Master in Public Health

Master in Public Health MASTER IN PUBLIC HEALTH ECTS Credits 120 Study level Master Start semester Autumn 2017 Teaching language Faculty Campus Application deadline The Faculty of Nursing and Health Sciences JOB OPPORTUNITIES FURTHER EDUCATION ADMISSION REQUIREMENTS Page 1 of 25

Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2017 Examination of public health with multidisciplinary profile (1/2) FHE5000 Spring 2018 Examination of public health with multidisciplinary profile (2/2) FHE5000 30 SP 30 SP Mandatory courses 60 ECTS Credits Elective course 15 ECTS Credits Master s Thesis 45 ECTS Credits 2ND STUDY YEAR Spring 2019 Vitenskapsfilosofi, teori og metode VIT5004 15 SP CHOOSE COURSE Intercultural communication - with interpersonal development (2/2) - Elective course Autumn 2018 CHOOSE COURSE Nutrition 1 - Elective course Intercultural communication - with interpersonal development (1/2) - Elective course Gerontology and Geriatrics - Elective course Health teaching - Basic concepts - Elective course Home-Based rehabilitation and systematic continuous quality improvement - Elective course 3RD STUDY YEAR Autumn 2019 Examination of public health with multidisciplinary profile MET5000 5 SP Social Science Analysis SO313S 10 SP Spring 2020 Examination of public health with Master s Thesis in Public Health (1/3) FHE5001 45 SP Page 2 of 25

4TH STUDY YEAR Autumn 2020 Examination of public health with Master s Thesis in Public Health (2/3) FHE5001 45 SP Spring 2021 Examination of public health with Master s Thesis in Public Health (3/3) FHE5001 45 SP Page 3 of 25

Subject descriptions (10) Examination of public health with multidisciplinary profile FHE5000 The course provides deeper knowledge about the development of health promotion perspectives, central concepts, theories and methods, as well as knowledge about legislature and the broader framework for planning systems.the course aims to develop students' ability to ask questions through open and constructive dialogue. Particular emphasis is placed on health determinants and the consequences of violence and social inequalities in health at the population level. The course aims to expand students' understanding of universal design and social inclusion. The course provides opportunities for interdisciplinary and intersectoral collaboration between different arenas and actors in public, private and non-profit sectors. No costs except semester registration fee, syllabus literature. EXAMINATION OF PUBLIC HEALTH WITH MULTIDISCIPLINARY PROFILE FHE5000 ECTS Credits 30 Level Graduate degrees Year of study Course location 1st study year Bodø EVA ROBERTSON Course coordinator Course type Start semester Compulsory Autumn 2017/spring 2018 Faculty Teaching language Application deadline The Faculty of Nursing and Health Sciences Førsteamanuensis Phone: +47 75 51 75 44 E-mail: eva.robertson@nord.no COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system Page 4 of 25

LEARNING OUTCOMES Upon successful completion of the course, the candidate will have the following knowledge, skills and general competencies: Knowledge: have thorough knowledge of the main concepts, theories and practices that are relevant for health promotion and public health locally, nationally and globally have thorough knowledge about determinants of health, including social, cultural, economic and environmental/nature-contingent factors at different levels, and understand how these determinants affect people health at different levels have thorough knowledge of different approaches within health promotion and national and supranational policy documents (UN, WHO, national legislation and relevant White Papers), as well as knowledge of national planning systems and management processes. Skills can use their knowledge to identify and reflect upon the main challenges related to in health promotion and prevention measures can use the knowledge to think critically about the interconectedness of social, cultural, economic and environmental / nature- contingent aspects and effect on health across traditional disciplinary boundaries can analyze and think critically about how violence and social disparity affect health and how universal design, participation and contribution form a part of planning, processes and interventions can use the knowledge to identify and problematize ethical questions and dilemmas in public health and health promotion. General competence: can apply his/her knowledge and skills to develop their capacity for dialogue and teamwork can apply her/his knowledge and skills to analyze and meet ethical dilemmas within health promotion practice can contribute with creativity, innovative and holistic approach in order to meet challenges related to health promotion PREREQUISITIES Admission based on completed lower degree (bachelor, cand. mag or equivalent) from a Norwegian or international institution. Language requirement MODE OF DELIVERY Face to face,session based TEACHING ACTIVITIES AND METHODS The learning activities in the course are based on innovative research and experience-based education, where science, practice, movement, music, art and aesthetics meet and integrate. They include lectures, seminars, group exercises, role-play, various forms of dialogue, conversation, tutorials, assignments and a take-home examination. A flexible form of learning is supported by the learning management system Fronter. We have developed a shared digital space for all students in Fronter. Page 5 of 25

RECOMMENDED OR REQUIRED READING Abram D. Sansenes magi, Å se mer enn du ser. Persepsjon og språk i en mer-enn-menneskelig verden. Flux Forlag 2005. Goodson P. Theory in Health Promotion Research and Practice. Thinking Outside the Box. Jones and Barlett Publishers 2010. Green J, Tones K, Cross R& Woodall J. Health Promotion, planning and strategies. Third Edition Sage 2015 Max-Neef M. Foundations of Transdisciplinarity Ecological Economics 53 (2005) 5-16 McNall S. The Problem of Social Inequality Why it Destroys Democracy, Threatens the Planet, and What We Can Do About It. Routledge Taylor&Francis 2016 Sandkjær Hanssen G,Helgesen M.K.,Vabo S.i. Politikk og demokrati, en innføring i stats- og Kommunalkunnskap.3.utgave. Gyldendal Akademisk 2011. Sheet-Johnstone M. Putting Movements into your Life, a beyond fitness primer. CreateSpace Independent Publishing Platform 2014. Sveen K. «Det kultiverte lidelse» En bok om kropp og samfunn Forlaget Oktober a.s.oslo 1997 Tutu, Desmond M., Tutu Mpho A. Tilgivelse. Vårt Land Norge 2014 (ISBN 9788293368014) 222 sider Online: Baklien B. Iverksetting av forebyggende tiltak. Forebygging.no, 2008. PDF-format. 31 sider. http://www.tidligintervensjon.no/global/iverksetting_bergljot.p df Folkehelsemelding God helse-felles ansvar Meld. St.34 (2012-2013) Helsedepartementethttp://www.regjeringen.no/ 199 sider Folkehelsemelding Mestring og muligheter Meld. St.19 (2014-2015) Helsedepartementet https://www.regjeringen.no/nb/aktuelt/folkehelsemeldingenmestringog-muligheter/id2403920/ Global Status Report on Violence 2013 http://www.undp.org/content/dam/undp/library/corpora te/reports/undp-gva-violence-2014.pdf Helsedirektoratet Rapporter: Anbefalinger om kosthold, ernæring og fysisk aktivitet, 2014: Nr. IS-2170 (28s) http://helsedirektoratet.no/publikasjoner/anbefalinger-omkostholdernering-og-fysisk-aktivitet/sider/default.aspx Lov 2011-06-24 nr: 029 Lov om folkehelsearbeid (Folkehelseloven) http://www.lovdata.no/all/nl-20110624-029.html Samhandlingsreformen, Stortingsmelding nr 47 (2008-2009), 39 sider http://www.regjeringen.no/pages/2206374/pdfs/stm200820090047000dddpdfs.pdf Steps to Health. A European Framework to promote Physical Activity for Health. Copenhagen, WHO Regional Office for Europe, 2007. 30 sider http://www.euro.who.int/ data/assets/pdf_file/0020/101684/e90191.pdf Universell utforming overalt!. Planlegging og utforming av uteområder, bygninger, transport og produkter for alle. Artikkelsamling. Sosial- og helsedirektoratet, Deltasenteret og Statens råd for funksjonshemmede, 2003. 100sider.http://www.universellutforming.miljo.no/Bibliotek/index.php?option=com_mtree&task=viewlink&link_id=51&Itemid=300115 Utviklingen i norsk kosthold 2013 Kortversjon 28 sider 2013 pdf (http://helsedirektoratet.no/publikasjoner/utviklingen-inorsk-kostholdmatforsyningsstatistikk-2013/sider/default.aspx) Wold, B., Samdahl, O., An ecological Perspective on Health Promotion, Systems, Settings and Social Processes Bentham Book, 2012. (ebook) http://www.benthamscience.com/ebooks/9781608053414/index.htm World Report on Violence and Health 2002 http://www.who.int/violence_injury_prevention/violence/world_report/en/ Kompendium Antonowsky A. Helbredets mysterium. Hans Reitzels forlag, 2000. Kap. 1-2. 28 sider. * Borgen PC, Lunde BV. Arbeidslivet som arena for folkehelsearbeid. Mål og midler i HMS-arbeidet. I: Tidsskrift forvelferdsforskning, Nr 4, 2009. 12 sider * Capra F; Luigi Luisi P System View of Life A Unifying Vision Cambridge University Press 2014.Kap XX til Edvardsen E, Holthe H. Klientens stemme-hjelperens blikk. Universitetsforlaget 2013. Innledning+Kap 6 og 8= 65sider. Magnus P, Bakketeig LS. Epidemiologi. 4. utgave, Gyldendal, 2012. Kap. 1-3. 27 sider. Glasdam S. (red). Folkesundhed - I et kritisk perspektiv. Dansk Sygepleieråd. 2009.Nyt Nordisk Forlag Arnold Busck. Kap 1,2,4? Leppo K, Ollila E, Pena S, Wismar M, Cook S. «Health in All Policies»Seizing opportunities, implementing policies. Minystry of social Attairs and Health Finland 2013 Ottawa-charteret om helsefremmende arbeid. Helsedirektoratet, 1987. 4 sider. * Rostila M, Toivanen S. Den orättvisa Hälsan» Om Sociokonomiska skillnader i hälsa och livslängd. Liber 2012 Wilkinson R, Marmott M. De harde fakta. Sosiale forhold av betydning for helsen. 2. utgave. Norsk nettverk av helse- og miljøkommuner, 2005. 34 sider. * Recomended litterature Blom R. Canada - en foregangsnasjon i forebyggende og helsefremmende arbeid. En studie av praktisk politikk og handling med vekt på fysisk aktivitet brukt som virkemiddel. Rapport - Nordland fylkeskommune, 2006. 100 sider.http://www.nfk.no/filnedlasting.aspx? FilId=2560&ct=.pdf (eller via www.nfk, -folkehelse-publikasjoner) Melucci A. «The Playing Self»Person and meaning in the planetary society. Cambridge University Press 1996. Skogstad A. Psykososiale faktorer i arbeidet. Kap. 1, s. 15-34, 20 sider. I: Einarsen S, Skogstad A. Det gode arbeidsmiljø. Krav og utfordringer. Fagbokforlaget, 2000. Tønseth H. Kommunale helseforskjeller de finnes, men kan de måles? Statistisk sentralbyrå, Notat 2003/67. 15 sider. http://www.ssb.no/emner/03/notat_200367/notat_200367.pdf RECOMMENDED PRIOR KNOWLEDGE None Page 6 of 25

PROFESSIONAL PRACTICE None ASSESSMENT AND EXAMINATIONS Home examination, 1 Weeks (first instance 2017 autumn). Compulsory participation - 80%, worth 0/100 of the grade (first instance 2017 autumn). Portfolio, worth 0/100 of the grade (first instance 2017 autumn). Page 7 of 25

Vitenskapsfilosofi, teori og metode VIT5004 VITENSKAPSFILOSOFI, TEORI OG METODE VIT5004 ECTS Credits 15 Level Graduate degrees Course type Start semester Spring 2019 Year of study Course location Faculty Teaching language Application deadline 2nd study year The Faculty of Nursing and Health Sciences ASSESSMENT AND EXAMINATIONS Take-home examination. Assignment, worth 0/100 of the grade. Compulsory participation, worth 0/100 of the grade. Page 8 of 25

Examination of public health with multidisciplinary profile MET5000 EXAMINATION OF PUBLIC HEALTH WITH MULTIDISCIPLINARY PROFILE MET5000 ECTS Credits 5 Level Graduate degrees Year of study Course location 3rd study year OTTAR BJERKESET Course coordinator Course type Start semester Autumn 2019 Faculty Teaching language Application deadline The Faculty of Nursing and Health Sciences Professor i psykisk helsearbeid Phone: +47 74 02 26 47 E-mail: ottar.bjerkeset@nord.no ASSESSMENT AND EXAMINATIONS Home examination, 1 Weeks (first instance 2019 autumn). Compulsory participation - 80%, worth 0/100 of the grade (first instance 2019 autumn). Compulsory work, worth 0/100 of the grade (first instance 2019 autumn). Page 9 of 25

Social Science Analysis SO313S The course provides students with a thorough understanding of the links between social theory and methods. The course gives a thorough introduction to research design and various forms of social analyses. The course provides students with the skills necessary to plan and to carry out an independent research project and disseminate its outcome. No costs beyond tuition and textbooks SOCIAL SCIENCE ANALYSIS SO313S ECTS Credits 10 Level Graduate degrees Course type Elective / Complusory (Master in Social Science, Senior Teach Education (year 2013)) Year of study Course location Faculty Teaching language Application deadline 3rd study year Bodø Faculty of Social Sciences English and Norwegian TRUDE KARINE OLAUG GJERNES Course coordinator Professor Phone: +47 75 51 74 36 E-mail: trude.k.gjernes@nord.no Start semester Autumn 2019 COURSE EVALUATION Annual evaluations which are included in the university s quality assurance system. Page 10 of 25

LEARNING OUTCOMES Knowledge: Students Has thorough knowledge about theory of social sciences and methodology Has advanced knowledge about research design Has thorough knowledge about the relationship between concepts, theories, hypotheses and models in social science Has advanced knowledge about different types of social science analyses Skills: Students Can analyse critically existing theories, methods and interpretations within social sciences and work independently with theoretical and methodological problems. Can use relevant methods for a given research question Can independently carry out a limited research design and plan a research project. Can accomplish different forms of social analyses General Knowledge Students Can analyse critically ethical dilemmas in social science and research Can apply theoretical knowledge in the planning and completing of an independent empirical study Can plan and accomplish a social science analysis relevant to specific data Can analyse critically methodological and analytical research choice Can communicate advanced theory and theoretical arguments orally and in writing PREREQUISITIES Qualified for a master program on the faculty of social sciences or be admitted to the senior teacher programme and have completed the bachelor level courses with an average grade of C. MODE OF DELIVERY Lectures and seminars TEACHING ACTIVITIES AND METHODS Lectures, self-study and seminar work Page 11 of 25

RECOMMENDED OR REQUIRED READING Curriculum Campus Bodø Books: Blaikie, N. 2009. Designing Social Research, London: Polity. (338. sider) Becker, Howard 1998: Triks of the Trade. How to think about your research while you re doing it. The University of Chicago Press. Chicago and London. (200 sider) Silverman, David (Ed) 2011: Qualitative Research. 3rd Edition. Part Vll. Qualitative Data Analysis. (Side 13-35, Side 75-93, side 129 149 og side 271 383) ( 175 sider) Ragin Charles C. 1987: The Comparative Method. Moving Beyond Qualitative and Quantitative Strategies. Kap. 1-6. (100 sider) (767 pages compulsory reading) Reading collection: Alexander, Jeffrey C 2008: Clifford Geertz and the Strong Program. The Human Sciences and Cultural Sociologi. In: Cultural Sociology. A journal of the British Sociological Association. Volume 2, Number 2, July 2008. Philip Smith 2008: The Balines Cockfight Decoded: Reflection on Geerts, the Strong Program and Structuralism.. In: Cultural Sociology. A journal of the British Sociological Association. Volume 2, Number 2, July 2008. Ragin, Charels C. and Howard S. Becker 1992: What is a Case? Exploiting the Fundations of Social Inquiry. Cambridge University Press, New York and Melbourne. (Page 1-19 and 203 227) Bourdieu, Pierre 1992: The Practice of Reflexive Sociology [The Paris Workshop], i Pierre Bourdieu and Loïc J.D. Wacquant: An Invitation to Reflexive Sociology, Polity Press, s.218-260. 43s Foucault, M. (1991) Governmentality, I Burchell, G. m.fl. (red.) The Foucault Effect, Hemel Hemstead, The University of Chicago Press. Complimentary literature (recommended): Everett, Euris L. Og Inger Furseth (2012). Masteroppgaven. Hvordan begynne og fullføre: Universitetsforlaget. RECOMMENDED PRIOR KNOWLEDGE Completed bachelor degree or equalent ASSESSMENT AND EXAMINATIONS Bodø - Take-home examination, 1 Weeks (first instance 2015 autumn). Page 12 of 25

OVERLAPPING COURSES SOS5000 Supplementary module in social science research design, methods and analysis - 0 study points. Page 13 of 25

Nutrition 1 ER350L Builds on a basic understanding of human nutrition and physiology and interactions between food, lifestyle and health. The focus will be particularly aimed at how diet can affect the risk of developing disease, and how food can be used to promote good health. No costs except semester registration fee and syllabus literature NUTRITION 1 ER350L ECTS Credits 15 Level Graduate degrees Course type Compulsory Start semester Autumn 2018 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø The Faculty of Education and Arts JAN ARNE PETTERSEN Course coordinator Faggruppeleder Phone: +47 75 51 77 26 E-mail: jan.a.pettersen@nord.no COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. LEARNING OUTCOMES Knowledge Have extensive knowledge about food, food's content and its importance for the individual and society Have a broad knowledge of basic nutrition Know the knowledge base for official dietary and nutritional recommendations Have knowledge of dietary recommendations, nutritional advice and nutritional needs of different population groups as infants, children, adolescents, pregnant women, nursing mothers, the elderly, immigrants, vegetarians and athletes Have knowledge of dietary recommendations, nutritional advice and nutritional needs of different groups of overweight, cancer, metabolic syndrome, type 2 diabetes, allergies, celiac disease, lactose intolerance, children with special needs such as children with congenital heart disease and children with various eating problems Skills Provide dietary to individuals and different population groups Explain and disseminate research basis for the official dietary guidelines and nutritional recommendations. Explain how various nutrients traded and works in the body Could implement nutrition programs in different population groups Explain how nutrition work is organized in health care Explain societal factors that influence diet General competence Contribute to the development of knowledge and critical reflection within nutrition and cooperate with various health professions Reflect critically on their own and others' research Have insight into how diet and food culture varies in society Page 14 of 25

PREREQUISITIES The program builds on completed Bachelor's degree, second degree or qualifications of minimum 3 years duration, or education approved as equivalent. Relevant programs that can meet the requirement. Teachers with relevant specialization in food and health The lecturer in nutrition, health and enviroment studies Physiotherapist Occupational Therapist Food service management Nurse Vocational Teacher in Hotel and Food Vocational Teacher of health studies Other relevant higher education TEACHING ACTIVITIES AND METHODS Lecture in lecture hall, kitchen and online, lab work, field trips, group, self-study, led seminars, practical, theoretical exercises and discussions RECOMMENDED OR REQUIRED READING Bere, E. & Øverby, N. C. (2011). Om mat og ernæring: en introduksjon til hva man bør spise. Kristiansand: Høyskoleforlaget Aune, T. (2007). Næringsmiddeltoksikologi: tilsetningsstoffer, miljøgifter og naturlige toksiner (2. utg.). Kristiansand: Høyskoleforlaget. Pedersen, J. I., Hjartåker, A. & Anderssen, S. (2009). Grunnleggende ernæringslære. Oslo: Gyldendal akademisk.. Helsedirektoratet. (2010). Utviklingen i norsk kosthold 2013- kortversjon (IS-1784). Oslo: Helsedirektoratet. http://www.helsedirektoratet.no/ernaering/publikasjoner/kostholdsunders_kelser/utviklingen_i_norsk_kosthold_2013 kortversjon_698204] Helsedirektoratet. (2012). Kosthåndboken veileder i ernæringsarbeid i helse- og omsorgstjenesten ( IS-1972). Oslo: Helsedirektoratet. Hentet fra http://helsedirektoratet.no/publikasjoner/kosthandboken-veileder-i-erneringsarbeid-i-helse-og-omsorgstjenesten/publikasjoner/is- 1972%20Kosthaandboken_Rev2014.pdf Meld. St. 34 (2012-2013) (2013). Folkehelsemeldingen : God helse felles ansvar. Oslo: Helse- og omsorgsdepartementet. Hentet fra http://www.regjeringen.no/nb/dep/hod/dok/regpubl/stmeld/2012-2013/meld-st-34-20122013.html?id=723818 Mattilsynet, Helsedirektoratet & Universitetet i Oslo. (2006). Den store matvaretabellen., http://matportalen.no/matvaretabellen/article/1147732633.29# Nasjonalt råd for ernæring (2011). Kostråd for å fremme folkehelsen og forebygge kroniske sykdommer Metodologi og vitenskapelig kunnskapsgrunnlag Oslo: Helsdirektoratet Helsedirektoratet. Norske anbefalinger for ernæring og fysisk aktivitet (IS-1219). Oslo: Sosial- og helsedirektoratet. RECOMMENDED PRIOR KNOWLEDGE None PROFESSIONAL PRACTICE Not applicable. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Portfolio, worth 30/100 of the grade (first instance 2015 autumn). Home examination, 1 Weeks. Worth 70/100 of the grade (first instance 2015 autumn). Page 15 of 25

Intercultural communication - with interpersonal development HV303H Intercultural communication within the area of welfare is a program for people wanting to further develop their skills in order to understand and influence the communication and meetings that take place in multicultural welfare work. Communication has a central position within welfare and there is a growing demand for cooperation and being able to work together well. The course is a theoretical study focused on communication; all meetings with a different (foreign) person is an intercultural encounter. In order to become aware of and gain an increased understanding and knowledge of multicultural welfare work, we need competence in intercultural communication. The course will provide students with competence and awareness of their own point of view and reflect on their professional practice in collaboration with all different cultural backgrounds. The program is cross-disciplinary and thus an arena for practicing and developing collaboration across disciplines. The course will provide knowledge and critical reflection on the concepts and perspectives in intercultural communication. Furthermore, students will critically reflect based on their own experience - on how their own attitudes and prejudices affect encounters with people with different backgrounds (among others people categorized based on being immigrant, indigenous / Sami, disabled, sexual identity and others). It also includes an awareness of how people's socio-cultural factors (background, upbringing and living conditions) form them and the manners in how they react. This requires a dialogical interaction, i.e. to invite to make room for different voices, an openness that is affected by how words are received and heard. Welfare services often give the impression of being gender neutral and cultureless institutions: With in-depth knowledge in intercultural communication, the students can be aware of this and gain the tools to communicate with people in different situations within welfare services. No costs except semester registration fee and syllabus literature. INTERCULTURAL COMMUNICATION - WITH INTERPERSONAL DEVELOPMENT HV303H ECTS Credits 15 Level Course type Start semester Undergraduate degrees Eligible Autumn 2018/spring 2019 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø The Faculty of Nursing and Health Sciences PER KRISTIAN ROGHELL Course coordinator Førstelektor Phone: +47 75 05 79 85 E-mail: per.k.roghell@nord.no Page 16 of 25

COURSE EVALUATION Annual evaluations which are included in the university s quality assurance system. LEARNING OUTCOMES Knowledge and understanding Possess knowledge to relate the concepts of intercultural communication to various contexts in welfare supply (health / ill-health, care and education) Possess knowledge to question how people's background and upbringing in different cultural and social context may interact with experience and interpretations of various welfare services (health / ill-health, care and education) Have a thorough knowledge of the laws and regulations and official documents governing equality and human rights Skills Be able to advocate for socio-cultural awareness among personnel in meetings with persons (pupils / students / patients, clients) and their families in the care, learning and care situations Be able to advocate the importance of specialized knowledge within intercultural communication in professional maturity in education, health and welfare services Critically scrutinize literature to support / promote the continued development of knowledge within the subject areas Consider, identify and pose different ethical issues in intercultural communication General Competence Be able to critically reflect upon own attitudes and prejudices in communication with people from different socio-cultural backgrounds and the ethical consequences Be able to critically reflect upon various aspects of identity/ies as ethnicity (indigenous peoples, minorities, immigrants), age, gender, disability, sexual identity and how they affect the experience of welfare services such as health / ill-health, care and education Be able to critically reflect on the challenges of providing equitable services in welfare programs concerning applicable documents such as laws and regulations in the society; nationally, regionally and locally Page 17 of 25

PREREQUISITIES Relevant Bachelor degree for intercultural communication with a minimum character of C/2,7 (Norwegian standard) and at least two years of fulltime work-experience. Experienced-based competence: If an applicant does not fulfill the requirements for The Higher Education Entrance Qualification but has experience-based competence relevant to the field of study, he or she may apply for recognition of this competence in order to fulfill the admission requirements. See also General Arrangements for recognition of prior learning under the University Rules and Regulations. MODE OF DELIVERY Face-to-face and distance-learning. TEACHING ACTIVITIES AND METHODS Net platform (Fronter) based education, available lectures, individual and group assignments, seminars, peer group feedback, tutored assignment work,. Page 18 of 25

RECOMMENDED OR REQUIRED READING Anderson&Jensen (red) (2008) Inspirasjon. Tom Andersen og reflekterende prosesser. Gyldendal Kap 1-3, 5, 7, 9, 12, 14 = 102 sider Edvardsen, Edmund&Holthe Holgeir. (red) (2013) Klientens stemme hjelperens blikk. Gyldendal. Innledning + Kap 8 =31sider* Holliday A, Hyde, M, Kullman J. Intercultural Communication, an advanced resource book for students. Sec Edition, Routledge 2010. Section A, page 1-59* Jensen, Per&Ullberg,Inger(red). (2013 Mellom Ordene. Kommunikasjon I profesjonell praksis. Gyldendal. Kap 1-7, 11-14 = 214 sider Maturana Humberto.R.&Pörksen Bernhard. Fra væren til Handlen-en interviewbog om levende systemer i natur og damfund. København. Mindspace. 2010. Side 203-216 * Meløe Jakob Om å se. Fra Notater i vitenskapsteori til gruppene i humaniora og samfunnsvitenskap med fiskerifag. Universtitetet i Tromsø. 1974. Sider 20-27 * Meløe Jakob. Sted å se fra. Fra Notater i vitenskapsteori til gruppene i humaniora og samfunnsvitenskap med fiskerifag. Universtitetet i Tromsø. 1974. Side 28-40* Meløe Jakob. Om å forstå det andre sier. Fra Notater i vitenskapsteori til gruppene i humaniora og samfunnsvitenskap med fiskerifag. Universtitetet i Tromsø. 1974. Side 59-74* Piller, Ingrid. Intercultural Communication. Edinburgh, GBR: Edinburgh University Press, 2011. ProQuest ebrary. Web. 24 April 2015. 208 pages Skjervheim Hans. Eit grunnproblem i pedagogisk filosofi. Minerva kvartalstidskrift 1965. Side 103-117* Artikkler Alexander, B.K., Arasaratnam, L.A., Avant-Mier, R., et al. Defining and Communicating What `Intercultural and `Intercultural communication Means to Us. Journal of International and Intercultural Communication Studies 2014, 7:1, 14-37. http://dx.doi.org/10.1080/17513057.2014.869524. Blackford, J. Cultural Frameworks of Nursing Practice: Exposing and Exclusionary Healthcare Culture. Nursing Inquiry; 2003; 10(4): 236-244. Dahl, Øyvind. Is Culture Something We Have or Something We Do? - From Descriptive Essentialist to Dynamic Intercultural Constructivist Communication. Journal of Intercultural Communication. 2014; Issue 36, 11pages. (open access) http://www.immi.se/intercultural/nr36/dahl.html Giroux H.A. The Politics of Insurgent Multiculturism in the Era of the Los Angeles Uprising. The Journal of Midwest Language Association 1993 Vol 26, No 1 Cultural diversity pp 12-30. (http://www.jstor-org/stable/a3a5443) Grant J, Luxford Y. `Culture it s a big term isn t it? An analysis of child and family health nurses understandings of culture and intercultural communication. Health Sociology Review 2011; 20(1): 16 27. Kleinman, A., Benson, B. Antropology in the Clinic: The Problem of Cultural Competency and How to Fix it. 2006. www.plosmedicine.org Foster, J. Cultural Humility and the Importance of Long-Term Relationships in International Partnerships. 2009; JOGNN,38, 100-107. Robertson, E.K. Como arrancar una planta Women s reflections about influences of im/migration on everyday life and their health in Mexico. Social Sciences, 2015, 4, doi: 10.3390/socsci4020294 Pensumlisten kan bli oppdatert til undervisningsstart. *Ingår i elektronisk kompendium a RECOMMENDED PRIOR KNOWLEDGE n/a PERMITTED EXAMINATION AIDS PROFESSIONAL PRACTICE None. ASSESSMENT AND EXAMINATIONS Take home examination, 1 Weeks (first instance 2017 autumn). Compulsory work, worth 0/100 of the grade (first instance 2017 autumn). Portfolio, worth 0/100 of the grade (first instance 2017 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2017 autumn). Page 19 of 25

OVERLAPPING COURSES HV302H Intercultural communication - 15 study points. Page 20 of 25

Gerontology and Geriatrics SYK302H GERONTOLOGY AND GERIATRICS SYK302H ECTS Credits 15 Level Graduate degrees Year of study Course location 2nd study year KJELL HARALD RØLI Course coordinator Course type Start semester Autumn 2018 Faculty Teaching language The Faculty of Nursing and Health Sciences Universitetslektor Phone: +47 75 51 75 74 E-mail: kjell.h.roli@nord.no Application deadline ASSESSMENT AND EXAMINATIONS Home examination, 1 Weeks (first instance 2016 autumn). Conpulsory work 1, worth 0/100 of the grade (first instance 2016 autumn). Conpulsory work 2, worth 0/100 of the grade (first instance 2016 autumn). Page 21 of 25

Health teaching - Basic concepts PE330H HEALTH TEACHING - BASIC CONCEPTS PE330H ECTS Credits 15 Level Course type Undergraduate degrees Start semester Autumn 2018 Year of study Course location Faculty Teaching language Application deadline 2nd study year The Faculty of Nursing and Health Sciences TRUDE ANITA HARTVIKSEN Course coordinator Stipendiat Phone: +47 75 51 79 72 E-mail: trude.a.hartviksen@nord.no Page 22 of 25

Home-Based rehabilitation and systematic continuous quality improvement HVR300H HOME-BASED REHABILITATION AND SYSTEMATIC CONTINUOUS QUALITY IMPROVEMENT HVR300H ECTS Credits 15 Level Graduate degrees Course type Start semester Autumn 2018 Year of study Course location Faculty Teaching language Application deadline 2nd study year The Faculty of Nursing and Health Sciences Norwegian TRUDE ANITA HARTVIKSEN Course coordinator Stipendiat Phone: +47 75 51 79 72 E-mail: trude.a.hartviksen@nord.no Page 23 of 25

RECOMMENDED OR REQUIRED READING Mandatory curriculum is of about 1000 pages, including 200 pages are connected to the work of your curriculum requirements and exam, which relate to discipline.. The curriculum is knowledge-based literature consisting of relevant textbooks (master's level) and articles. Andersen BL, Kirk L (2009): Flyt fokus fra kompensation til træning. Evaluering av prosjekt "Træning til selvhjælp" Campus Holstebro, VIA University College 72 s Aronson, Daniel (1996): Overview of systems thinking. http://www.thinking.net/systems_thinking/overviewstarticle.pdf 3s Norges ergoterapeutforbund (2012): Hverdagsrehabilitering i Norge 2012, Hverdagsmestring og hverdagsrehabilitering.http://www.ergoterapeutene.org/ergoterapeutene/vi-mener/paavirkningsarbeid/hverdagsrehabilitering (40s) Jacobsen, Dag Ingvar og Thorsvik, Jan (2013): Hvordan organisasjoner fungerer. Bergen: Fagbokforlaget. Kap 3, 4, 5, 6 og 8. 174s Kjeken I, Sand-Svartrud AL (2012): The Canadian Occupational Performance measure brukt i Rehabilitering. Ergoterapeuten nr 1, 2012 http://www.ergoterapeuten.no/fagbladet-ergoterapeuten/om-ergoterapeuten/innholdsfortegnelse/ergoterapeuten-01-2012(8s) Konsmo T., de Vibe M., Bakke T., Udness E., Eggesvik S., Norheim, G., Brudvik, M, Vege, A., Kunnskapssenteret (2015): En beskrivelse av utviklingen av modell for kvalitetsforbedring, og hvordan den kan brukes i praktisk forbedringsarbeid. http://www.kunnskapssenteret.no/publikasjoner/en beskrivelse av utviklingen av modell for kvalitetsforbedring, og hvordan den kan brukes i praktisk forbedringsarbeid.17453.cms(40s) Lauvås, Kirsti og Lauvås, Per (2006): Tverrfaglig samarbeid- perspektiv og strategi. Oslo: Universitetsforlaget Del 1 og 2. 156s Nortvedt, Monica W. mfl (2012): Jobb kunnskapsbasert! En arbeidsbok. Kap 1-4, 145s. Oslo: Akribe Plsek, Paul (2001): Redesigning health care with insights from the science of complex adaptive systems i Institute of medicine (2001): Crossing the quality chasm: A new health system for the 21 century. Washington: The national academies press http://www.nap.edu/read/10027/chapter/13 14s Stamsø, Mary Ann (2009): Velferdsstaten i endring - Norsk sosialpolitikk ved slutten av et nytt århundre. Oslo: Gyldendal Akademisk Kap1, 5 og 8. 85s Tuntland, Hanne og Ness, Nils Erik (2014): Hverdagsrehabilitering. Gyldendal Akademisk. 205s Tuntland, Hanne (2014) En innføring i ADL. Teori og intervensjon. Kap 1, 2, 4, 5 og 10. (113s) Høyskoleforlaget Tuntland, H., Aaslund, M.K., Espehaug, B., Førland, O., og Kjeken, I. (2015). Reablement in community-dwelling older adults: a randomised controlled trial. http://www.ncbi.nlm.nih.gov/pubmed/26537789 (10s) Støttetekst (gjelder også emne HVR301H): Bjørndal, A.: Flottorp S. & Klovning A. (2007): Kunnskapshåndtering i medisin og helsefag, 2. utg. Oslo, Gyldendal akademisk Fürst og Høverstad (2014). Fra passiv mottaker til aktiv deltaker. Hverdagsrehabilitering i norske kommuner. KS FoU-prosjekt nr. 134027 Sluttrapport 15.06.2014 Hverdagsrehabilitering - Trening og tilrettelegging der det trengs og pleie der en må! http://www.netf.no/ergoterapeutene/vimener/paavirkningsarbeid/hverdagsrehabilitering Nasjonalt kunnskapssenter for helsetjenesten: Nettkurset i kunnskapsbasert praksis (KBP). http://kunnskapsbasertpraksis.no/ Nasjonalt kunnskapssenter for helsetjenesten: Kvalitetsforbedring. http://www.kunnskapssenteret.no/temaer/kvalitetsforbedring.834.cms? tema=1 Rambøll (2012) Undersøkelse om rehabilitering i kommunene erfaringer med tilbud gitt i pasientens hjem/vante miljø, Oppdragsrapport for Helsedirektoratet, rapport IS-0365 Page 24 of 25

Examination of public health with Master s Thesis in Public Health FHE5001 EXAMINATION OF PUBLIC HEALTH WITH MASTER S THESIS IN PUBLIC HEALTH FHE5001 ECTS Credits 45 Level Course type Start semester Graduate degrees Spring 2020/autumn 2020/spring 2021 Year of study Course location Faculty Teaching language 3rd study year/4th study year The Faculty of Nursing and Health Sciences EVA ROBERTSON Course coordinator Førsteamanuensis Phone: +47 75 51 75 44 E-mail: eva.robertson@nord.no Application deadline ASSESSMENT AND EXAMINATIONS Assignment with oral examination (first instance 2010 spring). Compulsory participation, worth 0/100 of the grade (first instance 2020 spring). Page 25 of 25