Interdisciplinary Competence – Literacy in Subjects and Professions Programme description

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

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

Self-study and student cooperation

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

Group work

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

Digital learning resources

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

Simulation and skills training (SF-unit)

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

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

Lectures

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

The flipped classroom

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

Seminar/workshop

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

Project work

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

Interprofessional cooperative learning (TPS)

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

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

Student BEST – Better and systematic team training

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

Practical training is the parts of the programme that take place in real-life working situations. Practical training is compulsory and worth 90 credits. It is organised in such a way that the students get to work with patients in different age groups and participate in interprofessional cooperation. Through the practical training, students are assigned tasks that provide the opportunity to discover and explore clinical nursing issues, and which require them to work in an evidence-based and person centered manner. The practical training is an important arena for developing new knowledge, skills and competence.

Efforts are made to allow all students to carry out practical training in different arenas. Students must adhere to the practical training establishment's rules for clothing, and the establishment may also have special requirements concerning tests and vaccinations. Gender-segregated practical training cannot be expected.

The practical training takes place in Oslo and in the Eastern part of the country, and commutes are therefore to be expected. Practical training consists of both practical training, activities along the way and supervised practical training that takes place during the practical training period. Each week is planned with an expected workload of 40 hours. Compulsory attendance during supervised practice periods amounts to an average of 30 hours per week, and students are required during thos period.

In the municipal health service, the practical training places will comprise health centres, municipal emergency inpatient units, nursing homes, residential care homes and home-based services; while the practical training places in the specialist health service are mainly in hospitals. A practical rotation schedule is prepared for each practical training period, and will show an overview of the training during the day, evening, night and weekends and all planned activities. The rotation schedule is a cooperation between the educational institution, practical training establishment and the student.

During the practical training period, students receive supervision from a practical training supervisor and the contact lecturer. The supervision is intended to support the learning process in order for the student to achieve the learning outcomes for the practical training period. The practical training is assessed as passed or failed by the practical training supervisors in cooperation with the contact lecturer at the university.

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.

Inspirational practical training

The aim of the inspirational practical training is for students to gain some insight into professional practice and experience of specific nursing tasks early on in the study programme. Groups of two to three students receive supervision preferably from third year students, who have the responsibility for preparing the teaching activities. The inspirational practical training is carried out in the in the first semester.

Project-based practical training

The aim is to delve into issues related to the nursing discipline, elucidated with the help of relevant literature and practical training. Project-based practical training is carried out in groups with supervision from the contact lecturer. The project-based practical training is carried out as part of the courses SYKK / SYKP2200 Public Health and SYKK / SYKP3000 Student Best.

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.

Gjennom studiet skal studentene tilegne seg kunnskaper, ferdigheter og generell kompetanse som setter dem i stand til å veilede elever som bruker språk, skriftlige og muntlige tekster i ulike kontekster preget av mangfold og endring. En integrert del av studiet er derfor utvikling av ferdigheter i literacy eller tekstkyndighet, interkulturell kommunikasjon, multimodale tekster og språkbruk knyttet til arbeidsliv, skolefag og fagdidaktikk. Studentene vil gjennom sin profesjonsnære utdanning og erfaring utvikle kunnskaper og didaktisk kompetanse i hvordan integrere tverrfaglige temaer i fagopplæringen. Skriving, lesing, muntlige ferdigheter og digitalisering av undervisning blir vektlagt som nøkkelferdigheter for læring og veiledning. Studiet legger vekt på tett kobling til praksisfeltet, og læringsutbyttet ses i sammenheng med studentenes utdannings- og erfaringsbakgrunn og deres tilknytning til spesifikke fagområder.

Etter fullført studium har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse i hvordan literacy kan integreres i opplæring og kompetanseutvikling:

Kunnskap

Studenten

• har kunnskap om det norske språkets struktur med vekt på funksjonell språkbruk
• har kunnskap om hvordan literacy medieres på tvers av fagområder og kulturelle kontekster
• har kunnskap om tekniske, pedagogiske og etiske komponenter i bruk av digitale verktøy

Ferdigheter

Studenten

• kan implementere språklige og metaspråklige dimensjoner i den ordinære fagundervisning
• kan veilede elever i deres egen språk- og tekstbruk, og bruk av digitale verktøy
• kan veilede elever om hvordan kultur, verdier, makt og stemmer realiseres gjennom ulike tekstlige modaliteter og praksissituasjoner
• kan bruke språket på en kvalifisert måte i profesjonssammenheng

Generell kompetanse

Studenten

• kan formidle og kommunisere faglig innhold ved å integrere språklige temaer og bruk av digitale verktøy
• kan anvende skriftlig og muntlig språkbruk for meningsdanning og kritisk tenkning i opplæringen
• kan bidra til flerkulturelle perspektiv i opplæringen

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 documented 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 or failed to attend practice training without a valid reason and without giving notice
• has not achieved learning outcomes and completed compulsory activities / written documentation made visible in the assessment form established for the practical training period
• has endangered the patient's life and health by going beyond the limits of their own competence
• has not requested or taken into account guidance, or shown a willingness to acquire a lack of 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 her 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.

External programme supervisor

The study programme has an external programme supervisor in line with the Guidelines for Appointment and Use of Examiners at OsloMet. The external programme supervisor is charged with evaluating the examination and assessment in:

• SYKK/SYKP1200 Microbiology and Infection Control
• SYKK/SYKP1300 Pharmacology and Administration of Medicine

Arbeids- og undervisningsformene i studiet består av samlinger, selvstendige studier og veiledning mellom samlingene. Samlingene kombinerer forelesninger og pedagogiske arbeidsformer som eksemplifiserer teorier i praksis og muliggjør studentaktive bidrag og refleksjoner over metodisk-didaktiske valg knyttet til språklige temaer.

Det internasjonale perspektivet i studiet ivaretas gjennom perspektiv på flernasjonalt elevmiljø, kunnskap om andrespråksopplæring, flerspråklighet som ressurs, undervisning og pensumlitteratur.

Arbeidskrav skal være levert/utført innen fastsatt(e) frist(er). Gyldig fravær dokumentert med for eksempel sykemelding, gir ikke fritak for å innfri arbeidskrav. Studenter som på grunn av sykdom eller annen dokumentert gyldig årsak ikke leverer/utfører arbeidskrav innen fristen, kan få forlenget frist. Ny frist for å innfri arbeidskrav avtales i hvert enkelt tilfelle med den aktuelle læreren.

Arbeidskrav vurderes til ”Godkjent” eller ”Ikke godkjent”. Studenter som leverer/utfører arbeidskrav innen fristen, men som får vurderingen ”Ikke godkjent”, har anledning til én ny innlevering/utførelse. Studenten må da selv avtale ny innlevering av det aktuelle arbeidskravet med faglærer. Studenter som ikke leverer/utfører arbeidskrav innen fristen og som ikke har dokumentert gyldig årsak, får ingen nye forsøk.

Hvert av de fire emnene krever 80% deltakelse og tilstedeværelse for å kunne fremstille seg for eksamen/vurdering. Studiet bygger på aktiv deltakelse, undervisningsøvelser og samarbeid med andre studenter. Praktiske øvelser er en forutsetning for teorien. Det stilles derfor krav til tilstedeværelse i hele studiet dersom ikke annet er eksplisitt bestemt og avtalt med faglærer.

Fravær utover 20 prosent medfører at studenten ikke kan avlegge eksamen i emnet. Studenter som overstiger fraværskvoten på grunn av gyldig dokumentert fravær, vil kunne få alternative oppgaver. Slike alternative oppgaver gis ikke studenter som har fravær som overstiger 40 prosent, uansett fraværsgrunn.

Nærmere informasjon om arbeidskrav finnes i den enkelte emneplan.

Studentene møter ulike vurderingsformer i løpet av studiet, og formen gjenspeiler innholdet i det enkelte emnet. Nærmere informasjon om de ulike vurderings-/eksamensformene finnes i den enkelte emneplan.

Rettigheter og plikter ved eksamen

Studentens rettigheter og plikter framgår av forskrift om studier og eksamen ved OsloMet. Forskriften beskriver blant annet vilkår for ny/utsatt eksamen, klageadgang og hva som regnes som fusk ved eksamen. Studenten er selv ansvarlig for å melde seg opp til eventuell ny/utsatt eksamen.

Sensorordning

Det benyttes sensorer i tråd med OsloMets retningslinjer for oppnevning og bruk av sensorer.

Godkjent av utdanningsutvalget ved LUI 17.01.2022.