsmetoder. I S. Eikeseth, & F. Svartdal (Red.), Anvendt atferdsanalyse: Teori og praksis (2. utg., s. 159-181). Oslo: Gyldendal akademisk. [Kap. 7. Til sammen 24 s.]

Velferdsutvikling

Bredland, E. L., Linge, O. A. & Vik, K. (2011). Det handler om verdighet og deltakelse: Verdigrunnlag og praksis i rehabiliteringsarbeid (3. utg.). Oslo: Gyldendal akademisk. [Kap. 2-5. 109 sider]

Gundersen, K. & Moynahan, L. (2006). Nettverk og sosial kompetanse (T. S. Olsen, Overs.). Oslo: Gyldendal akademisk. [Kap. 1-9. 132 sider]

*Høium, K. (2004). Selvbestemmelse for voksne utviklingshemmede - hva vil det kreve? I L. Bollingmo, K. Høium, & B.-E. Johnsen (Red.), Det er mitt liv: Brukermedvirkning og nye hjelperoller i habilitering og rehabilitering (s. 154-176). Oslo: Universitetsforl. [22 sider]

*Kassah, A. K. & Kassah, B. L. L. (2009). Funksjonshemning: Sentrale ideer, modeller og debatter. Bergen: Fagbokforl. [Kap. 5: Normalitet og frigjøring]

Lingås, L. G. (2013). Ansvar for likeverd: Etikk i tverrfaglig arbeid med habilitering og rehabilitering (2. utg.). Oslo: Gyldendal akademisk. [Kap. 1, 4, 6 og 8. 56 sider]

Normann, T., Sandvin, J. T. & Thommesen, H. (2013). Om rehabilitering: Helhetlig, koordinert og individuelt tilpasset (3. utg.). Oslo: Kommuneforl. [Kap. 2-4, 6 og 8. 50 sider]

*Olsen, B. C. R. (2009). Om å vite best... sammen - brukermedvirkning i helse- og sosialsektoren. I M. A. Stamsø (Red.), Velferdsstaten i endring: Norsk sosialpolitikk ved starten av et nytt århundre (2. utg., s. 144-176). Oslo: Gyldendal akademisk. [29 sider]

Solvang, P. K. & Slettebø, Å. (Red.). (2012). Rehabilitering: Individuelle prosesser, fagutvikling og samordning av tjenester . Oslo: Gyldendal akademisk. [Kap. 1, 3, 5-6, 10, 16 og 17. 110 sider]

*Vardeberg, K. & Einarsen, E. (2004). Medvirkning og samarbeid. I L. L. Wekre, & K. Vardeberg (Red.),Lærebok i rehabilitering: Når livet blir annerledes (s. 47-56). Bergen: Fagbokforl. [9 sider]

Anbefalt tilleggslitteratur

Askheim, O. P. (2003). Fra normalisering til empowerment: ideologier og praksis i arbeid med funksjonshemmede . Oslo: Gyldendal akademisk. [Kap. 7 og 10. 41 sider]

Noter

* I kompendium.

(Pensumliste ajour: 2016-08-16 i APA 6th-stil v/LMB, bibl. Kjeller)