Bachelor’s Programme in Radiography Programme description

After completing the programme, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate:

• has broad knowledge of the theoretical foundation of social work
• has broad knowledge of evidence-based knowledge and user knowledge
• has knowledge of methods that target individuals, families, groups and society at large
• has broad knowledge of the different life challenges of individuals and groups
• has broad knowledge of how social structures and processes can create and maintain social problems
• has knowledge of how social work contributes to achieving the Global Sustainable Development Goals
• has broad knowledge of inclusion mechanisms and conditions for social participation
• has broad knowledge of the support system, different services and benefits in the field of welfare
• has knowledge of interprofessional cooperation and coordination of services and benefits in the public, private and voluntary sector
• has broad knowledge of communication, relationships and interaction with children, young people, adults and older adults at the individual, group and societal level
• has knowledge of legal method, principles of administrative law and relevant legislation
• has knowledge of human rights and important conventions, minorities and the rights of the Sami people and their special status as an indigenous people

Skills

The candidate:

• can apply knowledge about social problems, life crises and life transitions to promote coping and change in cooperation with individuals, families, groups and collaborative partners
• can exercise judgement in interactions with people in different professional and institutional contexts
• can apply various methodological approaches at the individual, group and societal level in various service areas
• can apply rules of law and exercise judgement in a legal and social work context in interactions with individuals, families and groups
• can apply knowledge to identify resources and give hope in cooperation with people in vulnerable life situations
• can promote social justice in cooperation with people in vulnerable positions
• masters relevant methods for mapping, documentation, analysis and decision-making
• can critically assess and use research, experience-based knowledge and user knowledge in professional practice

General competence

The candidate:

• has insight into the professional ethics of social work
• has insight into power structures and exercise of power that contribute to social inequality
• has insight into and can reflect critically on their own professional role in encounters with institutional and political requirements in their service provision.
• can plan and carry out work tasks in complex situations
• can plan, implement and coordinate interprofessional collaboration between different services and service levels
• can communicate knowledge from a social work perspective and exchange points of view and experience with partners
• can contribute to innovation and development of good practice
• is familiar with the importance of digital communication in professional practice and cooperation
• can reflect on the consequences of digitalisation in a life course perspective
• can reflect on their own role, ethical issues and guidelines, human rights, values and attitudes in cooperation with different user groups in different phases of life
• can acquire research-based knowledge about relevant measures at the individual, group and societal level and reflect on these measures

The Bachelor’s Programme in Social Work at OsloMet is based on the diversity, challenges and opportunities inherent in a big city. The social work programme is an academic and practice-oriented programme whose purpose is to educate professionals who can help individuals, families and groups to prevent, reduce and resolve social and health problems. Social workers work to prevent social inequality and promote inclusion in society. The programme qualifies students for work in welfare services in the public, private and voluntary sector. It gives students the special expertise required to help individuals back into working life in close collaboration with those who need it. Social work with vulnerable children and families and preventing and providing assistance in connection with neglect, violence and abuse are also key parts of the programme.

Marginalisation and outsiderness, exclusion and inclusion are perspectives that permeate the programme. The programme places emphasis on equality and non-discrimination regardless of gender, ethnicity, religion and beliefs, disability, sexual orientation, gender identity, gender expression and age.

Several of the fields of work require further education. On completion of the bachelor’s degree programme, there are good opportunities for taking further studies on the university’s master’s degree programmes and doctoral degree programmes.

Ethical principles and values

Respect for human value and rights, as they are described in the Universal Declaration of Human Rights, the UN Convention on the Rights of the Child and other relevant international conventions, is the starting point for the establishment of common ethical values across national and cultural borders. The practice of social work is based on humanitarian and democratic values. Social workers’ social mission is to assist people who need help to secure living conditions and a quality of life that are fit for human beings.

Therefore, solidarity with vulnerable groups, combating poverty and advocating social justice and social change are key elements of the professions’ education and professional practice.

Social work builds on a positive view of humanity, with a basic belief in people’s inherent abilities. Social work is intended to help to motivate and mobilise these abilities. A social worker’s tasks include ethical assessments, critical reflection on one’s own practice, and choices and actions based on professional methodology. Social workers focus on and work to counteract social exclusion and unworthy living conditions. This should be reflected in each professional’s attitude and actions towards users of the service and partners.

Everyone who works in counselling and facilitation in the fields of personnel, welfare and the labour market will meet ethical challenges. Being able to reflect on these challenges is an important element for developing the quality of the services, ensuring that the users’ needs are well addressed and improving the services’ reputation. During the course of the programme, the students will therefore be introduced to different levels of ethical issues/questions relating to the topics covered by the programme.

Personal competence

Developing personal competence is very important for future professional practice. This is a lifelong learning process that starts with personal qualification in the programme. Personal qualification is therefore included as an important element throughout the programme in different ways: through personal feedback during practical training periods, seminar teaching, project work, skills training and also through forms of teaching communication and interaction.

Different learning methods, educational methods and forms of assessment are used throughout the programme to underpin the learning outcomes of the various courses. The programme’s use of varied teaching and learning methods requires active participation by students, both individually and in groups. Examples of learning methods are lectures, seminars, skills training, practical training, group work, written and oral assignments, and self-study.

In courses with self-chosen topics, students can to a certain degree choose to specialise in a field of particular interest and, in that way, build up their own academic profile. This applies to practical training placements, specialisation courses and the bachelor’s thesis. Students can also choose specialisation courses offered in the Bachelor Degree in Child Care and Welfare.

The University Library

The University Library offers students different services, which they can take advantage of according to their wants or needs. Special courses are also organised for training purposes, such as academic writing and searching for sources.

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

Knowledge

The candidate

• is familiar with radiography’s history, development, distinctive nature and place in society
• has broad knowledge of anatomy, physiology and pathology, biochemistry, microbiology, pharmacology, physics and health technology
• has broad digital competence, including on medical image and information systems, information transfer, image storage and teleradiology
• has broad knowledge of imaging and safety in conventional radiography, computed tomography (CT) and magnetic resonance imaging (MRI)
• has basic knowledge of other fields such as radiation therapy, nuclear medicine/PET (positron emission tomography), interventional radiography and mammography, as well as imaging, safety and treatment methods
• has broad knowledge of radiation and radiation protection in relation to human beings and the environment
• has knowledge of health and social issues in the population
• has knowledge of relevant ethical theories and professional ethics guidelines for radiographers
• has knowledge of communication and guidance theories and methods, and can understand their importance to communication and to building relations
• has knowledge of philosophy of science, evidence-based practice as a method, the research process and research ethics
• has knowledge of the health and welfare system and equitable health services in a public health perspective
• has knowledge of applicable legislation, regulations and guides in their practice, both national and international

Skills

The candidate can

• apply knowledge of physics, machines and image processing techniques to optimise diagnostic imaging examinations and contribute actively to quality control
• apply adapted communication, patient care and risk assessments for individual patients, next of kin and members of staff
• initiate necessary emergency medical interventions such as cardiopulmonary resuscitation
• apply evidence-based practice
• find, critically assess and refer to information, scientific literature and ethical issues, and present it in a way that sheds light on radiography issues
• engage in interdisciplinary and interprofessional cooperation and identify needs for cross-sector cooperation across enterprises and levels

General competence

The candidate

• can plan, carry out and assess diagnostic imaging procedures based on the referral, justification and the patient's clinical condition, independently and through interdisciplinary cooperation
• can identify and discuss radiography issues and thus contribute to developing the quality of practice
• has insight into factors that contribute to good public health in relation to individuals and groups in society
• has insight into how medical technology equipment used in diagnostic imaging and treatment is constructed and functions, and takes responsibility for safe use of radiation and optimisation
• can reflect on his/her own professional role in relation to society's needs and participate actively in public debate of relevance to the field, and communicate important academic subject matter orally and in writing
• has insight into the history and practice of the profession, both nationally and internationally

Learning outcomes have been defined for the radiographer education in the following areas:

• Anatomy, physiology, pathology and pharmacology (1)
• Physics and imaging (2)
• Patient care, communication and ethics (3)
• Radiation protection (4)
• Digitalisation and e-health (5)
• Research, development and innovation (6)
• Health policy and society (7)

The topics are closely intertwined in the teaching and form the basis for the skills required to practise the profession. Students will develop knowledge, skills and general competence that enable them to follow up and influence the development of the discipline and society’s requirements of radiography services.

The first year of the programme emphasises basic subjects, with a focus on basic modalities such as conventional radiography, and practical training.

The second year of study emphasizes pathology, diagnostics, and treatment, as well as MRI and the application of evidence-based practice. The academic year concludes with an extended clinical placement lasting 12 weeks.

The third year includes courses related to radiography as a profession, another extended clinical placement of 12 weeks, and specialization in CT and digital health technology. In the sixth semester, students work on their bachelor's thesis.

The structure of the programme

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

The courses are based on each other to facilitate progress with increasing requirements for knowledge and understanding of radiography. The practical training courses are a key part of the radiographer education. The practical training gives students experience of planning, carrying out and evaluating radiography, both in terms of theoretical and practical knowledge. All the courses conclude with a final assessment. The academic year is 40 weeks long, and the expected workload is 40 hours per week. This includes scheduled activities, students’ own activity and exams.

Study progress

The following progress requirements apply to the programme:

• In the first year of study, the students must pass the course RAB1210 and coplete the mandatory assignments in RAB1100 must be passed in order to begin the course RAB1360
• The first year of study must be completed in order to begin the second year
• In the second year of the programme, the course RAB2010 must be passed before students can begin the clinical placement course RABPRA2
• The second year of the programme must be completed in order to begin the third year

Students at OsloMet – Oslo Metropolitan University have the opportunity to take parts of the programme abroad. The Faculty of Social Sciences has a well-established cooperation with a number of universities, university colleges and institutions in countries both in and outside Europe. A period of study abroad can make an important contribution to academic and personal development; it will provide new challenges in the field, new international contacts, better language skills and insight into other cultures. Students may apply to take their practical training in the fifth semester abroad.

There are specific requirements for taking parts of the programme abroad.

Compulsory assignments and coursework to be read by partner institutions abroad must be written in English.

Exchange students from partner universities can apply to take their practical training in and around Oslo. They must first have completed at least one year of the programme at their institution.

The programme emphasises cooperation with the field of practice and patients as an important arena for learning. The practical training is compulsory, and must have a scope of at least 30 weeks (45 credits). The practical training is organised in such a way that the students will encounter users from all age groups and have the opportunity to take part in interprofessional cooperation. During the practical training, students are to apply their theoretical knowledge, acquire practical skills and develop good ethical attitudes in actual patient situations to achieve the learning outcomes for each period.

Most of the institutions that make up the external practical training arenas for this programme are located in Oslo and Eastern Norway. The students must therefore expect to commute during one or more of their periods of practical training. Students are assigned to diagnostic imaging and radiotherapy units. It is emphasised that the students should become familiar with the profession early on and that they will have practical training in all three years of the programme.

• First year of the programme, course RAB1360 Basic Radiographic -Theory and Skills, 6 weeks of practical training in conventional radiography, included 3 weeks of external practice
• Second year of the programme, course RABPRA2 Clinical Placement – Radiation Therapy, 12 weeks of practical training in CT, MRI, radiation therapy and conventional radiography
• Third year of the programme, course RABPRA3 Clinical Placement, 12 weeks of practical training in CT, MRI and conventional radiography

Depending on the place of practice, students may be offered a variety of modalities, such as ultrasound, nuclear medicine, pediatric radiography, mammography and intervention.

Students must comply with the clothing regulations in force at the practical training establishment. Special requirements for tests or vaccination may apply at individual establishments.

A 90 % attendance requirement applies to the practical training. Students who exceed the maximum permitted absence will fail the practical training period and are deemed to have used one of their attempts. For more information about practical training, see the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Requirements for supervision and assessment of students apply to the practical training. The assessment is based on the student's achievement of the learning outcomes for the practical training period and suitability assessments on a continuous bases in line with the university's assessment system. This means that a supervisor from the field of practice, referred to as a practical training supervisor, will follow up the student in cooperation with a contact lecturer from the university. The midway and final assessments are made by the practical training supervisor in cooperation with the contact lecturer.

Rules for study progress

Several of the programme’s courses have attendance requirements that apply to parts of the teaching activities. This is largely activities where the students are expected to acquire competence that is both part of the programme’s purpose and which the student is unable to acquire through reading the syllabus and/or cannot be assessed in an exam. Participation in compulsory teaching activities must be approved by a specified deadline. It is the students’ responsibility to register their presence on an attendance list and have it certified by the lecturer responsible for the course and/or fellow students.

The compulsory attendance requirement must be approved before the student can take the exam in a course. Attendance requirements are stipulated under each individual course description. The attendance requirement is normally 80%. All coursework and alternative coursework requirements must be completed by a given deadline and be approved before a student can take the exam in a course, cf. the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University. The different coursework requirements are stipulated under each course description.

All exams in an academic year must be passed in order for the student to continue to the next academic year.

Formal requirements for written work

Written work must follow the approved APA citation style (American Psychological Association). All assignments must be written in Calibri 12-point font with 1.5 line spacing.

Assessment and grading shall be in accordance with the provisions on assessment set out in Act No 15 of 1 April 2005 relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University. Students are obliged to familiarise themselves with the applicable rules.

If the attendance requirement is met and the required coursework has been approved, the student is entitled to take the exam, cf. the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

The exam question papers are based on the courses taught, the literature (compulsory and self-chosen syllabus) and practical training. For oral exams, relevant acts will be available at the exam venue.

Students register for exams by confirming their individual education plan for the current semester. Students must register for resit/rescheduled exams via Studentweb.

Reference is made to general information about the exam.

Forms of assessment

Various forms of assessment are used during the programme. The form of assessment and any permitted aids are described under the individual course descriptions.

Assessment

The grades pass/fail or a grade scale with grades from A to E for pass and F for fail is used.

Exam language

Exams are normally written in Norwegian Bokmål or Nynorsk. Students from Sweden and Denmark can write in their first languages. Students who choose to take parts of the programme abroad must write the required coursework and exam paper in English. The exception is students who have studied in Sweden or Denmark.

Examiners

How the examiners are used is described in detail under the individual course descriptions.

Explanation of grades and appeals

Students have the right to explanations of grades and to appeal against grades awarded and/or formal errors in connection with exams in accordance with Sections 5-2, 5-3 and 3-9 of the Act relating to Universities and University Colleges and Sections 7-3 and 7-4 of the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University. Students who wish to improve their grades may normally only register for ordinary examinations, cf. the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University Section 5-2.

Diploma

After completing the programme, students will be awarded a diploma showing all their final grades in the courses that form the basis for the degree.

Rules for study progress

All coursework requirements/compulsory activities must be completed/passed in order for the student to take the exam in a course. All exams in an academic year must be passed in order for the student to continue to the next academic year. The student must have earned at least 20 credits in the first semester in order to take the practical training in the second semester.

Suitability assessment

The Bachelor’s Programme in Social Work falls under the scope of the Regulations relating to Suitability Assessment in Higher Education, adopted by the Ministry of Education and Research on 30 June 2006:

A suitability assessment is a comprehensive assessment of the student’s academic and personal qualifications for work as a health care or social worker. More information about the suitability assessment can be found on the intranet for OsloMet students.

Student participation

Student representative

Each year group elects two or three students as its representatives. The student representatives of each year group have regular meetings with the lecturer who is coordinator for the programme year (class coordinator) in order to provide a situation report from the year group.

Dialogue seminars and dialogue meetings

Each year, a one-day seminar and a shorter dialogue meeting are held which are attended by the student representatives for all three years of the programme and representatives of the programme. The theme of the dialogue seminar is discussed with the students in advance.

Interprofessional project – INTERACT

Students participate in the INTERACT project in which part of the teaching programme is taken in interprofessional student groups. The teaching content (INTER1100, INTER1200 and INTER1300) in the first, second and third year, respectively, becomes more complex for each year, and is integrated as a compulsory coursework requirement in the existing courses in the programme description. For further information about INTERACT, see https://www.oslomet.no/forskning/forskningsprosjekter/interact.

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 29 January 2024

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