Psykologisk tryghed i et fagligt uddannelsesfællesskab

Resume
Artiklen præsenterer begrebet psykologisk tryghed og hvad psykologisk tryghed kan gøre for uddannelsesansvarliges fællesskab og deres arbejde med sygeplejestuderende og social- og sundhedsassistentelever.

Funktionen som koordinerende klinisk uddannelsesansvarlig sygeplejerske varetages oftest af én sygeplejerske uden mulighed for faglig sparring med ligesindede i afdelingen. Derfor blev der etableret et uddannelsesfællesskab til faglig sparring og vidensdeling, der medførte mulighed for idéudveksling og udvikling.

Der blev iværksat konkrete tiltag for de koordinerende klinisk uddannelsesansvarlige sygeplejersker samt studerende og elever, hvilket medførte engagement, nysgerrighed på hinandens praksis og yderligere lyst til at udvikle endnu flere tiltag.

Nøgleord: Psykologisk tryghed, uddannelsesfællesskab, sætte de rigtige rammer, inviter til deltagelse, reagere konstruktivt.

English abstract

Psychological safety in a professional educational community

This article introduces the concept of psychological safety and explores what it can mean for a community of education‑responsible nurses and their work with nursing students and social and health care assistant students. The role of coordinating clinical education is often held by a single nurse, with limited opportunities for professional sparring with peers in the department. To address this, an educational community was established to create a space for professional dialogue and knowledge sharing, enabling the exchange of ideas and the joint development of initiatives.

Concrete initiatives were launched to coordinate clinical education nurses, students, and trainees, which led to increased engagement, curiosity about each other’s practices, and a desire to develop further activities. The article illustrates how psychological safety can be fostered by setting the right frameworks, actively inviting participation and responding constructively to contributions.

Keywords: Psychological safety, educational community, clinical education, professional development, participation, constructive feedback