{"id":14843,"date":"2025-05-27T19:33:11","date_gmt":"2025-05-27T17:33:11","guid":{"rendered":"https:\/\/sygeplejevidenskab.dk\/?page_id=14843"},"modified":"2025-05-28T11:23:55","modified_gmt":"2025-05-28T09:23:55","slug":"uddannelse-post-graduat","status":"publish","type":"page","link":"https:\/\/sygeplejevidenskab.dk\/index.php\/faglige-artikler\/uddannelse-post-graduat\/","title":{"rendered":"Uddannelse Post-graduat"},"content":{"rendered":"
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P\u00e5 specialuddannelsen i psykiatrisk sygepleje viser erfaringerne med dialogisk feedback, at det ikke kun handler om den enkelte sygeplejerske, men at det ogs\u00e5 s\u00e6tter aftryk i den faglige kultur.<\/span><\/strong><\/p>\n

Helle Merete Nordentoft <\/span>1<\/span><\/strong> Ina Mie Rasmussen <\/span>2<\/span><\/strong> Carina Jensen <\/span>3<\/span><\/strong><\/p>\n

1<\/strong> Sygeplejerske, ph.d., lektor, Forskningsenheden for Vejledning, DPU; Aarhus Universitet.
\n<\/span>2 <\/strong><\/span>Sygeplejerske, Master i klinisk sygepleje, Master i uddannelsesledelse og Master i socialt. entrepren\u00f8rskab og voksnes kompetenceudvikling, leder af specialuddannelsen, Region Hovedstadens Psykiatri.
\n<\/span>3<\/strong> Udviklingskonsulent, cand.p\u00e6d., Region Hovedstadens Psykiatri.<\/span><\/p>\n

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Resum\u00e9
\n<\/span><\/strong>Artiklen bygger p\u00e5 erfaringer med dialogisk feedback som p\u00e6dagogisk metode p\u00e5 specialuddannelsen i psykiatrisk og b\u00f8rne- og ungdomspsykiatrisk sygepleje gennem en \u00e5rr\u00e6kke, samt af individuelle og fokusgruppeinterview med studerende, som gik p\u00e5 uddannelsen i 2022-2023. P\u00e5 specialuddannelsen f\u00e5r de studerende kompetencer i b\u00e5de at give og modtage feedback til hinanden og kolleger. Igennem arbejdet med 360 graders feedback indhenter de studerende desuden feedback fra forskellige kliniske samarbejdspartnere. <\/span><\/p>\n

Dialogisk feedback g\u00f8r op med en central myte i feedback, hvor feedbackgiver indtager et vurderende blik p\u00e5 en kollegas arbejde. Et blik, som forskningslitteraturen viser, kan skabe usikkerhed frem for arbejdsgl\u00e6de (7, 8, 9). Dialogisk feedback understreger derfor betydningen af, at giver og modtager gensidigt afklarer deres relationelle forventninger til feedbacken i lyset af den aktuelle kontekst inden den gives. Arbejdet med dialogisk feedback styrker s\u00e5ledes de specialuddannede sygeplejersker i at g\u00e5 forrest i arbejdet med at f\u00e5 skabt en feedbackkultur, som bidrager til et kvalitetsl\u00f8ft og arbejdsgl\u00e6de i en foranderlig psykiatri.<\/span><\/p>\n

English a<\/strong>bstract<\/strong><\/h5>\n

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Dialogic feedback strengthens professional culture<\/h4>\n

The article draws on several years of experience with dialogic feedback as a pedagogical approach in the postgraduate education in psychiatric and child and adolescent psychiatric nursing, supplemented by individual and focus group interviews with students enrolled in 2022\u20132023. In this programme, nurses develop competencies in both giving and receiving feedback among peers and colleagues, and through 360\u2011degree feedback, they also collect input from a range of clinical collaborators. Dialogic feedback challenges the traditional idea of feedback as a one\u2011way evaluative judgment on a colleague\u2019s work, an approach that research has shown can foster insecurity rather than job satisfaction.<\/p>\n

Instead, dialogic feedback emphasises that feedback giver and receiver should jointly clarify their relational expectations and the purpose of the feedback in light of the specific context before it is given. Working systematically with dialogic feedback thus enables specialist nurses to take the lead in building a feedback culture that supports quality improvement and enhances professional joy in a psychiatric setting characterised by constant change.<\/p>\n

Keywords: <\/strong>Dialogic feedback, feedback culture, psychiatric nursing, specialist nursing education, 360\u2011degree feedback, job satisfaction, professional development.<\/p>\n<\/div>\n<\/div>\n

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