Arts, Culture and Creativity in Early Childhood Education Programme description

Kunst, kultur og kreativitet i barnehagen er et emne som møter barns undring og utforsking med helhetlig og tverrfaglig tilnærming gjennom ulike temaer. I emnet skal du videreutvikle forståelsen av samspillet mellom lek og læring, kunst og kultur og hvordan dette kommer til uttrykk i et mangfoldig samfunn. Det omfatter teoretisk, praktisk og digital undervisning, noe som kjennetegner både innhold, arbeidsformer og vurdering. Fagområdet kunst, kultur og kreativitet i kapittel 9 (Rammeplan for barnehagen, 2017) er omdreiningspunktet for emnet og gjennomføringen er tett knyttet til arbeid i barnehagen.

Emnet sikter mot å gi en utdypet forståelse, bredere fagkunnskap og høy kompetanse i å utvikle pedagogiske miljøer som stimulerer til undring via kroppslige utforskende og sanselig arbeid. Studiet innebærer at studentene får utvikle kompetanse i bruk av både kognitive, sanselige, digitale og taktile innganger til å realisere fagområdet i kapittel 9 på nye og kreative måter. Emnet vil også omfatte rammeplananalyse og diskusjon av handlingsrom for arbeidet med fagområdet kunst, kultur og kreativitet i barnehagen.

Fullført emne kan, etter søknad, innpasses som del av masterprogrammet Barnehagekunnskap (120 studiepoeng) eller som del av masterprogrammet Estetiske fag (120 studiepoeng) ved OsloMet. Kandidater må søke om opptak til masterstudiet på ordinær måte, basert på de opptakskriterier som gjelder for masterstudiet (inkludert karakterkrav).

Årsstudiet i tegnspråk er en grunnleggende innføring i norsk tegnspråk, som er et av de eldste og største minoritetsspråkene i Norge. Studiet er hovedsakelig praktisk rettet, med stor vekt på praktisk språkinnlæring. Studentene skal lære å bruke tegnspråk i samtale og å forstå enkle tegnspråktekster. I tillegg får de en teoretisk innføring i hvordan norsk tegnspråk er bygget opp og brukes, og en orientering om samfunnsmessige, kulturelle, historiske og kommunikative sider ved språket.

Studiet kan brukes som videreutdanning, eller som et tillegg til annen utdanning for at studenten skal kunne kommunisere direkte med mennesker som bruker norsk tegnspråk. Mye av det faglige innholdet og undervisningen på programmet er felles med fagplanen i norsk tegnspråk i grunnskolelærerutdanningene for 1.-7. trinn og for 5.-10. trinn (emnene MGNT3100 Norsk tegnspråk 1 og MGNT3200 Norsk tegnspråk 2).

Gjennom dette studiet kan det være mulig å oppnå den tegnspråkkompetansen som er nødvendig for å være kvalifisert for opptaksprøve til bachelorprogrammet i norsk tegnspråk, eller masterfordypningsemner i Norsk tegnspråk og tegnspråkdidaktikk ved OsloMet.

Årsstudiet i tegnspråk retter seg mot

• søkere som ønsker et utgangspunkt for videre studier der det er nødvendig med grunnleggende ferdigheter i norsk tegnspråk
• søkere som ønsker å lære seg grunnleggende ferdigheter i norsk tegnspråk, uavhengig av videre studier

The Bachelor’s Programme in Nursing is a three-year programme of professional study (180 credits). Students who complete the programme are awarded a bachelor’s degree in Nursing (Bachelor of Nursing). The bachelor’s degree forms the basis for authorisation as a general nurse in accordance with the Act relating to Health Personnel.

The aim of nursing is to promote health, prevent, treat and help patients to cope with disease, and to ease suffering. Nursing is based on humanistic values and is both a field of knowledge and a profession. Nursing includes knowledge of physical, psychological, social and existential aspects of the human being. OsloMet has Norway's biggest research environment in nursing. Research on the patients’ experiences and reactions to disease and suffering is a main focus, along with measures to support the patients to lead a healthy life and cope with disease. Patient safety is a key area of the programme. Microbiology and infection control are prioritised areas to meet the challenges in connection with antibiotic resistance and increased incidence of contagious diseases.

The nursing programme's knowledge base comprises nursing science, natural science, social sciences and the humanities. The programme is based on a holistic view of human beings with humanistic values. The requirement of the individual practitioner after graduating is to act professionally and ethically responsibly. Throughout the course of study, the students will gain experience with patients in the specialist health service, in municipalities and city districts. OsloMet cooperates with the country's most competent treatment environments and our main cooperation partners are Oslo University Hospital, Akershus University Hospital, the City of Oslo and the municipalities of Romerrike.

Nurses encounter people of all ages, with different conditions, injuries and functional ability. In big cities and in the surrounding areas, the population consists of people from multiple ethnic origins and cultural backgrounds. During the study programme, the students will encounter this diversity and learn to provide healthcare in accordance with the patient’s cultural and linguistic background. The nursing profession consists of nursing and medical procedures, care and empathy, health counselling and information work, as well as facilitation in a health promoting environment. Nurses work with individuals and groups and at the intersectoral system level.

Person-centered nursing is practised via knowledge-based processes involving reasoning, which include mapping, assessment, decision-making and evaluation. The professional group contributes to interprofessional cooperation and has part of the responsibility for ensuring that habilitation and rehabilitation processes maintain the user’s need for coordinated and cohesive services.

The programme description for the study is based on the national regulations relating to a common curriculum for health and social care education adopted by the Ministry of Education and Research, and the regulations relating to the national guidelines for nursing education adopted by the Ministry of Education and Research on the basis of the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Relevance to working life

The bachelor’s degree in nursing qualifies students for work in all parts of the health services: hospitals, health centres, nursing homes, home nursing services, preventive health work, the occupational health service, offshore, the ambulance service and international aid organisations. The programme is also relevant for positions in the business sector.

Relevance to further studies

The bachelor’s programme qualifies students to take master’s degree programmes.

The target group for the programme is people who wish to work with health promoting measures and people who are or could suffer from illness or failing health. As a nurse, you will also meet people in the final stages of life.

Organisering av studiet

Studiet er i utgangspunktet på 60 studiepoeng, hvor alle de fire emnene Norsk tegnspråk 1A, 1B, 2A og 2B bygger på hverandre og hvor emnene følger hverandre i fastsatt progresjon. Etter søknad og dokumenterte forkunnskaper (prøve) kan studenter innpasses i studiet på sitt nivå.

Studiet er organisert som et heltidsstudium over ett studieår. Det legges vekt på studie- og progresjonsfellesskap for å fremme en inkluderende forsknings- og studiekultur.

1. år

Høstsemester

• TGSP1100 Norsk tegnspråk 1A – 15 studiepoeng
• TGSP1200 Norsk tegnspråk 1B – 15 studiepoeng

Vårsemester

• TGSP1300 Norsk tegnspråk 2A – 15 studiepoeng
• TGSP1400 Norsk tegnspråk 2B – 15 studiepoeng

After completing the bachelor's programme in nursing, the student is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The candidate

• has knowledge of the history of nursing, its academic basis, scientific traditions, singularity and role in society nationally and internationally
• has broad knowledge of key concepts, theories and models in nursing, disease processes and legislation relevant to the nursing discipline
• has broad knowledge of aspects of nursing relating to health promotion, prevention, treatment, rehabilitation and alleviation
• has broad knowledge of communication and building relations and is able to communicate professionally with different individuals and based on the circumstances in each situation
• has knowledge of the health service as a system, of the organisation of services at different levels and of planning, management and coordination in relation to individual patients and groups
• has knowledge of global health challenges, cultural diversity and social inequality, which is of relevance to professional practice nationally and internationally

Skills

The candidate is capable of

• identifying and analysing professional and ethical questions at the social, group and individual levels in a reflected and critical manner
• critically evaluating and integrating information from different knowledge sources, and making clinical decisions based on evidence-based assessments and priorities
• practising responsible nursing and person centered care adapted to the individual’s needs and ensuring the patient’s co-determination in choices that concern health and treatment
• acquiring new knowledge, giving and receiving supervisions, adjusting own professional practice, taking a critical approach to academic texts from different sources and using sources correctly
• working independently and contributing to interprofessional and intersectoral cooperation to ensure a holistic course of treatment

Competence

The candidate

• has insight into the principles of prioritisation in the health services and can meet society’s requirements for responsible and caring nursing in a lifetime perspective, contributing to patient safety, quality and trust in the health services
• is capable of planning and providing person centred supervision, counselling and teaching to patients, next-of-kin and health personnel
• has insight into service development, innovation and creativity, and how technology can influence how services are provided
• is capable of reflecting on own professional development and discussing professional aspects of nursing with colleagues
• is capable of planning and carrying out projects in cooperation with others, contributing in a constructive manner in groups and disseminating subject matter via different forms of expression

The programme has a comprehensive profile where academic content, pedagogical activities and practical studies are interconnected. The connection between the learning outcome descriptions, learning activities and forms of assessment are particularly emphasised. Work and teaching methods and the fields of study covered in the programme are organised in a way that promotes both theoretical understanding and practical action competence. The courses build on each other to ensure progress with increasing requirements for knowledge and understanding of the profession. Through critical reflection, ethical competence and professional judgement are gradually developed.

For all nursing programmes, four recurring topics are defined: ethics, patient safety, communication and cooperation and management. The topics are integrated into different courses and described with separate learning outcomes to ensure coherency, connection and progression between courses and academic years. Diversity and big-city health are also emphasised as key perspectives in all three years of the programme.

Each academic year comprises 60 credits, and the expected workload is normally 40 hours per week. This applies both for theoretical courses and during practical training. All the courses conclude with a final assessment.

Learning in groups is particularly emphasised in the study programme. The most important elements to ensure good group processes are safety, well-being and a sense of belonging. We therefore want all students to feel a sense of belonging to their class throughout the programme. This class will be divided into smaller groups that comprise study groups.

First year of the programme

During the first year, students will receive a basic introduction to nursing as a discipline, profession and science. Natural science courses make up an important part of the first year of study. This will provide a good basis for studying nursing observation and assessment.

Diversity and the lifetime perspective are also recurring topics. The students will receive in-depth knowledge of the human being’s fundamental needs and resources.

The academic year starts with an introductory period where the students get to know their rights and duties. Study groups are established as a work method and expectations of the students' own and other people’s efforts are clarified. Through practical training in the spring semester, the students gain experience of how needs and resources change as a result of ageing and disease. The year concludes with a theoretical introduction to different diseases, which provides a good basis for the second academic year.

Second year of the programme

The second year of the programme focuses particularly on nursing of people with acute and critical diseases of different ages. Students will also meet patients with progressive and chronic diseases. In addition to theory, students take two long practical training periods where they study nursing of patients and next-of-kin authentic patient situations in the health services, which can be in either specialist healthcare services or municipal healthcare services. You will be covering both medical and surgical nursing. You will be covering both medical and surgical nursing. In the spring semester, students will also gain insight into health and social perspectives, management, and organisation, in addition to health promoting and preventive health work, that prepares you for the 3rd year of study.

The spring semester is specially adapted for internationalisation at home, as some of the courses are taught in English. In this semester, we also welcome inbound exchange students.

Third year of the programme

In the third year of the programme, the students will study nursing of people with complex health challenges. A significant part of the programme takes place in the practical training field, mainly in different arenas of the municipal health service. The practical training field consists of patients and next-of-kin with different ethnic and cultural backgrounds. The courses look at mental health issues and complex health conditions. Management, professional development and interdisciplinary and intersectoral cooperation are key aspects. The bachelor’s thesis is an academic in-depth assignment to be written in the last semester.

Interdisciplinary programmes taught jointly with other programmes at OsloMet

INTERACT (Interprofessional Interaction with Children and Youths - INTER1100, INTER1200 and INTER1300) is an interdisciplinary teaching programme at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes meet in interdisciplinary groups. The aim is to ensure that the students acquire the skills needed to meet society’s demands for a better coordination of services that affect children and young people. The teaching activity builds on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to improve the learning outcomes. The teaching (INTER1100, INTER1200 and INTER1300) is carried out in the first teaching week each spring semester for students in the first, second and third study year. See https://www.oslomet.no/forskning/forskningsprosjekter/interact for a more detailed description of INTERACT.

Student BEST (Better and systematic team training - SYKK3000/SYKP3000) is a teaching programme in simulation with a focus on interprofessional interaction in acute situations. The aim is better and systematic team training and involves several other professional training courses. Simulation in teams is used as a training method in receiving and stabilising trauma. The focus is communication and interaction in an interprofessional group. The teaching program is carried out during the third year of study.

Requirements for participation in interdisciplinary teaching programmes

There is a requirement for participation in the interprofessional teaching programme INTERACT (INTER1100 which is carried out in connection with SYKKPRA10/SYKPPRA10, INTER1200, and INTER1300) and Student BEST (SYKK3000/SYKP3000), which must be approved to be awarded a diploma.

Progression requirements in the study

Progression requirements are highlighted under prior knowledge requirements in the individual courses.

See https://www.oslomet.no/forskning/forskningsprosjekter/interactfor a more detailed description of INTERACT.

OsloMet focuses on having a good and developing learning environment that students can thrive in. The work and teaching methods have been developed on the basis of a socio-cultural view of learning, where the overriding principle is to make use of your own thoughts, knowledge and experience. The student's own efforts, individually, or together with others, are decisive for good learning outcomes. Students are expected to prepare ahead of organised teaching activities. Varied work methods are used both in theoretical subjects and in practical training and these can be carried out physically on campuses or on digital platforms. In some contexts, teaching activities only take place on one campus, and students must expect to travel to the relevant location.

The programme also prepares students for the labour market’s requirement of lifelong learning. Students are therefore expected to take ownership of their own learning process throughout the study programme, and will learn to both ‘become a nurse’ and ‘learn how to learn’. Students are also expected to contribute to creating a good learning environment for their fellow students through active participation in the different teaching activities.

Self-study and student cooperation

The attainment of the learning outcomes requires a high degree of self-study. Self-study entails both individual work and cooperation with fellow students, and it entails awareness of how you best learn. Students are recommended to take the initiative to form study groups.

Group work

Group work means working with other students. In the groups, students will discuss each other’s contributions and share knowledge and perspectives. They will gain experience of cooperation and of assessing, developing and disseminating relevant literature. The students will give and receive feedback from others.

Digital learning resources

Digital learning resources are for instance OsloMetX https://www.oslomet.no/ub/oslometxbokskapet@oslomet.no, or video clips, podcasts, games, academic texts, articles and interactive assignments used as part of the learning methods. Digital co-writing tools are used in some courses for the purpose of sharing knowledge and producing texts together. Digital self-corrected tests (quizzes) provide an opportunity for the students to practice and test their knowledge of the course content. Students receive an immediate response, which can serve as a basis for their continued learning.

Simulation and skills training (SF-unit)

Simulation and skills training gives the students the opportunity to learn everything from simple practical skills to making assessments in complex patient situations. Simulation and skills training will be a recurring part of the study programme and often taken place in simulation and skills training units (SF-unit) on campus. Reflection before, during and after actions will be emphasised. Some simulations may be filmed. Videos will always be deleted directly after the teaching session unless consent has been given to keep the videos.

Skills training in the programme will not be divided by gender.

Lectures

Lectures are used either to gain an overview of the course’s content or to delve into a specific topic. Lectures are used particularly when introducing new subject matter.

The flipped classroom

The flipped classroom is when the roles of lecturer and students are reversed, and students work with digital learning resources before attending class. Students work on problem-solving activities during teaching sessions, often in the form of group work or seminars.

Seminar/workshop

Students practice formulating an argument, expressing own opinions and reflecting on own attitudes and actions, in addition to presenting and discussing subject matter and assessing other people’s academic presentations.

Project work

Students study a topic relevant to the programme in depth, and develop skills in the systematic use of methods, including theoretical basis, data collection, analysis, discussion, written formulation and verbal communication.

Interprofessional cooperative learning (TPS)

Interprofessional cooperative learning comprises all ways of working where students participate in

teaching sessions with students from other programmes, or carry out educational activities in a practical training establishment that entail cooperation with professionals from other fields. Interprofessional cooperative learning can be arranged at the university, in the practical training establishment and through digital cooperation (webinars) with students in other countries.

Student BEST – Better and systematic team training

Student BEST is a teaching programme under a cooperation between the nursing-, radiography-, biomedical laboratory sciences and paramedic science programme, specialisation in anaesthesia (master programme) at OsloMet and the medicine programme at the University of Oslo. The learning programme builds on simulation in teams and is used as a training method in the admission and stabilising of trauma patients. The focus is communication and cooperation in interprofessional groups. The teaching takes place at the SF-units at OsloMet.