Key Benefits:
Chapter 1 Objectional, structure and duration, etc.
Chapter 2 Fact content and organization
Chapter 3 Clinical education
Chapter 4 Cooperation between training institution and clinical teaching facilities
Chapter 5 Extreme and so on.
Chapter 6 Study scheme
Chapter 7 Other Rules
Chapter 8 Entry into force and transitional rules
Completion of the training for professional degree in biomedical laboratory analysis
Purline of section 22 (2). 1, and section 30 of the Act 207 by 31. March 2008 on vocational training and professional training and section 60 of the health care professionals and the health professional activities of the health professionals, cf. Law Order no. 1350 of 17. In December 2008, and after negotiating with the Minister for Health and Prevention, the following shall be determined :
Chapter 1
Objectional, structure and duration, etc.
§ 1. The purpose of the training for professional qualifications in biomedical laboratory analysis is to qualify the student to be able to function independently as a bioanalyst and to engage in a professional and cross-disciplinary cooperation. The training must, in accordance with societal, scientific and technological development, as well as the needs of the population for biomedical analyses, qualify the student of the bioanalytical knowledge of the bioanalytical skills. Annex 1.
Paragraph 2. The student must be able to :
1) understand the theory and method of professional, ethical, working environment and organizational conditions, and could combine this with bioanalytical skills in the context of dissemination, planning, development, execution, documentation, quality assurance ; and-checking biomedical analyses,
2) assess the theoretical and practical issues, including the implementation of technologies and methods, and justify the actions and solutions chosen ;
3) include in cooperation with patients, donors, relatives, colleagues and other professional groups, with respect for the ethnic, cultural, religious and linguistic background of individuals,
4) develop their own knowledge, skills and skills in relation to biomedicine, innovate and use known knowledge in new contexts, and follow, apply and participate in development work within the biomedical area ; and
5) continue in theoretical and clinical skills continuing training after completed training.
§ 2 . The training has been set to three and a half years of high school equivalent to 210 ECTS (European Credit Transfer System (210)). A student's work is a full-time student's work for a year.
Paragraph 2. The training is divided into semesters and modules. A semester has a duration of 18 to 24 weeks and is divided into 2 modules. A module is a completed subdisplay unit. This module contains theoretical or clinical elements or a combination thereof. In each module, the student's attainment for the module described by the module is described as the target of learning.
§ 3 The education gives the right to the term professionsbachelor in biomedical laboratory analysis (bioanalytical). The English term is Bachelor of Biomedical Laboratory Science.
Paragraph 2. The trained bio-analyst may be authorized under the authority to authorize health professionals and to health professional activities.
§ 4. The institution that provides training is responsible for training in its entirety. The Clinical Education Institute shall be responsible for the responsibility of the training institution for the implementation of the clinical teaching provided for in accordance with the guidelines laid down by the educational institution.
Chapter 2
Fact content and organization
§ 5. The knowledge base of education is professionsbased and developmental based and based on knowledge of the bioanalytical field in the context of knowledge of health science subjects, science science, social sciences and humanist fields ; class. Theoretical and clinical education is combined into a interaction with increasing degree of difficulty and complexity through the educational process in order to ensure the skills and development of professionally.
Paragraph 2. The quality of training must be ensured by the constant interplay between values and knowledge of training and professional qualifications and that the development of the profession is implemented in the knowledge base of education.
Paragraph 3. The development bases of education must be ensured through the inclusion of relevant results from national and international research, so that training is constantly undergoing from the latest insights.
Paragraph 4. The training is based on a basic scientific knowledge which allows studies to be studied, concepts and methods from the bioanalytical field and from subjects which contribute to describing, explaining and understanding the specific character ; problems, phenomena and contexts which bioanalysts work with and in.
Paragraph 5. The student must, through participation and practice in, and reflection on biomedical laboratory analysis, obtain practical and personal skills in the performance, leading, dissesionment and development of biomedical laboratory analysis.
Paragraph 6. Various forms of study must underpin the skills development of skills in relation to learning, independence and cooperation as well as the ability to create professional innovation.
§ 6. In the course of training, theoretical teaching parts are part of the 135 ECTS points, clinical teaching parts corresponding to the 75 ECTS points. A cross-professional module corresponding to 15 ECTS points and two electoral modules corresponding to the 25 ECTS points are included in the training. The training ends with an undergraduate oral project corresponding to 20 ECTS points.
Paragraph 2. In the theoretical and clinical parts of the training, biomedical laboratory analysis is included with 125 ECTS points, health science classes with 30 ECTS points, wilderness science, with 30 ECTS-points, social sciences with 20 ECTS points and humanist trade in 5 ECTS points.
§ 7. Training for environmental issues and in the interaction between different cultures to the extent is relevant in the field of individual professional areas ;
Chapter 3
Clinical education
§ 8. Clinical education shall be organised with progression from the observing to the reflective and independent executive in the training of basic skills so that general professional skills are being herded, and the ability to, as well as, responsibility for assessing and making the eligible choices are being raised.
k. 2 Clinical instruction focuses on biomedical laboratory analysis of patient material and patient studies in relation to health and diseases. In addition, the focus on quality assurance, reflecting of analytical methods and results, on the interaction between patient, donor, relatives and bio-analyst, the student's own professional and personal development, and cross-disciplinary and cross-disciplinary cooperation.
Paragraph 3. The institution of the Education Foundation shall approve the clinical teaching points and organise the clinical teaching based on local opportunities in the field of bioanalytical activity.
Paragraph 4. The clinical teaching position shall draw up a description of the clinical teaching procedure in accordance with the guidelines for this in the study arrangements. The description shall be approved by the institution of Education.
§ 9. The Education Institute is preparing the student at the individual clinical teaching course. The institution shall draw up an individual study plan in cooperation with the student and the clinical teaching spot. The experience gained from the clinical teaching process is subsequently included in the theoretical teaching.
Chapter 4
Cooperation between training institution and clinical teaching facilities
§ 10 The educational institution and the clinical teaching point shall cooperate with a view to ensuring the consistency between the theoretical and clinical education and to ensure the student's dedication of skills in the clinical teaching. The institution of the Education Foundation shall ensure that cooperation is established and maintained.
Chapter 5
Extreme and so on.
§ 11. At least 1/3 of the training in ECTS points shall be documented in external audits. The training contains 5 external tests. A sample is placed in 2. The semester and the undergraduate project are being placed in 7. Semester. Students in the course of the first three courses of education must be passed before the student can finish the undergraduate project. The position of the other samples is shown in the study scheme.
Paragraph 2. Clinical curricula are assessed by internal or external samples. The purpose of the clinical trials is to assess the clinical competences of the student. In the in-house clinical samples, a examiner from the educational institution shall take part. The assessment shall be passed / not passed by a single clinical trial.
Paragraph 3. Clinical training courses shall be assessed by separate tests if the clinical process has an extent of 7 ECTS points or more. Provided that the theoretical subdisplay parts of a module are evaluated at a clinical trial, see it in accordance with a clinical trial. 1. pkt., the assessment of the theoretical subdividing parts of the clinical trial. In the clinical course of under 7 ECTS, the evaluation of the clinical procedure shall be considered in the theoretical test.
Paragraph 4. In the case of tests and examination, the rules shall also apply in the notice of examinations and examinations in the field of training and other training. (diploma), announcement of character scale and second assessment (report call for character proclamation).
Chapter 6
Study scheme
§ 12. The institutions shall provide training in accordance with a study scheme applicable to all the provision of training, cf. however, section 13 (3). 1.
k. 2 The study arrangements shall be determined in accordance with the rules concerning tests and examination, cf. the examination notice, and a detailed description of :
1) Content and ECTS-scope of the individual areas and modules in the study.
2) Content, ECTS-scope, location, and organization of clinical teaching.
3) Election module frameworks and structure.
4) The cross-professional module.
5) Develation of the undergraduate understudy.
6) Education and working forms of training, including IT in the training.
7) Cooperation between educational institutions and clinical teaching facilities.
8) Criteria for the approval of clinical teaching facilities.
9) Study plans.
10) International educational opportunities.
11) Samples and used forms of assessment.
12) Conclusion of participation in clinical education.
13) Exemption (merit).
14) Dispensing opportunities.
§ 13. This is set out in the study regime, which rules in the study scheme, which are common to all training offers and which rules are applied in the course of study, which alone will apply to the training supply in the individual institution. The individual institution may be able to do so in the study group in the section 12 (2). 2, no. In addition, 4, 7, 10 and 11 shall also lay down rules which apply only to the training supply of the institution concerned.
Paragraph 2. The individual institution may lay down rules on the conditions for the test conditions in each module which is solely applicable to the institution concerned. The test conditions shall mean the delivery of tasks and projects, etc., and the fulfilment of the participation obligations of the theoretical teaching.
Paragraph 3. Before a study scheme is laid down and in subsequent amendments to the rules of the study which is common to all tendering procedures, the study scheme shall be approved by the Ministry of Education and the Ministry of Health, having obtained the opinion of the Board of Health.
Paragraph 4. Where it is justified in exceptional circumstances, the institution may dispense with the rules laid down in the study arrangements which are applicable only to the training supply of the institution concerned, cf. paragraph 1.
Paragraph 5. In the preparation and modification of the part of the student scheme, which is solely applicable to the tender in the individual institution, a representative of the students and a representative of the clinical teaching facilities. The institution shall set transitional arrangements.
Paragraph 6. The Governing Student Scheme must be available on the institution's website.
Chapter 7
Other Rules
§ 14. The training shall be completed no later than six years after the study test. The absence of any leave on grounds of maternity, adoption, military service, and the UN service, etc., may, in specific cases, dispose of the six-year rule.
§ 15. The decisions of the institution in accordance with this notice may be submitted by the student to the Ministry of Education, when the complaint relates to legal issues. The appeal shall be submitted to the institution no later than 14 days after receipt of the decision. If the institution maintains its previously informed decision, the appeal to the Ministry of Education shall be attached to the institution ' s explanatory statement and reassessment.
Chapter 8
Entry into force and transitional rules
§ 16 The announcement shall enter into force on 2. July, 2009.
Paragraph 2. Publication no. 235 of 30. This is the end of March 2001 on bioanalyst training.
Paragraph 3. The one in paragraph 1. 2. However, the notice referred to shall continue to apply to students who are subject to 2. July 2009 has begun training.
Paragraph 4. For students who have started training according to the previous rules, cf. paragraph 2, and which have not completed the training before 31. In January 2014, the institution may organise transitional arrangements so that students finish training according to the rules laid down in this notice.
Appendix 1
of July 2009 to announce the training for professional degree in biomedical laboratory analysis,
Canvas exchange for a professional degree in biomedical analysis
Apprenticeship includes the knowledge, skills and skills that a professional degree in biomedical analysis has been achieved in education.
Viden
A newly-educated professional degree in biomedical analysis :
1) knowledge of key knowledge areas of bio-analysis, biomedicine and health and natural sciences, including existing laboratory medical examinations and analyses and their quality assessment and safety ;
2) understand the theory and method of bioanalyst and reflecting laboratory medical examinations and analyses in relation to their prophylactic, diagnostic and processing correlation and relevance ;
3) knowledge of relevant areas of social sciences and humanities including professional, ethical, working environment, patient-related, economic and organizational conditions,
4) knowledge of relevant knowledge and communication theory and is aware of the importance of these theories to the professions;
5) have knowledge of the legal basis for the professional exercise and can understand the consequences of the legislation.
Skills
A newly-educated professional degree in biomedical analysis may :
1) plan, perform, document and evaluate laboratory medical examinations and analyses ;
2) reasons the selected actions and solutions in relation to their prophylactic, diagnostic and processing relevance and in relation to ethical, working environment, patient-related and organizational conditions ;
3) perform the quality assessment and assurance of laboratory medical examinations and analyses and reasons the selected actions and solutions ;
4) participate in the development of assessment and security systems for the management of laboratory medical examinations and the quality and validity of the analyses ;
5) self-seeking, legally and critically assess new knowledge in relation to the bioanalyst profession and adjacking areas ;
6) the use of new knowledge, partly in working conditions, and to active participation in research and development, implementation and evaluation of new laboratory medical examinations and analyses ;
7) orally and in writing and communicating the professional and practice of bioanalyst professionally and practices and solutions with the use of a clear professional language.
Competencies
A newly-educated professional degree in biomedical analysis may :
1) show responsibility, professionalism and understanding of ethical issues in relation to the patient and their relatives, in the work of prophylax, diagnosis and treatment of disease, in laboratory medical experiments, and in relation to that ; interdisciplinary cooperation with other health groups ;
2) combine bio-analytical skills with knowledge and understanding of professional, ethical, work environment, patient-related and organizational relationships in the planning, development, implementation, execution, documentation and quality assurance and -checks on biomedical analyses,
3) Identify general and specific bioanalytic technical issues and analyze and interpret these with the application of relevant theory and contribute constructively to the development of the bioanalyst class and the structure of the health system and organization,
4) are involved in cooperation with patients, donors, relatives, colleagues and other professional groups independently of ethnic, cultural, religious and linguistic background,
5) Coordinate and manage the conduct of laboratory medical examinations and analyses ;
6) develop their own knowledge, skill and competence, and identify its own learning needs ;
7) create innovation and use knowledge in new contexts with a view to being able to follow, apply and participate in research work in the field of biomedical territory,
8) continue in theoretical and competency continuing training at master and candidate level after completed basic training.
