Sygeplejefaglige observationer af højpigmenteret hud – repræsentation og lighed i sundhed

Resumé
I artiklen belyses behovet for øget opmærksomhed på sygeplejefaglige observationer af patienter med højpigmenteret hud. Internationale studier viser, at patienter med højpigmenteret hud risikerer fejldiagnosticering, da klassiske symptomer som bl.a. rødme og cyanose ofte ikke er synlige.

Artiklen beskriver fem konkrete indsatser

• Implementering af fantomer med forskellige hudtoner.
• Gennemgang af pensum og undervisningsmaterialer.
• Litteratursøgning.
• Oversættelse af internationale anbefalinger.
• Implementering af disse i undervisningen.

Den danske oversættelse af anbefalinger til sygeplejefaglige observationer af højpigmenteret hud kan anvendes både i uddannelse og klinisk praksis. Hertil er der udviklet et lommekort. I artiklen argumenteres for, at undervisning i hudobservation skal være inkluderende og baseret på objektive kriterier – ikke etnicitet.

Ved at integrere viden om hudtone i undervisningen styrkes både patientsikkerhed og lighed i sundhed. I artiklen pointeres det, at systematisk og tilpasset observation er afgørende for at sikre lige adgang til pleje og behandling, og at repræsentation i undervisningen kan fremme både faglighed og inklusion.

English abstract

Nursing observations of darkly pigmented skin – representation and equity in healthcare

This article highlights the need for increased attention to nursing observations of patients with darkly pigmented skin. International studies show that patients with darkly pigmented skin are at risk of misdiagnosis, as classic clinical signs such as erythema and cyanosis are often not visible.

The article outlines five specific initiatives: implementation of manikins with different skin tones, review of curricula and teaching materials, literature search, translation of international recommendations, and integration of these recommendations into teaching. The Danish translation of recommendations for nursing observations of darkly pigmented skin can be used both in education and in clinical practice, and a pocket card has been developed to support this.

The article argues that teaching on skin assessment must be inclusive and based on objective clinical criteria rather than ethnicity. By integrating knowledge about skin tone into teaching, both patient safety and health equity are strengthened. The article further underlines that systematic and tailored observation is crucial to ensuring equal access to care and treatment, and that representation in educational materials can promote both professional competence and inclusion.

Keywords: Darkly pigmented skin, nursing assessment, skin tone, representation, health equity, patient safety, nursing education, inclusive teaching.