{"id":26395,"date":"2026-09-14T10:16:05","date_gmt":"2026-09-14T08:16:05","guid":{"rendered":"https:\/\/sygeplejevidenskab.dk\/?p=26395"},"modified":"2026-09-14T11:21:18","modified_gmt":"2026-09-14T09:21:18","slug":"i-de-studerendes-fodspor-betingelser-for-laering-i-tvaersektorielle-forloeb-i-sygeplejestuderendes-kliniske-hverdagspraksis","status":"publish","type":"post","link":"https:\/\/sygeplejevidenskab.dk\/index.php\/2026\/09\/14\/i-de-studerendes-fodspor-betingelser-for-laering-i-tvaersektorielle-forloeb-i-sygeplejestuderendes-kliniske-hverdagspraksis\/","title":{"rendered":"I de studerendes fodspor. Betingelser for l\u00e6ring i tv\u00e6rsektorielle forl\u00f8b i sygeplejestuderendes kliniske hverdagspraksis"},"content":{"rendered":"

\"\"<\/p>\n

Petschnig, K. (2026). I de studerendes fodspor p\u00e5 tv\u00e6rs af sektorer: En institutionel etnografi om betingelser for l\u00e6ring i tv\u00e6rsektorielle forl\u00f8b i sygeplejestuderendes kliniske hverdagspraksis. Roskilde Universitet. <\/span>https:\/\/rucforsk.ruc.dk\/ws\/portalfiles\/portal\/124772570\/Kamilla_Petschnig_phd.pdf<\/span><\/a><\/p>\n

Kamilla Petschnig, sygeplejerske, cand.san., ph.d., lektor. <\/span><\/em>kami@pha.dk<\/a><\/p>\n

DOWNLOAD RESUM\u00c9<\/a><\/p>\n

Resum\u00e9<\/span><\/strong><\/p>\n

Introduktion
\n<\/span><\/strong>Sammenh\u00e6ngende patientforl\u00f8b er et centralt omdrejningspunkt i det danske sundhedsv\u00e6sen, og tv\u00e6rsektorielle overgange mellem hospital og kommune udfordrer b\u00e5de patienter og sundhedsprofessionelle. For sygeplejestuderende er dette en kompleks praksis. Forskningsprojektet i ph.d.-afhandlingen har unders\u00f8gt, hvordan institutionelle betingelser former sygeplejestuderendes muligheder for l\u00e6ring i tv\u00e6rsektorielle pleje- og behandlingsforl\u00f8b i klinisk praksis.<\/span><\/p>\n

Metode
\n<\/span><\/strong>Afhandlingen bygger p\u00e5 et etnografisk design og best\u00e5r af deltagerobservationer samt interviews af syv sygeplejestuderende i 6. semesterpraktik p\u00e5 seks praktiksteder i kommuner og p\u00e5 hospital. Derudover er interviews med de studerendes kliniske vejledere samt centrale styringsdokumenter og praksisn\u00e6re tekster fra de studerendes kliniske hverdag en del af empirien. Afhandlingen er inspireret af institutionel etnografi, som muligg\u00f8r unders\u00f8gelsen af, hvordan styringsrelationer former studerendes l\u00e6ringsbetingelser i tv\u00e6rsektorielle forl\u00f8b.<\/span><\/p>\n

Resultater
\n<\/span><\/strong>Afhandlingens centrale bidrag er, at det tv\u00e6rsektorielle l\u00e6ringsm\u00e5l fremst\u00e5r uklart og fragmenteret, hvilket g\u00f8r det vanskeligt at overs\u00e6tte til den konkrete kliniske hverdag. Samtidig viser afhandlingen, at uddannelsesopgaven underordnes driftsopgaven, hvor det tv\u00e6rsektorielle arbejde, som sygeplejersker faktisk udf\u00f8rer, forbliver tavst og usynligt for de studerende. Tv\u00e6rsektoriel uddannelse fremst\u00e5r derfor som en afkoblet praksis for de studerende. Selvom tv\u00e6rsektorielle pleje- og behandlingsforl\u00f8b foreg\u00e5r kontinuerligt omkring dem, st\u00e5r studerende ofte uden for den s\u00e6rlige viden, som det tv\u00e6rsektorielle arbejde indeb\u00e6rer.<\/span><\/p>\n

Diskussion
\n<\/span><\/strong>Fundene synligg\u00f8r kliniske tv\u00e6rsektorielle uddannelsesparadokser: sp\u00e6ndinger mellem tv\u00e6rsektorielle uddannelsesintentioner og institutionelle logikker, der organiserer klinisk praksis. Samtidig opst\u00e5r sp\u00f8rgsm\u00e5let om, hvad tv\u00e6rsektorielt arbejde faktisk best\u00e5r af p\u00e5 tv\u00e6rs af kliniske kontekster.<\/span><\/p>\n

Konklusion
\n<\/span><\/strong>Tv\u00e6rsektorielle l\u00e6ringsmuligheder formes af komplekse institutionelle strukturer og lokale kliniske vilk\u00e5r og logikker, der bliver afg\u00f8rende for tv\u00e6rsektoriel l\u00e6ring i sygeplejestuderendes konkrete kliniske hverdagspraksis.<\/span><\/p>\n

Implikationer for praksis
\n<\/span><\/strong>Der er behov for at gent\u00e6nke det tv\u00e6rsektorielle l\u00e6ringsm\u00e5l og styrke studerendes adgang til tv\u00e6rsektorielle arbejdsopgaver. Dette foruds\u00e6tter samtidig st\u00f8rre viden om, hvordan tv\u00e6rsektorielt arbejde udf\u00f8res, formes og forhandles i klinisk praksis.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Petschnig, K. (2026). I de studerendes fodspor p\u00e5 tv\u00e6rs af sektorer: En institutionel etnografi om betingelser for l\u00e6ring i tv\u00e6rsektorielle […]<\/p>\n","protected":false},"author":1,"featured_media":12685,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_ppp_document_settings_meta":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false,"_members_access_role":[],"_members_access_error":""},"categories":[13,163],"tags":[],"class_list":["post-26395","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-resume-af-forskning","category-uddannelse-resume-af-forskning"],"acf":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/sygeplejevidenskab.dk\/wp-content\/uploads\/2025\/01\/Uddannelse.png?fit=2000%2C2000&quality=80&ssl=1","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/posts\/26395","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/comments?post=26395"}],"version-history":[{"count":2,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/posts\/26395\/revisions"}],"predecessor-version":[{"id":26398,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/posts\/26395\/revisions\/26398"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/media\/12685"}],"wp:attachment":[{"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/media?parent=26395"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/categories?post=26395"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/tags?post=26395"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}