Videreutdanning i velferdsteknologi – masternivå Programplan

Nasjonale helse- og velferdsordninger vektlegger velferdsteknologi som et viktig satsingsområde for å møte fremtidens demografiske utfordringer med et økende antall eldre og nye brukergrupper. Velferdsteknologi er et vidt felt. I dette studiet vektlegges særlig kompensasjons- og velværeteknologi, trygghets- og sikkerhetsteknologi og teknologi for sosial kontakt. Velferdsteknologi ses på som et mulighetsrom i helsefremmende arbeid og handler om teknologiske løsninger på individ- og tjenestenivå for å fremme selvstendighet, aktivitet og samfunnsdeltagelse i befolkningen. Teknologiske løsninger kan ikke erstatte menneskelig omsorg, men bidra til at det blir lettere å mestre hverdagen.

Tilrettelegging av tekniske løsninger for personer med nedsatt funksjon er en sammensatt oppgave, der det ofte er behov for både helsefaglig, teknologisk og pedagogisk grunnkompetanse i et tverrfaglig samarbeid med den aktuelle brukeren. Studiet er derfor utviklet i et samarbeid mellom Institutt for atferdsvitenskap, Institutt for industriell utvikling, Institutt for informasjonsteknologi, Institutt for ergoterapi og ortopediingeniørfag, NAV Hjelpemidler og tilrettelegging og Senter for fagutvikling og forskning/utviklingssenter for sykehjem og hjemmetjenester i Oslo.

For å oppnå selvstendighet, sosial deltakelse og likestilling, er det nødvendig at tjenesteapparatet har kompetanse om teknologiske muligheter og løsninger knyttet til relasjon - mellom menneske, teknologi og miljø. Det er en økende etterspørsel etter kompetanse på dette området i kommunene, re/-habiliteringstjenesten, spesialisthelsetjenesten, det spesialpedagogiske støttesystemet og ved hjelpemiddelsentralene. Slik kompetanse er også viktig for innovasjon og næringsutvikling innen velferdsteknologiområdet.

Studiet skal bidra til å møte behov for økt kompetanse basert på kunnskapsbasert praksis innen sektorovergripende og tverrfaglige teknologiske løsninger for å styrke den enkeltes muligheter til å klare seg selv i hverdagen til tross for sykdom og sosial, psykisk eller fysisk nedsatt funksjon. Dette er i tråd med NOU 2011:11 Innovasjon i omsorg, Fagrapport om implementering av velferdsteknologi i de kommunale helse- og omsorgstjenestene 2013-2030 (Helsedirektoratet 2012) og Meld. St. 29 (2012-1013) Morgendagens omsorg. Innen offentlig og privat sektor satses det på utvikling av teknologiske løsninger for å møte utfordringer både på tjeneste- og individnivå. Dette innebærer behov for å utvikle kompetanse innen velferdsteknologifeltet.

Studiets målgruppe er personer som ønsker spesialkompetanse innen velferdsteknologi.

For opptak kreves det bachelorgrad innen helsefag, ingeniørfag eller pedagogiske fag eller tilsvarende realkompetanse.

Det gis tilleggspoeng for relevant utdanning utover minstekravet for opptak og for relevant praksis opparbeidet etter endt grunnutdanning.

Opptak til studiet gjennomføres i henhold til forskrift om opptak til studier ved OsloMet - Storbyuniversitetet.

The Bachelor’s Degree Programme in Biomedical Laboratory Sciences is a three-year programme of professional study (180 credits). Students who complete the programme are awarded a Bachelor’s Degree in Biomedical Laboratory Sciences, which forms the basis for authorisation as a biomedical laboratory scientist in accordance with the Act relating to Health Personnel etc. section 48.

The programme description is based on the Regulations relating to a common curriculum for health and social care 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 biomedical laboratory scientist’s tasks range from routine tasks to biomedical research and development work. Biomedical laboratory scientists examine blood and other body fluids, cells and tissues from patients to obtain reliable test results for diagnostic purposes and to prevent and treat diseases. They look for microorganisms, perform cell counts, and measure medicines, chemical and biological components. They conduct gene analyses, prepare samples and look for cell and tissue changes. They also perform necessary laboratory investigations in connection with blood transfusions and transplantations.

Biomedical laboratory scientists are responsible for providing the right answers to laboratory tests at the right time. They have knowledge about biological samples, laboratory techniques, laboratory methods and analytical and biological processes that are necessary to assess the quality and medical significance of test results. Precision and honesty in laboratory work are basic requirements for the professional practice.

The work of a biomedical laboratory scientist combines knowledge of methodology and medicine with technological competence. The application of everything from simple point of care instruments to advanced laboratory equipment, automation systems and information technology are included in the professional practice.

The profession is rooted in both natural sciences and health sciences. Biomedical laboratory scientists perform their profession on the basis of values that apply to all health professionals. An overarching goal for the programme is to educate reflected professionals, through interdisciplinary cooperation, can contribute to diagnostics, reporting and follow-up of disease with the patient in focus.

A large proportion of the programme comprises practical laboratory assignments that take place in the university’s laboratories. The students also take practical training at different hospitals and research laboratories in the region. OsloMet – Oslo Metropolitan University's location in Oslo facilitates access competence in the relevant subject areas.

Relevance to working life

The Bachelor’s Programme in Biomedical Laboratory Sciences qualifies students for work in all types of medical laboratories, in the medical industry, environmental health care, infection control and medical research. Most biomedical laboratory scientists work in medical laboratories in hospitals and in the primary healthcare service.

Relevance to further education

The Bachelor’s Programme in Biomedical Laboratory Sciences qualifies students for admission to several master’s degree programmes. Master’s programmes in health sciences and biomedicine are particularly relevant.

The target group is everyone who wants to take a bachelor’s degree in biomedical laboratory sciences in order to practise as a biomedical laboratory scientist, or as the starting point for further studies.

The admission requirements are, in accordance with the Regulations for admission to higher education, the Higher Education Entrance Qualification or an assessment of prior learning and work experience. In addition, the upper secondary school mathematics courses R1 or S1+S1 and either Physics 1, Biology 1 or Chemistry 1 are required.

The use of clothing that covers the face is incompatible with study participation in the programme. During external practical training at medical laboratories or skills training in the university laboratories, the students must comply with the clothing and hygiene regulations in force at all times.

After completing the Bachelor’s Degree Programme in Biomedical Laboratory Sciences, 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 of quantitative and qualitative laboratory analyses, laboratory techniques and analysis processes used in biomedical laboratory work
• has knowledge of laboratory equipment, advanced analysis instruments, information technology and automation systems
• has broad knowledge of the limitations and sources of errors of laboratory methods and systems to ensure reliable analysis results, including internal quality control programmes and analysis monitoring
• has knowledge of the application of analyses and the importance of test results both in relation to the body's normal functions and disease
• is familiar with scientific methods for research and development in the field of biomedical laboratory sciences
• can update their knowledge by collecting information and through contact with the academic and professional fields
• is familiar with the laboratory medicine’s place in the health services and the distinct nature, history and development of biomedical laboratory sciences

Skills

The candidate

• has insight into practical and theoretical biomedical laboratory sciences issues and can make well-founded choices by applying academic knowledge and results from relevant research and development work
• can apply medical, statistical and laboratory technical knowledge to quality-ensure own work
• can apply academic knowledge to ensure safe blood products and collect blood from donors under supervision
• can reflect upon their own practice, seek and receive supervision
• can acquire new knowledge, take a critical approach to academic literature from different sources and use sources in a correct manner
• masters analysis techniques and knows how to use methods, laboratory equipment and analysis instruments used in medical laboratories
• masters the collection of capillary and venous blood samples from adults in accordance with the applicable regulations, and contributes to safety and predictability for the patient when taking a blood sample
• masters professional forms of communication and can collect, document and disseminate subject matter orally and in writing

General competence

The candidate

• can comply to professional ethical guidelines and reflect upon issues in their professional practice and when encountering patients
• can make plans for and carry out biomedical laboratory tasks and projects that take place over time, alone or as part of a group
• can work independently, systematically and in an accurate manner in accordance with ethical requirements and relevant procedures, acts and regulations
• can document and disseminate knowledge of biomedical laboratory sciences through oral and written presentations in Norwegian
• can participate in interdisciplinary work and cooperate with other professions with the patient’s best interests at heart, respect individual and cultural differences and contribute to ensure equal health services for all groups in society
• can actively contribute to the development in the field of biomedical laboratory sciences and the role of biomedical laboratory scientists in society
• is familiar with innovative thinking and innovation processes, and can contribute to systematic, quality improving and sustainable work processes

The Bachelor’s Programme in Biomedical Laboratory Sciences covers subjects in the fields of biomedical laboratory sciences, natural sciences and the social and humanistic sciences. The programme has three main focus areas:

• laboratory medicine and medical laboratory technology
• health and disease
• professional role

The topics are closely intertwined in the teaching and form the basis for the skills that are necessary to practise the profession. Students will develop knowledge, skills and general competence that enable them to follow up and influence development of the discipline and what society requires of biomedical laboratory services.

First year of study: Fundamentals of biomedical analysis and laboratory medicine

In the first year of study, fundamental knowledge in laboratory technology and the natural sciences will be emphasised. A common course in evidence-based practice is also included. Students take practical training in an outpatient clinic.

Second year of study: Biomedical analysis, methodology and diagnosis

The emphasis in this year of the programme is laboratory medicine and medical laboratory technology as a basis for diagnosis. This includes knowledge of methods, analysis, quality assurance and assessment of test results within the laboratory subjects. The students take external practical training at a laboratory for medical biochemistry.

Third year of study: Biomedical laboratory sciences and professional knowledge in practice

The last year of the programme emphasises laboratory medicine and medical laboratory technology focusing on professional knowledge in practice. Main topics are quality assurance, quality development, evidence-based practice and ethical reflection in relation to practising the profession and the practitioner’s professional role.

The students take external practical training in a blood bank and later in another laboratory for instance in microbiology, histopathology or immunology. The programme concludes with a bachelor’s thesis in biomedical laboratory science research and development work.

The structure of the programme

The programme is divided into 18 compulsory courses and incorporates both practical and theoretical teaching at the university and supervised external practical training. Each year of the programme has a scope of 60 credits.

The courses in the programme description build on each other to ensure progress, with increasing requirements for knowledge and understanding of biomedical laboratory sciences. All the courses conclude with a final assessment. Figure 1 shows how the courses are organised in the programme. The students are divided into two groups in parts of the second year of the programme. Reference is made to the course descriptions for more detailed information about of the content of the individual courses in the programme.

The academic year is 40 weeks long, and the expected normal 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:
• The first year of study must be passed before the student can start the second year*
• The second year must be passed before starting the third year**

*Exception from the progression requirement:

• The second year of study can be started even if the course BIOB1060 is not passed

** Exception from the progression requirement:

• The course BIOB1050 can be started even if the second year of study is not passed

Teaching activities should stimulate active learning and engagement. 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 be make great personal efforts in the form of study groups and individual work.

The work and teaching methods will facilitate the integration of knowledge, skills and general competence and have the greatest possible transfer value to professional practice. Health and natural sciences theory is placed in the context of biomedical laboratory science and is related to the profession right from the start of the programme. A major part of the programme covers problem-based assignments relevant to the profession, which require problem-solving, activity, reflection and cooperation.

Several forms of digital learning resources are used in the programme, such as the digital platform Bokskapet, digital lectures, video clips, podcasts, tests and assignments. Such resources can for instance be used prior to laboratory courses as preparation for the laboratory assignments, or as preparation prior to seminars organised as the ‘flipped classroom’ (see below). This form of teaching requires the students to meet prepared for class. Digital exams are used in several courses.

The most important work and teaching forms used in the programme are described below. The individual course descriptions state which work methods each course employs.

Practical training is described in a separate chapter, see below.

Self-study, student cooperation and group work

Learning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students. Through activities such as exchanging ideas, presentations, discussions, peer assessment, writing assignments and problem-based assignments, students will be stimulated to learn by communicating knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Students are encouraged to take the initiative to schedule and actively participate in study groups to promote learning.

Written assignments

Assignments are written individually and in groups. Students work on different forms of written assignments throughout the programme. Through these, the students learn to see connections, develop more in-depth knowledge and understanding, and develop their terminology. It is expected that students supplement subject matter from teaching activities and the syllabus with research and scholarly articles, reference works and online resources. In some courses, the students will assess each other’s work and provide feedback to each other. Laboratory reports

A laboratory report is documentation of laboratory work performed. Students will be followed up with supervision and feedback on the reports they submit. Students will also be given feedback from fellow students on some of the assignments.

Logs

A log is written individually in connection with laboratory work. It is intended to help the student to focus on everything that is done during this work. Students are given feedback on the logs they submit.

Portfolio

A portfolio is a systematic collection of the student's own work. They are used to structure the student's learning and are helpful to acquire knowledge in a specific course, and to see the relationship between different parts of the programme.

Project work

Project work provides experience of some of the challenges inherent in scientific work methods. Students will develop skills in the systematic use of methods, including theoretical basis, data collection, analysis, discussion, written formulation and verbal communication. Students develop research questions and work both independently and in groups. Reflection notes

Reflection notes are written to help the students to develop the ability to critically assess and reflect on their own learning.

Lectures

Lectures are used to provide an overview, go through difficult material, point out connections and discuss relevant issues. Lectures also shed light on necessary theory to understand the background, execution and interpretation of results from the laboratory exercises and their significance. The lectures can be digital in some of the courses.

Seminars

In seminars, students are able to engage in relevant topics to deepen their knowledge and practise their skills in academic formulation and reflection. This is done through academic contributions, solving assignments and discussion.

Flipped classroom

In some courses, part of the teaching is organised as a flipped classroom. It entails for instance that a lecture is substituted with digital learning resources such as video clips or digital lectures. These are made available to students in advance and the students prepare by watching the films before attending class. In this way, more time can be dedicated to problem-solving activities with the course lecturers. The students can use demonstration videos to familiarise themselves with methods and approaches before the laboratory courses.