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Abstrakt

With the point of departure in the ongoing discussion of the professional and moral responsibility
for those who are not equally included in the established health services, the question
of how to include individuals and groups facing marginalisation is one of the major challenges
within the ethics of care. This makes marginalisation a core concept in our time, which
is challenged by, among other things, differentness with respect to ethnicity and social status
as well as breach with norms and laws. The representation of individuals and groups facing
marginalisation is not merely an intellectual question, however, but an epistemological one
with political, practical and ethical implications. This article discusses a pilot project exploring
what we can do within nursing education to sensitise students to professional and moral
responsibility for individuals and groups facing marginalisation. A dialogical approach to
knowledge, including cooperation with voluntary organisations and low-threshold facilities
with a long tradition of trying to prevent people from ‘falling through the net’, was chosen to
highlight the professional challenges and the ethical dilemmas that arise in the interface between
closeness and distance, caring and marginalisation. Evaluation of data indicated that
such an approach to knowledge seems to benefit the students’ learning.

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