{"id":21392,"date":"2025-11-03T17:14:06","date_gmt":"2025-11-03T16:14:06","guid":{"rendered":"https:\/\/sygeplejevidenskab.dk\/?p=21392"},"modified":"2026-05-06T11:46:57","modified_gmt":"2026-05-06T09:46:57","slug":"uddannelsesreformen-som-afsaet-for-at-gentaenke-undervisning-i-evidensbaseret-praksis-paa-sygeplejerskeuddannelsen","status":"publish","type":"post","link":"https:\/\/sygeplejevidenskab.dk\/index.php\/2025\/11\/03\/uddannelsesreformen-som-afsaet-for-at-gentaenke-undervisning-i-evidensbaseret-praksis-paa-sygeplejerskeuddannelsen\/","title":{"rendered":"Uddannelsesreformen som afs\u00e6t for at gent\u00e6nke undervisning i evidensbaseret praksis p\u00e5 sygeplejerskeuddannelsen"},"content":{"rendered":"
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Bodil Bj\u00f8rnshave Noe, docent ph.d., Francisco Mansilla Castano, lektor ph.d. og Lea Deichmann Nielsen lektor ph.d. University College Syddanmark (UCSYD)<\/span><\/em><\/p>\n

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Indledning
\n<\/span><\/strong>I marts 2025 indgik regeringen og aftalepartierne en politisk aftale om en reform af de professions- og erhvervsrettede videreg\u00e5ende uddannelser. Reformen beskrives som en historisk investering i kvalitet og praksisn\u00e6rhed, men rummer samtidig udsigten til en mulig forkortelse af sygeplejerskeuddannelsen (1).<\/span><\/p>\n

Det rejser sp\u00f8rgsm\u00e5let:
\n<\/span><\/strong>Hvordan kan praksistilknytningen styrkes uden at sv\u00e6kke de akademiske kompetencer, der g\u00f8r sygeplejersker i stand til at stille kritiske sp\u00f8rgsm\u00e5l, udfordre vaner og oms\u00e6tte ny viden til bedre pleje og behandling?<\/span><\/p>\n

Evidensbaseret praksis
\n<\/span><\/strong>Hvis reformen mindsker v\u00e6gten p\u00e5 undervisning i for eksempel forskningsmetode, bliver det vigtigt at dr\u00f8fte hvordan kompetencer i evidensbaseret praksis (EBP) kan forankres b\u00e5de i teori og klinik.<\/span><\/p>\n

Internationale anbefalinger<\/span><\/strong> fra Sicily statements beskriver centrale elementer i EBP-processen og i undervisning i EBP (2,3). Sicily statements fremh\u00e6ver EBP som en integration af den bedste tilg\u00e6ngelige evidens, klinisk ekspertise og borgeres\/patienters pr\u00e6ferencer og at EBP indeb\u00e6rer fem elementer: at stille kliniske sp\u00f8rgsm\u00e5l, s\u00f8ge og vurdere evidens, integrere den i beslutninger og evaluere resultater (2).<\/span><\/p>\n

Vores aktuelle studier<\/span><\/strong> peger p\u00e5, at et t\u00e6t samarbejde med klinikken kan styrke de studerendes EBP-f\u00e6rdigheder og g\u00f8re det lettere at oms\u00e6tte teori til praksis (4,5).<\/span><\/p>\n

Invitation til debat om evidensbaseret praksis
\n<\/span><\/strong>Praksisn\u00e6rhed og akademiske kompetencer er i vores optik gensidigt forst\u00e6rkende, hvis sygeplejersker skal kunne oms\u00e6tte forskningsbaseret viden til sikker og effektiv patientpleje. Med afs\u00e6t i b\u00e5de de internationale Sicily statements \u2013 der i to \u00e5rtier har sat retningen for undervisning og evaluering af EBP \u2013 og vores egne danske studier inviterer vi til debat om, hvordan EBP kan fungere som en ramme for at realisere reformens intentioner og styrke praksisn\u00e6rhed uden at sv\u00e6kke de akademiske kompetencer.<\/span><\/p>\n

English abstract<\/h4>\n

The education reform as a springboard for rethinking teaching in evidence-based practice in nurse education<\/strong><\/h4>\n


\nIntroduction<\/strong>
\nIn March 2025, the government and coalition parties entered into a political agreement on a reform of professional and vocational higher education programmes. The reform is presented as a historic investment in quality and practice orientation, but at the same time it opens up the possibility of shortening the nursing education programme.
\nThis raises the question:
\nHow can the link to clinical practice be strengthened without weakening the academic competencies that enable nurses to ask critical questions, challenge routines, and translate new knowledge into improved care and treatment?
\nEvidence-based practice<\/strong>
\nIf the reform reduces the emphasis on teaching in, for example, research methods, it becomes important to discuss how competencies in evidence-based practice (EBP) can be anchored in both theoretical teaching and clinical practice. International recommendations from the Sicily statements describe key elements in the EBP process and in teaching EBP. The Sicily statements emphasise EBP as an integration of the best available evidence, clinical expertise, and citizen\/patient preferences, and describe EBP as comprising five elements: formulating clinical questions, searching for and appraising evidence, integrating it into decisions, and evaluating outcomes.
\nOur current studies indicate that close collaboration with clinical practice can strengthen students\u2019 EBP skills and make it easier to translate theory into practice.<\/p>\n

Invitation to debate on evidence-based practice<\/strong>
\nIn our view, practice orientation and academic competencies are mutually reinforcing if nurses are to translate research-based knowledge into safe and effective patient care. Building on the international Sicily statements \u2013 which for two decades have set the direction for teaching and evaluating EBP \u2013 and on our own Danish studies, we invite debate on how EBP can function as a framework for realising the intentions of the reform and strengthening practice orientation without weakening academic competencies.<\/p>\n

Keywords:<\/strong> Evidence-based practice, nurse education, education reform, research methods, Sicily statements, theory\u2013practice integration.<\/p>\n<\/div>\n<\/div>\n

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