Program Overview

Scope

240 credits, of which 60 credits are at the corresponding advanced level.

Decision-making body

Education Board.

Language of instruction

Swedish.

Level of education

Post-secondary education, 4 years, full-time.

Entry requirements

General entry requirements for higher education.

Entry requirements

General entry requirements for higher education.

Year 1 - 60 credits

Total credits year 1 at undergraduate level: 60 credits

Year 2 - 60 credits

Total credits year 2 at undergraduate level: 60 credits

Year 3 - 45/15 credits

Total credits year 3 and 4 at undergraduate/advanced level: 45/15 credits

Year 4 - 15/45 credits

Total credits year 4 at undergraduate/advanced level: 15/45 credits

The college reserves the right to make changes to the content, scope, and structure of the education. Such changes may be made, for example, as part of the institution's ongoing quality assurance work, to ensure that the education maintains a high academic and pedagogical standard, or to comply with applicable laws, regulations, and guidelines.

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© Naprapathögskolan 2025
naprapathogskolan.se
Skandinaviska Naprapathögskolan AB, Stockholm

Objectives for undergraduate level according to the Higher Education Act

Undergraduate education shall essentially be based on the knowledge students acquire in national upper-secondary school programs or equivalent knowledge. However, the government may decide on exceptions regarding artistic education.

Undergraduate education shall develop the students':

Ability to make independent and critical assessments
Funding
Ability to independently identify, formulate, and solve problems
Preparedness to meet changes in working life.

Within the field of the study program, students shall, in addition to knowledge and skills, develop the ability to:

seek and evaluate knowledge at a scientific level,
keep abreast of developments in the field, and
exchange knowledge also with persons without specialist knowledge in the field.

Objectives for the second cycle according to the Higher Education Act

Second-cycle studies shall essentially build upon the knowledge students acquire in first-cycle studies or equivalent knowledge. Second-cycle studies shall involve a deepening of knowledge, skills, and abilities in relation to first-cycle studies and shall, in addition to what applies to first-cycle studies:

further develop the students' ability to independently integrate and use knowledge,
develop the students' ability to manage complex phenomena, issues, and situations, and
develop the students' prerequisites for professional activities that place high demands on independence or for research and development work.

Objectives for the Degree of Master of Naprapathy

The educational objectives encompass knowledge and understanding, skills and abilities, as well as evaluative capacity and approach regarding the prevention, diagnosis, treatment, and rehabilitation of pain conditions and functional disorders in the neuromusculoskeletal system. The objectives are structured around five areas of competence: medical, clinical, professional, health-promoting, and scientific.

1

Demonstrate knowledge of the field's scientific basis and insight into current research and development work, as well as knowledge of the relationship between science and proven experience and the significance of this relationship for professional practice.

2

Demonstrate both broad and in-depth knowledge of the body's structure and function, as well as health and disease, with a particular focus on neuromusculoskeletal disorders and pain.

3

Demonstrate an understanding of health conditions in relation to neuromusculoskeletal disorders, grounded in a biopsychosocial perspective, and demonstrate knowledge of naprapathic treatment and rehabilitation from a person-centered approach.

4

Demonstrate an understanding of the importance of patient safety in naprapathic care, based on both current knowledge and relevant statutes, ordinances, and regulations.

5

Demonstrate knowledge of the principles of health promotion and disease prevention, as well as the importance of early preventive interventions when there is a risk of ill health.

6

Demonstrate an understanding of people's varying physical and mental conditions, as well as other societal factors that can affect the health of individuals and groups, and demonstrate an understanding of the importance of considering ethical principles to achieve equitable care and health.

1

Demonstrate an advanced ability to independently manage and create treatment and rehabilitation plans in consultation with the patient, evaluate these in relation to set goals, and, when necessary, refer the patient for further investigation or to another healthcare provider.

2

Demonstrate an advanced ability to independently integrate and apply knowledge in a critical and systematic manner, and to analyze and evaluate complex phenomena, issues, situations, and problems.

3

Demonstrate the ability to communicate clearly, both orally and in writing, with patients, other healthcare providers, and the community at large, and to document this in accordance with statutes, regulations, and governing documents.

4

Demonstrate the ability to support and contribute to the professional development of others, as well as the ability to be independent in learning and in assessing one's own competence and further development; demonstrate leadership skills and a sense of responsibility for promoting interprofessional work and cross-disciplinary collaboration within healthcare.

5

Demonstrate the ability to initiate and participate in health-oriented work focusing on public health issues, and to utilize the individual's own resources through increased participation, knowledge, and support for health-promoting interventions.

6

Demonstrate an advanced ability to independently and critically examine, assess, acquire, and apply new knowledge in the field of manual medicine on a scientific basis, and to discuss and identify both clinical and scientific problem areas to contribute to the development of the profession and the field of naprapathy.

1

Demonstrate an advanced ability to maintain a professional approach based on self-awareness and empathy, with respect for integrity, personal values, and attitudes.

2

Demonstrate the ability to reflect on health and illness from a biopsychosocial perspective, including ethical aspects and principles of equal opportunity and equitable care.

3

Demonstrate the ability to adopt a person-centered approach based on a scientific and humanistic foundation, and to evaluate the benefits, limitations, and potential risks of naprapathic care.

4

Demonstrate a health-promoting approach rooted in a holistic perspective that puts the patient at the center, and show the ability to reflect on sustainable professional practice and potential changes in the workplace.

5

Demonstrate insight into lifelong learning by identifying the need for continuous professional development and taking responsibility for this process.

6

Demonstrate the ability to re-evaluate and challenge established and personal knowledge in relation to knowledge development based on science and proven experience in areas relevant to naprapathy.

An environment that shapes professional therapists

The Naprapathic College aims to provide students with a scientific and professional environment that bridges the gap between research, education, and future careers, while fostering an educational setting that encourages student-active and lifelong learning.

Our objectives encompass core values such as commitment, creativity, a positive social study environment, equality, and sustainable development, alongside resources including functional facilities, learning materials, technical equipment, and information and communication technology. Furthermore, we provide an active research environment that stimulates the student's scientific approach and development. Collaboration with other higher education institutions, industry organizations, and the future professional field is also of great importance. Taken together, these factors influence the conditions for the learning process, which the Naprapathic College is constantly working to maintain and further develop.

Subject areas

The program is structured around six subject areas with naprapathy as the primary focus. It combines knowledge of body function, health, and disease with sports medicine, as well as scientific and professional development.

The program is offered at both undergraduate and graduate levels, with the final semesters deepening your clinical expertise in naprapathy, health, and sports medicine.

Structure and function of the body

This subject area introduces the naprapathy program and covers anatomical and physiological studies of how the human body is structured and functions. Knowledge of anatomy forms the foundation for both the main subject of naprapathy and the medical subjects. The subject block includes systematic anatomy—the study of the various organ systems and the body's structure—as well as in-depth studies of the musculoskeletal and nervous systems. The goal is for students to develop a functional mindset early on, where the analysis of anatomical relationships is central. Furthermore, the subject block includes studies of the human body's normal physiological functions, with particular emphasis on muscle, circulatory, and exercise physiology. This knowledge provides the basis for understanding the mechanisms behind pathological conditions and for developing integrative clinical thinking. The subject block also includes studies in applied physiology and nutrition, enabling in-depth and practical knowledge regarding the importance of physical activity and diet for the human body.

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Health and disease

The subject area includes a number of courses such as medicine & surgery, orthopedics, neurology, rheumatology, radiology, and diagnostic imaging. Prevalence, risk factors, symptomatology, diagnostics, therapy, and health-preventive measures are studied with a focus on major public health diseases. Great emphasis is placed on diagnostics and differential diagnostics regarding various diseases relevant to manual medicine care. An important aspect is understanding the interplay between somatic and mental health and illness from a person-centered, holistic perspective. The subject area also enables a deeper understanding of the scope of pain and discomfort as a public health issue. Knowledge of the pain experience, its origin, the body's own systems that can be activated for pain relief, and potential treatment options is of great importance for the future naprapath. Constructing knowledge regarding age and gender perspectives, as well as current scientific research in each respective field, is central.

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Naprapathy

Naprapathy is the single largest subject area in the naprapathy program. The purpose is to develop the ability to diagnose and treat pain conditions and functional changes in the neuromusculoskeletal system, which includes palpation, massage, stretching, as well as mobilization and manipulation. The subject area also includes work-integrated learning (WIL) with the aim of applying theoretical and practical knowledge and understanding in a clinical context to support meaningful learning. WIL is initiated during the second semester, which creates space to build a professional identity and expectations for future professional life early on. Central to this is the opportunity to practice clinical skills, which facilitates the integration of theory and practice when meeting patients, groups of patients, or acting as a primary care provider in musculoskeletal medicine within multiprofessional collaborations. During semesters 7 and 8, a 15-credit degree project is included, aimed at developing the ability to independently integrate and apply knowledge in scientific methodology and the field of naprapathy.

Sports Medicine

The subject area covers fundamental aspects of injuries related to sports and exercise, including their underlying mechanisms. The goal is to develop the ability to independently analyze clinical symptoms, establish diagnoses, and recommend appropriate treatment and rehabilitation. Furthermore, the studies aim to provide a deeper understanding of the human body's normal structure and function, with a particular focus on the neuromusculoskeletal system.

Scientific development

This subject area runs as a common thread throughout the program, from the second to the sixth semester, with the aim of stimulating a reflective and scientific approach. Skills in critical thinking, scientific methodology, information retrieval, article assessment, and statistics are of essential importance. These competencies form the foundation for the degree project in the seventh and eighth semesters within the field of naprapathy and prepare the future naprapath to independently explore and critically evaluate basic and clinical research literature in the subject. A central objective is to promote an understanding of science and proven experience, as well as their significance for future professional life.

Professional development

Parallel to scientific development, there is the subject area of professional development, which lays the foundation for professional identity. This subject area spans all semesters of the program. The studies are based on a holistic and humanistic approach that includes interaction and communication with patients suffering from neuromusculoskeletal disorders, management of the professional role, conduct in relation to society and various authorities, legal and ethical aspects, and self-awareness. It is of great importance to create the conditions for a reflective and academic approach to the value of lifelong learning in order to contribute to evidence-based development in manual medicine.

Competency areas

To clarify how the different parts of the program relate to one another, the education is organized into five competency areas that serve as a common thread throughout the program's courses. These are based, among other things, on the seven roles of the CanMEDS competency framework and the associated skills necessary for practicing as a naprapath, which are addressed to develop a professional approach. The development of these competencies and roles runs through and permeates the entire program.

Medical expertise

A naprapath’s expertise relies on a solid foundation of anatomical, physiological, and medical knowledge to effectively help patients reduce musculoskeletal pain and improve their health. Consequently, there is a strong focus on the structure and function of the human body, ranging from the cellular to the biomechanical level. From a differential diagnostic perspective, it is essential to possess both broad and in-depth knowledge of disease symptoms, investigation, and treatment, as well as how these conditions can be prevented from a health-promotion standpoint. Courses in general medicine, neurology, orthopedics, rheumatology, and diagnostic imaging are of vital importance.

Clinical competence

Clinical competence involves the naprapath's ability to integrate all areas of expertise when working with individual patients, groups of patients, or as a clinical expert in multidisciplinary collaborations. Licensed naprapaths must be able to apply basic scientific knowledge, clinical skills, and research, while maintaining a professional and scientific approach to providing patient-safe, person-centered, high-quality, and equitable care. Central to clinical competence is the ability to use strong communication and pedagogical skills to conduct an adequate medical history and to perform and critically interpret diagnostic examinations. Together, the medical history and diagnostic findings form the basis for a diagnosis or differential diagnosis. In consultation with the patient, the naprapath establishes a treatment plan that takes the patient's goals and circumstances into account. Progression in clinical competence is based, among other things, on symptoms and findings. To monitor the naprapath student's progression and ensure it continues, clinical competence is assessed continuously within the framework of clinical placement (VFU), both formatively and summatively, during semesters 2-8. Furthermore, the student's understanding of different patient groups and types, as well as their clinical reasoning, is assessed both during patient encounters and through the student's learning portfolio.

Health-promoting competence

The naprapathy program is designed to prepare students for, and provide them with, sound knowledge in health-promoting interventions; the importance of early intervention when there is a risk of ill health, preventing musculoskeletal disorders, shortening periods of illness, and/or alleviating the severity of a patient's symptoms. Great emphasis is also placed on understanding how people's varying physical and mental conditions, as well as other factors that can influence health and ill health, come into play. Upon completion of the program, the naprapath should also possess a strong ability to adopt a health-promoting approach, grounded in a holistic view of the patient, while also considering the broader perspective at a population level. Furthermore, the naprapath should be well-equipped to inform and instruct patients on health-promoting measures, such as physical activity and exercise, and to collaborate with the patient to set realistic health goals. Health-promoting interventions also include training to strengthen the student's own health.

Professional competence

A fundamental aspect of a naprapath's work is meeting and interacting with people of all ages and backgrounds who suffer from musculoskeletal disorders. A professional approach is a core competency and a central theme throughout the naprapathic program, permeating every course. A professional approach is a holistic, humanistic concept that encompasses patient interaction, management of the professional role, conduct in relation to society and various authorities, legal and ethical aspects, and self-awareness. This professional competence is not trained in isolation; rather, these components are practiced in an integrated manner across various contexts. This is reflected in the mapping of the educational objectives for the naprapathic program and their relationship to the other competencies that form the framework for a competent naprapath.

Educational profile – principles and view of knowledge

The pedagogical profile of the Naprapath Program is based on a social constructivist view of knowledge, learning, and teaching. This perspective emphasizes how learning is shaped and created through interaction between individuals, and how context and environment influence how and what a student learns. The demands placed on a naprapath's competence by society and employers, combined with the rapid development of knowledge, require students to learn how to actively seek knowledge—both independently and in collaboration with others—and to adopt a critically reflective approach to that knowledge.

Learning is an individual process, occurring in interaction with others, that requires both intellectual and emotional processing. The program is designed to support and assist students in their learning process while promoting personal development and increased self-awareness. The intention is for students to become aware of various aspects of diversity, as well as their own values and attitudes, in order to reflect on and understand their behavior when interacting with others.

The Naprapath Program puts the student in the driver's seat. A student-activating and problem-oriented approach, with an emphasis on the student's willingness and ability to take responsibility for their own learning and development, forms the foundation of the teaching and is used throughout the program. Pedagogical methods that encourage independence and lifelong learning create a solid basis for scientific and critical thinking.

Scientific competence

A licensed naprapath must be able to combine scientific knowledge with clinical competence and knowledge of the patient's unique situation to provide the individual patient with the best possible care and treatment. Through a scientific approach and the ability to search for scientific information, the naprapath can identify knowledge gaps and uncertainty in clinical situations, formulate relevant research questions to address the need for knowledge, and make clinical decisions based on the best possible evidence, while taking the patient's interests into account. Scientific knowledge, skills, and approaches also enable the naprapath to contribute to the creation, application, and dissemination of research results of importance for the development of healthcare.

Progression in the program

Throughout the entire Naprapathic Program, there is a well-thought-out progression in the form of:

broadening, i.e., that students are expected to expand their knowledge, skills, and approaches within different subject areas,
deepening regarding knowledge, skills, and approaches, where learning activities and situations increase in complexity and difficulty, placing higher demands on students to be able to integrate knowledge, skills, and approaches, and
independence is described as an increasing degree of expected responsibility in relation to teaching and supervision, i.e., the student's ability to take responsibility for their own learning in relation to the learning objectives.

Progression in learning is clarified in the program through clear connections between leveled objectives and the choice of teaching and examination methods. Instruction is built around the main field of naprapathy and is based on manual and sports medicine issues. The sequence of courses is based on the need for progression, deepening, and integration regarding naprapathy and other subject areas, which entails increasing levels of complexity and independence.

A fundamental idea for progression within the program is based on knowledge taxonomies—models that organize knowledge hierarchically in levels or steps. The program is inspired by several types of taxonomies, such as Bloom's revised taxonomy, SOLO taxonomy, and Miller's pyramid. Although these models are used in an integrated and alternating manner, Bloom's taxonomy of educational objectives holds a leading position, where knowledge is divided into the levels of: remembering, understanding, applying, analyzing, evaluating, and creating.

The program is designed so that individual courses build upon one another, with knowledge and skills from previous courses recurring and being deepened or broadened in similar ways and within different areas in later courses. Throughout the program, and especially in advanced-level courses (from semester 6 onwards), increased demands are placed on students to systematically integrate previous knowledge and skills into new situations.

The program begins with courses providing fundamental knowledge in the subject areas of Human Anatomy and Physiology, Naprapathy, and Sports Medicine. This also includes an initial formation and development of professional and scientific competencies. Work-Integrated Learning (WIL) and clinical placement (VFU) begin in the second semester, continue throughout all semesters, and conclude in the eighth semester. Courses within the subject area of Health and Disease run through almost the entire program (from semester 2 to semester 8), enabling students to acquire both broad and deep medical competence. Throughout the education, students practice their ability to understand and synthesize factual knowledge, as well as their ability to apply knowledge in manual medical examination, treatment, and rehabilitation. From the third semester onwards, longer clinical placements are included, where great emphasis is placed on the ability to analyze based on a person-centered manual medical work model. To shape a critically thinking and evaluative naprapath, scientific training begins in the first semester and continues throughout the entire program. This knowledge is deepened in subsequent semesters, culminating in an independent degree project in the final year.

Teaching and learning activities

The program employs various working methods that stimulate student activity, promote deep learning, and encourage collaborative learning. Teaching and learning activities are adapted to the purpose, learning objectives, content, and examination of each course, with a primary focus on problem-based learning. Examples of student- and activity-centered pedagogical methods include strategies based on Problem-Based Learning (PBL). Two forms of activity-centered methods used in the program are the flipped classroom and team-based learning. Flipped classrooms involve web-based walkthroughs and assignments that students review individually (or in groups) before meeting in the classroom, which frees up time and space for clarification, deeper discussions, and more hands-on work during interactions between students and teachers. Team-Based Learning (TBL) is a teaching method based on active learning and group work. In TBL, discussion is the primary tool and is intended to prepare students to solve problems in their future professional role as naprapaths.

In addition to these, other teaching and learning activities are used that are based on the student as an active individual who constructs their own knowledge with support from teachers. This is achieved through methods such as group work, individual and group laboratory sessions, project work, thematic studies, and seminars. Some knowledge can also be acquired individually, independent of time and place. Such learning can occur through literature studies, interactive media, and/or web-based materials. Practical instruction in the Naprapathic Program is also characterized by a problem-based perspective and approach, where demonstrations, practical exercises, and skills training take place in small groups. Great emphasis is placed on functional aspects, and patient cases are frequently used as a basis for discussion to create meaningful and authentic learning for the students.

Lectures are typically integrated with student-active elements such as buzz groups (paired discussions), audience response systems to promote participation and engagement, and various forms of formative assessment with immediate feedback (MCQs using digital pedagogical tools like Socrative and Mentimeter).

Overall, the pedagogical goal of the naprapathy program is to create conditions for the student to take personal responsibility for seeking knowledge and learning, and to develop a person-centered approach where commitment and empathy permeate their way of working. Furthermore, the student should become a scientifically and critically thinking individual, both during their education and in their future professional career. A well-educated, competent naprapath should be confident in their professional role while remaining humble toward colleagues and other professional categories, and should be able to communicate and collaborate with colleagues in healthcare as well as with patients and other groups.

Work-integrated learning (VIL)

Work-integrated learning (VIL) is a collective term for pedagogical models based on collaboration and integration between higher education and working life. Work-integrated learning (VIL) can take the form of clinical placements (VFU), study visits, and observations. VIL/VFU is a central and integrated part of the naprapathy program and is initiated during semester 2. Primarily, VFU is carried out at the university's own patient clinic during semesters 2–6 (undergraduate level), and study visits to professional, licensed naprapaths take place every semester to connect the education to the future profession at an early stage. During semesters 7–8 (advanced level), in addition to the previously mentioned VFU, longer observation periods are conducted with professional, licensed naprapaths and other licensed healthcare providers. This deepened contact with professional naprapaths and practitioners in related professions provides a strong foundation for developing the collaborative skills required of a licensed naprapath.

Examinations

Legally secure assessment and examination within the educational program take place within the framework of each course.
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Formative assessments and summative examinations are conducted with a clear connection between learning objectives, teaching and learning activities, and examination (constructive alignment). The student's theoretical knowledge, practical and clinical skills, and analytical abilities are assessed continuously during the study period, where problem-oriented issues are central and characterized by a holistic perspective.
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In the theoretical parts of the education, written examinations are the most common form of assessment, but assignments and group work with written and oral presentations also occur. Courses are often examined using combined forms of assessment; for example, mandatory assignments at both group and individual levels may be included in a course that concludes with a theoretical written examination. The practical courses are divided into a theoretical part that is examined in writing, as well as one or more practical partial exams where the student's knowledge, skills, and approach are assessed.

Within the framework of work-integrated learning (VIL), the student's clinical skills, evaluative ability, and approach are assessed continuously through partial exams and a final exam in each academic year. Assessment of educational objectives takes place primarily through patient simulations and patient case discussions. Skill examinations in a simulated environment, such as the "Objective Structured Clinical Examination" (OSCE), are also used. The assessment places particular emphasis on the student's interaction with and approach to the patient, examination skills and selectivity, the ability to make diagnoses and relevant differential diagnostic considerations, the creation of treatment plans and implementation of treatment, as well as the ability to inform and motivate the patient. The naprapath's communicative and pedagogical skills are highly valued and are considered a prerequisite for providing high-quality, evidence-based care.

Assessment and feedback on the student's development in relation to the five competencies are an essential part of the naprapathy program and take place continuously throughout the program. Student progression is documented in a learning portfolio.

Examinations are based on established assessment criteria that are known to the student in advance. If a student fails an ordinary examination, they have the opportunity for re-examination. In total, the student is entitled to five examination attempts. If a student has completed five failed examinations, no further attempts will be granted. If a student who has failed the same examining component twice wishes to change examiners for the next attempt, such a request must be submitted in writing to the responsible director of studies and shall be granted unless there are special reasons to the contrary.

If there are special reasons, such as the need for adjustments for a student with a documented permanent disability, the examiner may, in consultation with the responsible director of studies, decide to deviate from the regulations in the course syllabus. The content, learning objectives, and the level of expected skills, knowledge, and abilities may not be changed, removed, or lowered.

Degree project (independent work)

The core curriculum is based on the educational objectives, but during semesters 4–6, naprapathy students have the opportunity to participate in an elective, independent course worth 7.5 credits. The course is intended to deepen the student's knowledge and competence by providing opportunities for broadening and specialization in research methodology.

Individualized program

To encourage elite athletes to combine their sports activities with their studies, there is an opportunity to apply for an individualized program. This means that the student has the possibility to schedule mandatory teaching within the framework of work-integrated learning (VIL) and other components, such as practical lessons and examinations, based on their athletic commitments. The individual study plan is created in consultation with the responsible director of studies, where the elite athletic commitment is verified by a certificate from the relevant national sports federation under the Swedish Sports Confederation.

Other guidelines

A new education plan was implemented in the autumn semester of 2022, which has resulted in several courses being revised regarding their name, scope, and placement. For students resuming their studies after a break, an individual study plan is created in consultation with the responsible director of studies.

Language of instruction

The language of instruction is Swedish, but some teaching in English occurs. Literature in both English and Swedish is used.

Grading scale

The grades awarded are Fail (U) or Pass (G). The grading scale is specified in the course syllabus.

Credit transfer

Students may apply for credit transfer for all or part of a course based on previously completed education or professional experience. Applications for credit transfer must be submitted in writing to the responsible Director of Studies. If an application for credit transfer is rejected in whole or in part, the decision must be justified in writing.

Specific entry requirements for courses within the programme

The programme includes specific entry requirements for its courses. These requirements are stated in the course syllabi. In cases where requirements are linked to progression to a higher semester, these are described in the Scandinavian College of Naprapathic Manual Medicine's student handbook.

Guidelines for terminating work-integrated learning

If a student demonstrates such serious deficiencies in knowledge, skills, or professional conduct that patient safety or patient trust in the healthcare system is compromised, the examiner may terminate the student's work-integrated learning (VIL) with immediate effect. In such cases, an individual action plan must be established, specifying the components and assessments required before the student is granted the opportunity for a new clinical placement. The number of assessments in the action plan is limited to two. If the student has failed the final possible examination attempt, no action plan shall be established.

Equal treatment plan

Studies within the Study Programme in Naprapathy shall be conducted on equal terms in accordance with the Scandinavian College of Naprapathic Manual Medicine's policy document "Equal rights, obligations, and opportunities."

Naprapathic Program

Syllabus

Basic data

Scope

Decision-making body

Language of instruction

Level of education

Entry requirements

Entry requirements