Bachelor's Programme in Nursing Programme description

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.

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 Romerike.

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.

The admission requirements are, in accordance with the Regulations concerning Admission to Higher Education, the Higher Education Entrance Qualification or prior learning and work experience (must be over 25 years of age and not have general study competence. A minimum of 5 years of full-time professional experience in the health, care or social sector or equivalent must be documented. In practice, one must have worked with patients or clients).

Students must submit a transcript of police records at the start of the programme.

The use of clothing that covers the face is incompatible with taking the programme's theoretical and practical training courses. During the programme's periods of clinical training, the students must always comply with the clothing regulations in force at the institution where their practical training is taking place.

This programme description was prepared by OsloMet pursuant to the National Curriculum Regulations for Engineering Education, adopted by the Ministry of Education and Research on 18 May 2018.

The Norwegian Qualifications Framework for Higher Education, which was adopted by the Ministry of Education and Research on 20 March 2009 and 15 December 2011, provides an overview of the overall learning outcomes defined in terms of the knowledge, skills and general competence candidates are expected to have achieved after completing the education. The learning outcomes described in the programme description have been prepared in accordance with the National Curriculum Regulations and the Qualifications Framework.

The programme offers a broad, general education in classic civil engineering subjects. Together with the basic science and social science courses, the programme forms a good basis for many different jobs in the construction industry or for further studies leading up to a master’s degree.

The Bachelor’s Degree Programme in Civil Engineering offers the student a choice between three programme options:

• Structural Engineering
• City and Transport Planning
• Water and Environmental Engineering

Analysis, design and engineering of building structures in steel, wood and concrete in accordance with technical requirements are key subjects in the structural engineering programme option.

Key subjects in the city and transport planning programme option include sustainable urban development, transportation, and road and railway engineering.

Key subjects in the water and environmental engineering programme option include hydrology, surface water engineering and technical infrastructure.

Civil Engineering is a three-year, full-time study programme, and candidates who have earned 180 credits will be awarded the degree Bachelor of Civil Engineering.

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 because of ageing and disease. A central topic in the spring semester is related to illness, health failure, and pharmacology, which gives you good theoretical preparation for the second year of study.

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 in 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 teaching programs 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 - SYKK/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 interprofessional teaching programs

There is a requirement for participation in the interprofessional teaching programs INTERACT (INTER1100, 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.

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 instance OsloMetX https://www.oslomet.no/ub/oslometx, 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 main focus is communication and cooperation in interprofessional groups. The teaching takes place at the SF-units at OsloMet.

After completing and passing the three-year bachelor’s degree programme in Civil Engineering, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate:

• has broad knowledge that gives an overall system perspective on the discipline of engineering in general, with a specialisation in civil engineering
• has basic knowledge of mathematics, natural science, relevant social science and economics subjects and how to use them in problem-solving in civil engineering
• has knowledge of the history and development of technology, particularly civil engineering technology, the role of engineers in society and the impacts of the development and use of technology
• is familiar with research and development work in civil engineering and with relevant methods and work methods in the engineering field
• is capable of updating his/her knowledge in the field by collecting information and through contact with professional environments and practical work.

Skills

The candidate:

• is capable of applying knowledge and relevant results from research and development work to solve theoretical, technical and practical civil engineering problems, and of making well-founded choices
• has competence in digital engineering, is capable of working in relevant laboratories/fields and masters the methods and tools that form the basis for targeted and innovative work
• is capable of identifying, planning and carrying out civil engineering projects, tasks and experiments, both independently and as part of a team
• is capable of finding, evaluating, using and referring to information and relevant material, and presenting it in a manner that sheds light on an issue
• is capable of contributing to new ideas, innovation and entrepreneurship through participation in the development and realisation of sustainable products, systems and/or solutions that benefit society
• is capable of searching for specialist literature and critically assessing the quality of the source
• is capable of compiling reference lists in accordance with the applicable template.

General competence

The candidate:

• has insight into the environmental, health, social and financial impacts of products and solutions in his/her discipline and can apply ethical and lifecycle perspectives
• is capable of communicating his/her specialist knowledge to different target groups both orally and in writing, and has the ability to illustrate the importance and impacts of technology

• is capable of reflecting on his/her own professional practice, including in teams and interdisciplinary contexts, and is able to adapt his/her practice to the work situation
• is capable of contributing to the development of good practice by participating in professional discussions relating to his/her field and by sharing knowledge and experience with others
• has information literacy skills; knows why it is necessary to seek out quality-assured sources of knowledge, why sources must be cited, and is familiar with what is defined as plagiarism and cheating in student work

The increasing globalisation of the labour market makes international experience and knowledge of languages and cultures more and more relevant for the profession. Internationalisation also provides insight into globalisation in general and contributes to improving the quality of the programme and strengthening the academic environment. Knowledge of international conditions is also important for developing knowledge in the nursing discipline.

Exchanges

Students at OsloMet are encouraged to take parts of the programme at an institution abroad. The programme has many partnersany partners abroad that might be relevant for students wanting to go on an exchange. The students can travel on exchange a maximum of 2 times during the study programme. Students can take three to six months of the programme in the fourth, fifth or sixth semester abroad.

In the 4th semester, you can travel abroad for an entire semester for both practical and theory courses at one of our partner universities. You can also travel abroad for theory courses only, after a compressed practical period in Norway. You also can travel for a 3-month public health internship to one of our internship partners. You then follow the subject SYK2900 Public Health in a Global Perspective, (link) https://student.oslomet.no/studier/-/studieinfo/emne/SYK2900/2024/H%C3%98ST

In the 5th semester you will find opportunities for exchange in practice for a whole semester.

In the 6th semester, you can go abroad for a 3-month internship before or after writing your bachelor's thesis, or a whole semester where, in addition to an internship period abroad, you write your bachelor's thesis while you are away. In the 6th semester it is mainly possible to exchange for a 3-month practice.

Criteria for student exchanges and information about stays abroad, can be found here: https://student.oslomet.no/utveksling

Internationalisation at home

The study programme boasts a multicultural student environment and focuses on cultural diversity and global issues. This approach contributes to greater understanding and improves the ability to work in a professional capacity in a diverse society. The English literature in the syllabus provides students with experience in reading academic literature and international research. An understanding of English academic literature is important to be able to actively participate in the international nursing community.

Academic staff affiliated to the study programme are part of international networks and research cooperation. Cooperation with colleagues from other countries contributes to internationalisation, for instance by inviting guest researchers and lecturers to OsloMet. This mainly takes place in the fourth semester, where the course SYKK/SYKP2200 Public Healt is carried out. In this course you study together with students who are on exchange to OsloMet and much of the teaching is arranged with English-speaking groups.

You will also be offered to participate in shorter international activities, at OsloMet or abroad. This can, for example, be in the form of COIL, BIP or international weeks in different courses.

Coursework requirements can be written work, compulsory attendance, oral presentations and tests that are set as a condition for taking the exam/assessment. The coursework requirements are carried out individually or in groups. Coursework requirements are given the assessment approved/not approved. During the practical training, there may be compulsory activities that are included in the overall assessment of the course. Reference is made to the course descriptions for further information on which coursework requirements and compulsory activities apply in the course description.

The purpose is to promote progression and professional development in the programme, stimulate seeking out and acquiring new knowledge and facilitate interaction and communication on academic issues. Coursework requirements and compulsory activities are designed for students to develop competence in line with the learning outcome descriptions in the course.

Normally, there are three attempts at coursework requirements. As far as possible, the second attempt will be given before the ordinary exam/assessment, unless otherwise stated in the course description. A third and final attempt is normally given before a resit and rescheduled exams. Coursework requirements that are not approved must be improved or retaken. The course coordinator/lecturer can assess whether alternative work can be carried out. This is agreed between the individual student/group and the course coordinator/lecturer.

Not approved coursework requirements may result in delays in the programme.

Compulsory attendance

Attendance is compulsory for teaching activities covering subject matter that the student cannot acquire on his or her own. These requirements are made more concrete and visible in the course plans. This means that there is a requirement for attendance of 80 % in theory studies and practical training in scheduled activities that are marked compulsory and 90 % during the practical training period. If the student exceeds the limit for absence, the course coordinator/lecturer will consider whether it is possible to do alternative work, such as oral or written individual assignments. The possibility of this depends on how much absence there has been and which activities the student has not participated in.

Different forms of assessment are used on the programme that are adapted to the learning outcomes of the various 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. During the programme, the students will be given advice, supervision and assessments of their performance. 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.

The assessment of exams and practical 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 – Oslo Metropolitan University, and the Guidelines for Appointment and Use of Examiners at OsloMet – Oslo Metropolitan University.

All courses taken will be stated on the diploma. In addition, the compulsory interdisciplinary teaching programs are highlighted on the diploma.

Assessment

The grades used are pass/fail or a grade scale with letter grades from A to F, where A is the highest grade, E is the lowest pass grade and F is a fail. Other teaching programs can be graded Approved-not approved. In connection with group exams, all students in the group are awarded the same grade.

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.

Appeals against grades

Grades awarded for written exams can be appealed. It is not possible to appeal the grades awarded for oral and practical exams. In connection with group exams, the result of an appeal will only have consequences for the candidate(s) who submitted the appeal. The other students will keep their original grade.

Assessment of practical training

Practical training is assessed as pass or fail and is assessed by the practical training supervisors in cooperation with the contact lecturer at the university. The final decision on whether to award a pass or fail grade is made by the university.

The assessment takes its point of departure in given criteria based on learning outcomes for the course, assessment criteria, the continuous assessment, the suitability assessment, and compulsory activities carried throughout the entire course. During the practical training period, a minimum of 90 percent attendance is required to pass the practical training.

• Less than 10% absence: The student can complete the practical training course as normal.
• Between 10–20% absence: If possible, the student can make up for the practical training missed. This must be agreed with the practical training supervisor and the supervisor at the university.
• More than 20% absence: The student must retake the whole clinical training course.

If the student exceeds the maximum limit for absence and does not have a valid dokumented absence, the practical course will be registered as failed and count as an attempt.

If the student has failed the practical training twice, he/she must normally leave the programme. Reference is also made to the Regulations relating to Studies and Examinations at OsloMet.

One or more of these criteria is the basis for the grade Failed in practical training in bachelor's Programme in Nursing at OsloMet:

The student:

• has not complied with the attendance requirement
• har been absent from practice without a valid reason and without giving notice
• have not achieved the required learning outcomes for the practical training period
• have not completed compulsory activities or handed in written assignments that are stipulated in the assessment form for the practical training period
• has put the patient's life and health at risk by going beyond the limits of their own competence
• has not requested guidance, followed guidance, or shown a willingness and ability to acquire missing knowledge or competence
• shows a lack of self-insight
• shows a lack of language and/or communication skills

Suitability assessment

The suitability assessment is a continuous overall assessment that takes place throughout the study programme. Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. If the student shows signs of posing a threat to patients’ and/or colleagues' physical and mental health, rights and safety, questions should be raised about whether the person is fit to practice the profession. Staff from the university or the practical training establishment and fellow students can submit a notification of reasonable doubt. Students must be informed as early as possible that the notification has been submitted. They will be given supervision and advice on how to improve, or be advised to leave the programme.

The aim is to assess whether the students have the professional and personal preconditions required to work as a nurse. More detailed provisions about the assessment of suitability can be found here https://student.oslomet.no/en/suitability-assessment

Transfer discussion If a student or subject teacher/contact teacher reports a need for a transfer discussion, an interview can be called before the next course. In some cases, the head of studies and a representative of the Section for Academic Affairs may also attend.

The purpose of the transfer discussion is to clarify how the student can implement their learning outcomes in the best possible way in the next course, by facilitating various learning challenges and guidance needs.

The examination regulations are specified in the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet and the National Curriculum Regulations for Engineering Education. See OsloMet’s website for rules and regulations.

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Sensorordning:

Følgende definisjoner rundt sensorordning er gjeldene ved Fakultet for teknologi, kunst og design:

• Intern sensor er ansatt ved OsloMet. Det er ikke diskvalifiserende for intern sensor å være emneansvarlig eller ha hatt undervisningsoppgaver i emnet.
• Ekstern sensor er ikke ansatt på OsloMet og har ikke vært det de siste to årene.
• Uavhengig sensor kan være ansatt på OsloMet, men skal ikke ha hatt undervisnings- eller veiledningsoppgaver for den studentgruppen vedkommende skal være sensor for.»

Oral and practical exams re assessed by two examiners, as these forms of exams cannot be appealed. Formal errors can nonetheless be appealed.

One overall grade is given for the portfolio.

It is only possible to appeal the exam result for the portfolio assessment as a whole. Any information provided about weighting is only considered additional information in relation to the final grade. If parts of the portfolio contain elements such as an oral presentation, practical assignments etc., the exam result cannot be appealed. The rules concerning right of appeal are described in each individual course description.

Exams that are only assessed by internal examiners shall be regularly selected for external assessment.

Assessment

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

Prerequisite knowledge and study progress

Prerequisite knowledge over and above the admission requirements is described in the course descriptions.

Even if no specific requirements for prior knowledge are defined, the students should take courses worth at least 50 credits each year to be able to complete the programme within the nominal length of study.

• From the first to the second year of the programme – courses worth 50 credits should be completed
• From the first and second years to the third year of the programme – courses worth 100 credits should be completed

Students must be registered in the third year of study and have completed at least 100 credits from the first and second years of study by 1 October to register for the bachelor’s thesis.

All three-semester courses must be passed.

Programme supervisor scheme

Programme supervision is part of the quality assurance of each individual study programme. A programme supervisor is not an examiner, but someone who supervises the quality of the study programmes. All study programmes at OsloMet shall be supervised by a programme supervisor, but there is leeway to for practise the system in different ways. Reference is made to the Guidelines for Appointment and Use of Examiners at OsloMet.

Rescheduled/resit exams

Students must register for resit/rescheduled exams themselves. Resit/rescheduled exams are normally organised together early in the following semester. Resit exams are for students who have taken the exam and failed. Rescheduled exams are for students who did not take the regular exam. The conditions for taking resit/rescheduled exams are set out in the Regulations relating to Studies and Examinations at OsloMet.

Diploma

The final assessment for each course is indicated on the diploma for the Bachelor’s Degree in Civil Engineering. The title of the bachelor’s thesis will also be included on the diploma.