Bachelor's Programme in Paramedic Science Programme description

The Bachelor’s Degree Programme in Paramedic Science is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the degree of Bachelor in Paramedic Science, which forms the basis for applying for authorisation as a paramedic in accordance with the Act relating to Health Personnel etc. The programme description has been drawn up on the basis of the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations on National Guidelines for Paramedic Science Education, adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

The tasks of a paramedic are varied and at times demanding. Paramedics usually work in the ambulance service, but can also work in the emergency medical service, emergency departments, the psychiatric health service, substance abuse care, or in discipline development and training. Patient encounters can range from simple, routine situations to acute situations involving serious ill and injured patients. In the ambulance service, paramedics are responsible for examining, assessing and treating patients and for transporting patients to the right place at the right time.

Knowledge of basic medical, ethical and operational disciplines is often combined with more specific disciplines in emergency medicine and traumatology. One example of this may be to examine the patient with the aim of identifying whether the symptoms are due chronic illness or an acute need of medical support. Relational, communicative and guidance competence enables the paramedic to understand and interact with patients, next of kin and colleagues, which is essential for the professional practice. Paramedics also cooperate with colleagues across professions and disciplines in different situations in the primary and specialist health services, and in the rescue services.

The education is rooted in both natural sciences and health sciences. The paramedic discipline combines evidence-based practice with knowledge about health, diseases and injuries, ethics, law, patient safety, decision-making, management, operative ambulance work and emergency preparedness. Elderly patients and people with mental health disorders and/or drug and addiction problems comprise important target groups, besides acutely ill and injured children and adults. A paramedic will also take care of people who have been victims of neglect, violence and abuse.

Relevance to working life

Paramedics work at the individual, group and system level in many fields of the primary and specialist health services. Paramedics work with people of all ages, for example in the road, sea or air ambulance service, emergency medical communication centres, emergency departments, municipal emergency inpatient units, emergency medical centres and the Norwegian Armed Forces’ medical service

Relevance to further education

A bachelor’s degree in Paramedic Science also qualifies candidates for admission to a number of master’s degree programmes in health sciences. Prehospital Critical Care at the University of Stavanger is particularly relevant.

Everyone who wishes to take a bachelor’s degree in paramedic science in order to practise as a paramedic, or as the starting point for further studies.

I bachelorstudiet kunst og design kan studenten velge mellom følgende to studieretninger:

• kunst og formidling
• mote og produksjon

Noe undervisning gis felles for de to studieretningene.

I studiet kombineres praktisk verkstedarbeid med teoretiske studier og det blir gjennomgående lagt vekt på forholdet mellom teori og praksis. Arbeidspraksis inngår som en del av studiet der studentens evne til å utøve og utvikle sin fagkompetanse i arbeidslivet står sentralt.

I første og andre studieår arbeider studenten med idéutvikling praktisk arbeid i ulike teknikker og materialer, presentasjons- og dokumentasjonsteknikker, teori og entreprenørskap.

I tredje studieår fordyper studenten seg i fagområdet og studiet avsluttes med en bacheloroppgave.

Fullført bachelorstudium i kunst og design gir graden Bachelor i kunst og design, med fordypning i kunst og formidling eller mote og produksjon. Bachelor's Programme in Art and Design: Art and Dissemination or Fashion and Industry.

Bachelorstudiet har et omfang på 180 studiepoeng (tre år normert studietid).

Studieretninger

Kunst og formidling, Art and Dissemination

I studieretningen vil studenten tilegne seg kunnskap, ferdigheter og generell kompetanse innen fagområdet kunst og formidling. Studieretningen gir innsikt i idéutvikling, kunstformidling,presentasjonsteknikker, visualisering av idéer i skapende prosesser og teoretisk refleksjon. Arbeidspraksis i studieretningen inngår som del av studiets femte semester. Studieretningen gir grunnlag for å arbeide med kunst og formidling innen kunst- og kulturfeltet, som for eksempel i museer, gallerier og kulturskoler.

Mote og produksjon, Fashion and Industry

I studieretningen vil studenten tilegne seg kunnskap, ferdigheter og generell kompetanse innen fagområdet mote og produksjon. Det legges spesiell vekt på konseptutvikling og visualisering, digitalt og materielt. Teoretisk refleksjon og forståelsen av motens kontekst, som historie, marked og samfunnsstrukturer nasjonalt og globalt, står også sentralt i studiet. Generelt gir studieretningen innsikt i kreativ, kommersiell og etisk motedesign. Arbeidspraksis i studieretningen inngår som del av i studiets fjerde semester.

Studieretningen gir grunnlag for arbeid med design- og produksjonsrelaterte områder innen mote- og tekstilbransjen, enten i bedrift eller som selvstendig utøver.

After completing the Bachelor’s Degree Programme in Paramedic Science, the candidate should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has broad knowledge of human anatomy, physiology and pathophysiological processes, and responses to illness and injury
• has broad knowledge about clinical examination, tentative diagnostics and medical and non-medical treatment of women in labour, acutely ill and injured patients, and people with mental health disorders and/or addiction problems
• has broad knowledge of pharmacology relating to the paramedic’s function and areas of responsibility
• has broad knowledge of relevant laws, regulations and ethical perspectives and can reflect on these in their professional practice
• has knowledge of injury mechanisms, structure of joint emergency interoperability, management and risk assessment in connection with work in the ambulance service and in the Norwegian overall protection organisation
• is familiar with the ambulance services’ place in the emergency and health services, the discipline’s history, traditions, distinctive nature and social responsibility
• has knowledge about patient safety, communication with patients and next of kin, and interaction across disciplines, cultures, with minority language speakers and enterprises and levels in the health service
• is familiar with research and development work in the discipline and has a basic understanding of evidence-based practice, including research ethics, research design and methods for collecting and analysing materials
• has knowledge about microbiology, infectious agents, infection risk and measures to prevent infection

Skills

The candidate

• can identify, observe and assess symptoms and signs of illness and injury, mental health disorders and substance abuse and provide medical and non-medical treatment in a responsible manner
• can, based on own examinations and assessments, refer the patient to the best effective level of care
• can drive an emergency vehicle in accordance with the applicable guidelines
• can work at, and take charge of, the response at an accident in cooperation with own personnel and other emergency services
• can recognise, document and report signs of neglect and abuse, with particular focus on children, elderly people and vulnerable individuals
• can carry out independent work in line with principles for health promotion and preventive work and in accordance with general hygiene and infection procedures
• can reflect on their own professional practice in accordance with relevant laws, guidelines and user participation, and search out and receive guidance with regard to their own conduct and professional practice
• can handle birth outside of hospital, including taking care of the mother and the new-born baby
• can use medical emergency equipment and communication tools and assess the usefulness of digital tools
• can document own practice with focus on comprehensive health services, including record-keeping, non-conformity reports, reporting adverse events and statutory notification of other authorities

General competence

The candidate

• is familiar with the health service’s role in emergency preparedness, and can contribute to preventive preparedness work, evaluation and follow-up after incidents and exercises
• is familiar with new thinking and innovation processes that are relevant for the paramedic discipline and can actively contribute in the development of the discipline and the paramedic’s role in society
• can apply and reflect on the connection between public health, social inequality, work inclusion, a good working environment and equitable health services, and see this in connection with ethical and discipline-related issues
• can plan and carry out projects that take place over time, work independently, in teams and across disciplines, to acquire skills and contribute to improved patient safety and the provision of comprehensive health services
• can exchange points of view related to key subject matter, orally and in writing, facilitate learning through simulation and skills training and thereby contribute to good practice

The content and structure of the study programme (see below) are based on the following six competency areas defined in Section 3 of the Regulations on National Guidelines for Paramedic Science Education:

• Paramedic profession, ethics and health law
• Health, illness and injuries
• Operational ambulance work and emergency preparedness
• Communication, cooperation and decision-making
• Evidence-based practice, innovation and technology
• Quality, management and patient safety

The programme is divided into 12 compulsory courses and incorporates both practical and theoretical teaching at the university and clinical training in the health service. Each year of the programme has a scope of 60 credits.

The bachelor’s degree in paramedic science is comprised by basic medical sciences, clinical subjects and ambulance operative subjects. Skills training, simulation and periods of clinical practice placement are integrated parts of the programme and are to ensure that the learning outcomes are achieved. There should be progress in the student’s knowledge and skills over the course of the study programme. The courses build on each other with gradual progress both in terms of theoretical and practical knowledge to achieve the required skills and independence.

The first year of study is divided into five courses. In the first semester, the students are introduced to the paramedic profession, among other things by focusing on the topics culture, law and ethics. The students are then given a general introduction into the basic medical sciences. The second semester comprises the course Assessment and Treatment of Acute Sick and Injured Patients (Part 1), which focuses on introductory knowledge about emergency medicine and traumatology.

The second year of study includes three courses. In the third semester, the students have their first period of clinical practice placement in the ambulance service. In the fourth semester, the focus is on operational work at the accident scene and on mental health, challenging communication, substance abuse and prevention of conflict escalation.

The third year of study comprises four courses. The fifth semester starts with clinical practice placement in the primary and specialist health services. Clinical practice placement is followed by the course Assessment and Treatment of Sick and Injured Patients (Part 2), focusing on issues relating to complex and challenging emergency medical treatment and patient groups with special needs. At the end of the fifth and throughout the sixth semester, the students work on their bachelor thesis and complete the second period of clinical practice placement in the ambulance service.

All courses conclude with a final assessment.

The academic year is 40 weeks long, and the expected workload is 40 hours per week. The number of hours includes both organised teaching as stated in the timetable, students’ self-study, coursework requirements and exams.

INTERACT - Interprofessional Teaching Programme Shared with Other Professional Education Programmes at OsloMet

INTERACT (Interprofessional Interaction with Children and Youth - INTER1100, INTER1200, and INTER1300) is an interprofessional teaching programme at OsloMet, where students from both health and social sciences and teacher/early childhood education programmes meet in interprofessional groups. The aim is to ensure that students gain the competence to meet society’s demands for better coordination of services affecting children and youth. The teaching programme is based on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to support learning. The teaching programme is conducted at the beginning of January each academic year. For more information, see: https://www.oslomet.no/forskning/forskningsprosjekter/interact

Participation in INTERACT (INTER1100, INTER1200, and INTER1300) is required and must be approved to be awarded a diploma.

Study progress

The following progress requirements apply to the programme:

• Students must have passed the first year of the programme before they can start the second year*
• First and second-year students must have passed the second year of the programme before they can start the third year.

* Exception from the progress requirement:

The drug calculations exam in the course PMED1300 Pharmacology and Drug Calculations is exempt from the progression requirement but must be passed before the student can can start the third year.

The programme’s learning outcomes cover a broad spectrum. The work and teaching methods facilitate the integration of knowledge, skills and general competence and are designed to have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and clinical training.

The aim of the paramedic science programme is to educate independent, proactive and dynamic candidates that can handle social change and cultural diversity. For the same reason, emphasis is placed not only on the content, but also on the learning process itself, in which students develop their ability to make independent assessments based on critical reflection and interaction with patients, next of kin and colleagues, which are key skills. Good learning outcomes are first and foremost dependent on the students’ own efforts. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. Normal study progress requires students to make great personal efforts in the form of study groups and individual work.

Different types of digital technology are used in the programme to stimulate student-active learning and collaboration. These resources can be used in students’ preparations for teaching activities, as support in collaborative processes or to help practise or test the student’s own knowledge.

The students will receive follow-up throughout the programme in the form of supervision and feedback. The students will at times assess each other’s work and provide feedback to each other.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Independent work

A paramedic must be able to make independent assessments and decisions, and stand by them, based on interaction with patients, next of kin and colleagues. Some of the thematic areas will not be addressed in the organised teaching. Students are expected to acquire this knowledge through self-study, alone or in cooperation with fellow students in study groups.

Study groups

In the theoretical part of the programme, the students will be split into group of up to seven. The groups are assigned a lecturer as supervisor. Working with issues and assignments in cooperation with other students is intended to support the learning of subject matter and provide training in cooperation and interaction skills, which are necessary in professional practice. Group supervision is also used to show the connection between the organisation of the programme and future professional practice and is intended to facilitate planning and evaluation of individual students’ and the study group’s learning process. Getting the study groups to work effectively is both a learning tool and a learning goal.

Simulation and skills training

Simulation and skills training is integrated in almost all courses and makes up a key part of the programme. The students will acquire skills through practical training with medical emergency equipment, models, manikins and on each other. Skills are placed in context through scenarios, which should be handled either by simple role play or through complex simulations. Students develop their observer and paramedic role through supervision and teaching that promotes reflection on their own professional practice. The professional field is closely linked to simulation and skills training in that a range of active paramedics contribute as teachers. This creates a close connection between the training and day-to-day clinical work.

Lectures

Lectures are mainly used to introduce new material and to provide an overview. Highlighting main elements, shedding light on connections and pointing out relevant issues within a topic will form the basis for the students’ own learning.

Seminars

The purpose of seminars is to process subject matter and facilitate discussion between students and teaching staff. Oral dissemination is emphasised. The students shall be given an opportunity to practise their academic formulation and presentation skills. They are encouraged to express their own opinions and reflect on their own actions and attitudes.

Written assignments and bachelor’s thesis

Through written assignments and the bachelor’s thesis, students will formulate research questions for assignments and work on them over time, either individually or in cooperation with other students. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically and search for relevant research knowledge, and their ability to work in an evidence-based manner.

Clinical practice placement makes up about one-third of the programme and is divided into periods of placement in the ambulance service and in different parts of the primary and specialist health services.

The placement periods are intended to give students competence in integrating theoretical and evidence-based knowledge with clinical understanding. In clinical situations, the students also learn about patients’ and next of kin’s user knowledge. Clinical training is an important qualification arena for developing clinical competence. Students will continuously alternate between theoretical in-depth studies, simulation and skills training at the university and clinical training in the field of practice in order to develop clinical competence.

Practice placement arenas for this programme are mainly located in Oslo and Eastern Norway. The students may need to commute to and from the location of the practice placement. Students must comply with the practice placements guidelines for work clothing. Special requirements for tests or vaccination may be applicable at some practice placements institutions.

Clinical training

The practical part of the programme totals 37 weeks. The majority of these, 24 weeks, are made up of supervised clinical training in the ambulance service. The remaining 13 weeks are spent in different places in the primary and specialist health services.

Placement in the ambulance service

The clinical training is split into two courses in the second (16 weeks) and third (8 weeks) years of the programme. This training is supervised, which means that a supervisor from the ambulance service follows up the student throughout the training period. This is carried out in cooperation with a contact lecturer from the university. Separate training documents have been drawn up for the placement periods. The learning outcomes from the course descriptions are specified in these documents. The document is intended as a tool for the student and supervisor to actively link the clinical training to the learning outcomes, and to document the student’s progress. This is used as a basis for assessment in cooperation with the contact lecturer from the university.

Clinical training in the primary and specialist health services

This training is spread over approximately thirteen weeks in the fifth semester. The aim is for the student to gain increased understanding and experience with patient care pathways in other parts of the medical emergency chain in primary and specialist health services. Relevant training establishments can include municipal health services, somatic and psychiatric hospital departments, specialised hospital departments, substance abuse care, mobile teams, and private actors. In addition to the training itself, the course consists of seminars, simulation and skills training, teaching, writing reflection notes, and working in study and reflection groups. Parts of the clinical training can be replaced by simulation and skills training at OsloMet if this provides a better opportunity to ensure that learning outcomes are achieved.

The student will be taken care of and guided by different health personnel at the various training establishments. To ensure continuity, students will have regular contact with a university teacher throughout the training period. The final competence will be assessed in a concluding exam seminar with a practical-oral group exam.

Critical incidents

There is a relatively high possibility that the students will experience particular demanding and serious incidents during the placement periods. Measures have therefore been taken to protect the individual students by established peer support schemes. The students must therefore sign a consent form at the start of the programme confirming that they have been informed of the above. It is the students’ independent responsibility to contact the peer support scheme as needed to process critical incidents. If necessary, the student will be referred to the Student Welfare Organisation’s health service.

Certificate of competence for driving emergency vehicles

Students must pass both a theoretical and a practical test in driving emergency vehicles in order to complete the paramedic programme. The students must meet the requirements stipulated in Section 6 of the Emergency Vehicle Regulations before they can start the training. Among other things, this means that the students must a) document in the form of a medical certificate that they meet the medical requirements for a category 3 driving licence, b) have reached 20 years of age, and c) have held a class B driving licence continuously for the past two years.

During the second and third years of the programme, the students receive theoretical and practical training in groups. All students in the year group must have taken the theoretical and practical tests before completing the course PMEDPRA30 in the sixth semester.

The tests are organised and assessed by the Norwegian Public Roads Administration. OsloMet will cover the costs related to the theoretical and practical tests up to three times. Students must pay for any further attempts. In order for OsloMet to issue the diploma, the theoretical and practical test must be passed within one year after the student has attempted the test for the third time.

For more information about the training requirements and the practical and theoretical tests in emergency vehicle driving, reference is made to the regulations relating to training, testing and competence in driving emergency vehicles (the emergency vehicle regulations – in Norwegian only).

Fjerde semester i studieløpet, for begge studieretninger, er et internasjonalt semester. Undervisningen vil fortrinnsvis foregå på engelsk. Innreisende studenter kan søke plass ved begge studieretninger i fjerde semester.

Studenter som ønsker å ta deler av bachelorstudiet ved et partneruniversitet utlandet, har mulighet til det:

• studenter i kunst og formidling og kan reise ut i fjerde semester
• studenter i mote og produksjon kan reise ut i femte semester

Studiepoeng for den aktuelle utvekslingsperioden avlegges ved mottakerinstitusjonen. Utenlandsoppholdet godkjennes som del av studentens norske utdanningsløp etter tid-for-tid-prinsippet.

Det er anledning for begge studieretninger å ta hele praksisperioden i utlandet

Et arbeidskrav er et obligatorisk arbeid eller en obligatorisk aktivitet som må være godkjent innen fastsatt frist for at studenten skal kunne fremstille seg til eksamen. Arbeidskrav kan være prosjektoppgaver, obligatorisk tilstedeværelse ved undervisning og lignende. Arbeidskrav kan gjennomføres individuelt eller i gruppe. Arbeidskravene innenfor et emne står beskrevet i emneplanen.

Arbeidskrav gis for å fremme studentenes progresjon og utvikling og for å sikre deltakelse der dette er nødvendig. Arbeidskrav kan også gis for å prøve studenten i et læringsutbytte som ikke kan prøves ved eksamen.

Tilbakemelding på arbeidskrav er godkjent/ikke godkjent.

Ikke godkjente arbeidskrav

Gyldig fravær dokumentert ved for eksempel legeerklæring, fritar ikke for innfrielse av arbeidskrav. Hvis det ikke er mulig å gjennomføre et alternativt opplegg på grunn av fagets/emnets egenart, må studenten innfri arbeidskravet ved neste mulige tidspunkt.

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

The assessment of exams and clinical training is carried out 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 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.

Exams

Most courses conclude with an exam. 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 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.

Most courses have required coursework that must be approved before the student can take the exam. See the course descriptions for more details.

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In the case of resit or rescheduled exams in courses with group exams, it may in special cases be applicable to take the resit/rescheduled exam individually.

For exams where a percentage of the exam papers are selected for assessment by an external examiner, the external examiner’s assessment must 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. For a group exam, the result of an appeal will only have consequences for the candidates who submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of placement in the ambulance service

The placement in the ambulance service is assessed as pass/fail. The assessment is based on the learning outcomes for the course, the student’s specification of the learning outcomes and the formative assessment. The formative assessment, which means the assessment of the student’s knowledge, skills and suitability, is carried out during the placement period, and summarised half-way through and at the end of the placement period.

To pass the clinical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to clinical placement courses. The attendance requirement includes both the time spent at the clinical placement site and any teaching provided as part of the programme in relation to the clinical placement.

The following also applies to absence:

• less than 10% absence: The student can complete the clinical placement course as normal.
• Between 10 and 20% absence: The student can make up for the missed clinical placement time, provided that this is doable. This must be agreed with the training supervisor and the contact lecturer at the university.
• more than 20% absence: The student must normally retake the whole clinical placement course. This will result in delayed progress in the programme.

If the student exceeds the maximum limit for absence, the course will be registered as failed and count as an attempt.

If a student is awarded a fail grade for a clinical placement course twice, the student will normally have to leave the programme, cf. the Regulations Relating to Studies and Examinations at OsloMet, Chapter 8.

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 their 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 a health care worker. Students who demonstrate little ability to master the paramedic 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 exceptional cases, cf. the Regulations concerning Suitability Assessment in Higher Education.

Kvalitetssikring

Hensikten med kvalitetssikringssystemet for OsloMet er å styrke studentenes læringsutbytte og utvikling ved å heve kvaliteten i alle ledd. OsloMet ønsker å samarbeide med studentene, og deres deltakelse i kvalitetssikringsarbeidet er avgjørende. Noen overordnede mål for kvalitetssikringssystemet er:

• å sikre at utdanningsvirksomheten, inkludert praksis, lærings- og studiemiljøet, holder høy kvalitet
• å sikre utdanningenes relevans til yrkesfeltet
• å sikre en stadig bedre kvalitetsutvikling

For studenter innebærer dette blant annet studentevalueringer:

• emneevalueringer
• årlige studentundersøkelser felles for OsloMet

Mer informasjon om kvalitetssikringssystemet, se her: https://www.oslomet.no/om/utdanningskvalitet/kvalitetssystemet-ved-oslomet