Table 2 Illustration of the analysis process

I think it is beneficial. We complement each other as we learn. You know that one person may have just graduated, another has been working for only a few years, and others have been in it longer. By sharing different experiences, talking with each other, and exercising together in a group of three, we became more confident in each other. You never felt stupid or anything like that if there were things you didn’t know. (AN, 53 years old)

Group learning in the competence program

Familiarity with colleagues and instructors

Shared base of competence through practice-based group-learning with colleagues

It’s more like we’re speaking the same language. Before, when I knew NEWS and ABCDE, but the team didn’t, it was more like giving instructions: ‘Do this and that!’ Now, it’s more collaborative, instead of me just telling them what to do without them understanding the reasoning behind it. (RN, 38 years old)

Scoring tools for systemising clinical observations

Standardised language

Enhanced clinical communication: The impact and applicability of standardised language

It has been helpful for us RNs that the assistant nurses do a bit more independently when we have duty shifts or are on call for the whole house. They don’t just call and say, ‘He is unwell!’ Instead, you get something more concrete. When we ask, ‘Can you take the measurements?’ they don’t panic; they say, ‘Yes, we can do that!’ (RN, 30 years old)

Collaboration in clinical work across roles and professions

Task shifting between RNs and ANs

From Colleagues to Team– increased Autonomy and Collaboration