Promoting Salutogenic Capacity in Health Professionals
Langeland, Eva; Ausland, Liv Hanson; Gunnarsdottir, Hrafnhildur; Arveklev, Susanna H; Vinje, Hege Forbech
Chapter, Peer reviewed
Published version
Permanent lenke
https://hdl.handle.net/11250/2990984Utgivelsesdato
2022Metadata
Vis full innførselSamlinger
- Import fra CRIStin [3581]
- Institutt for helse- og omsorgsvitskap [2721]
Originalversjon
Langeland, E., Ausland, L. H., Gunnarsdottir, H., Arveklev, S. H., & Vinje, H. F. (2022). Promoting Salutogenic Capacity in Health Professionals. In M. B. Mittelmark, G. F. Bauer, L. Vaandrager, J. M. Pelikan, S. Sagy, M. Eriksson, B. Lindström, & C. Meier Magistretti (Eds.), The Handbook of Salutogenesis (pp. 611–624). Springer International Publishing. 10.1007/978-3-030-79515-3_55Sammendrag
From a salutogenic perspective, relational and reflective competencies are key to the success of competence building. Reflecting on and exploring one’s (life) experience in a continuous learning process can enhance salutogenic competence.
This chapter, whose authors have many years of experience building health professionals’ salutogenic competence, is nicely illustrated with teaching and coaching examples drawn from (a) a master’s programme for students in various health professions, (b) salutogenic talk-therapy groups, (c) students in health promotion training programmes, and (d) on-the-job training of healthcare professionals working in childcare services.
The chapter discusses the concept of “self-tuning,” referring to habitual self-sensitivity, reflection, and mobilising of resources, which can play a central role in all types of training. This chapter emphasises that trainers should strive to “live the talk,” developing their personal salutogenic capacity – in other words, do what you teach and be what you teach.