Ellen Margareth Benestad Moi

• Moi, Ellen Benestad; Skisland, Anne Valen -Sendstad; Haraldstad, Kristin; Johannessen, Berit; Rohde, Gudrun E. & Flateland, Sylvi Monika (2026). Communication and interaction between native-speaker Norwegian nurses and nurses with Norwegian as a second language in home-based care settings: a qualitative exploratory interpretive study. BMC Nursing. doi: 10.1186/s12912-026-04834-2. Full text in Research Archive Show summary

  Introduction: Language barriers between healthcare personnel can influence patient safety and result in inadequate follow-up and communication of the patient’s needs. Aim: The aim of this study was to explore how nurses with Norwegian as a first language (NFL) and nurses with Norwegian as a second language (NSL) experience communication and interaction with each other in home-based workplace settings. Method: The study involved in-depth interviews with 14 nurses: seven nurses with NFL and seven with NSL, and Braun and Clarke’s framework of reflexive thematic analysis were used. Results: Two main themes were identified: (1) the importance of mutual understanding in professional settings, with subthemes highlighting the need to double-check written communication and clarify oral exchanges; and (2) the value of social interactions among colleagues, emphasizing challenges posed by diverse cultural backgrounds and the necessity for clarification due to different native languages. Conclusion: This study underscores the communication challenges in interactions between nurses with NFL and NSL in home-based care. Misunderstandings related to limited language skills may pose a notable threat to patient safety. However, despite the language barriers, nurses with NFL and NSL show strong commitment to clarity and quality, and to working in a positive psychosocial work environment. These findings emphasize the need for organizational support, such as intercultural competence training and clear communication routines, to enhance collaboration and patient safety.

• Aaberg, Oddveig Reiersdal; Johannesen, Dag Tomas Sagen; Moi, Ellen Benestad; Frivold, Gro; Jensen, Fredrik & Haddeland, Kristine (2025). Team leader communication in ad hoc teams and its impact on team outcomes: a systematic review. BMC Health Services Research. 25. doi: 10.1186/s12913-025-12887-3. Full text in Research Archive Show summary

  Background Ad hoc teams often work on acute medical problems in intense and unpredictable situations. Team leadership is important for effective teamwork, and communication in ad hoc teams is especially vulnerable to errors and may impact patient outcomes. Previous review studies have mainly focused on team leadership styles. However, little is known about team leader communication in ad hoc teams and whether it impacts team outcomes. Thus, the aim of this review was to investigate whether team leader communication in ad hoc teams impacts team outcomes. Methods A systematic review was conducted with database searches on CINAHL, Medline and Embase in May 2023, with an update in February 2024. Eight studies identified from the search were included in the review, and the results are presented as a narrative synthesis. Results The eight studies that met our inclusion criteria had an observational quantitative design and all of them were conducted in the context of emergency departments or intensive care units (five from a simulation context and three from a real life context). Team leader communication was measured using validated instruments or behavioural indicators, such as call-outs and closed loops. The results revealed that team leader communication had a significant impact on team performance, measured as technical work performance and non-technical work performance, in all the included studies. The team leaders’ use of communication strategies, such as situational awareness, callouts and closed loop communication, positively impacted team performance. Conclusions The results of this systematic review indicate that team leaders in ad hoc teams have a significant impact on overall team performance. These results underscore the importance of competence in team leadership and highlight the importance of incorporating team leader training into team training programmes. Further studies using more homogenous measuring methods for both team leader communication and outcome variables are needed to confirm the results of this review. The findings in this review may contribute to an enhanced emphasis on the training of team leaders in intense, unpredictable situations, such as in ad hoc teams. Trial registration PROSPERO: CRD42023430082.

• Rohde, Gudrun E.; Johannessen, Berit; Maaseide, Markus; Flateland, Sylvi Monika; Skisland, Anne Valen -Sendstad & Moi, Ellen Benestad [Show all 7 contributors for this article] (2023). Being a nursing student during the coronavirus pandemic: a mixed methods study. BMC Nursing. 22(1). doi: 10.1186/s12912-023-01218-8. Full text in Research Archive Show summary

  Background The COVID-19 pandemic led to major changes in people’s lives via protective strategies aimed at limiting the transmission of COVID-19, including social distancing, lockdowns, cancelled or limited leisure activities and tutorials and supervision for students taking place digital. All of these changes may have influenced students’ health and quality of life. Aim To describe and explore fear of COVID-19 and psychological distress, as well as general health and quality of life, among baccalaureate nursing students at 1 year into the COVID-19 pandemic.

• Moi, Ellen Benestad; Skisland, Anne Valen -Sendstad; Johannessen, Berit; Haraldstad, Kristin; Rohde, Gudrun E. & Flateland, Sylvi Monika (2022). Working as a nurse in community health services during Covid-19: a qualitative study. BMC Nursing. 21(1). doi: 10.1186/s12912-022-01141-4. Full text in Research Archive
• Rohde, Gudrun E.; Johannessen, Berit; Maaseide, Markus; Flateland, Sylvi Monika; Skisland, Anne Valen -Sendstad & Moi, Ellen Benestad [Show all 7 contributors for this article] (2022). Baccalaureate nursing students’ experiences of how the COVID-19 pandemic influenced learning – a mixed method study. BMC Nursing. 21(1). doi: 10.1186/s12912-022-00955-6. Full text in Research Archive Show summary

  Background The COVID-19 pandemic mandated the reconstruction of educational programs globally. For nursing students in need of practical learning and training as a part of their curriculum, the pandemic also caused restrictions and alterations in practical placements and limited access to simulation training at campuses. The aim of this study is therefore, to describe and explore how the COVID- 19 pandemic influenced baccalaureate nursing students’ experiences of learning and their social life as a student. Method We used a mixed method study design including quantitative data from one of the universities (University of Agder) from a national Norwegian survey of baccalaureate nursing students and qualitative data from focus-group interviews from the same university. The quantitative survey included 396 baccalaureate nursing students (response rate, 46%). We arranged five focus groups with a total of 23 students (15 females and 8 males). The students took part in one of the focus-group interviews. The quantitative data were analyzed using chi-square test for categorical data and ANOVA tests for continuous data, while the qualitative data were analyzed using Systematic Text Condensation and an editing analysis style. Results Most students (70%) were concerned about the quality of the education program. In clinical placement, 83% of students had cared for patients with confirmed COVID-19 or unclear COVID-19 status. The qualitative data revealed three main themes: missing the social dimension of learning; worries and challenges in clinical placement; and experiencing normal instructive days in clinical placement. The general picture emerging from our analysis is the importance of social interactions for learning. Conclusion As the COVID-19 pandemic continues, our findings of students’ worries about the quality of the education program and not reaching learning outcomes must be taken into consideration. Social interaction is considered crucial and fundamental for student learning. A follow-up study following baccalaureate completion is necessary to explore the consequences over time of disrupted education.

• Haddeland, Kristine; Marthinsen, Gunhild Nordbø; Söderhamn, Ulrika; Flateland, Sylvi Monika & Moi, Ellen Benestad (2022). Experiences of using the ISBAR tool after an intervention: A focus group study among critical care nurses and anaesthesiologists. Intensive and Critical Care Nursing. ISSN 0964-3397. 70. doi: 10.1016/j.iccn.2021.103195. Full text in Research Archive Show summary

  Objective The ISBAR tool is a structured approach to communication between healthcare professionals and refers to Identity, Situation, Background, Assessment, and Recommendation. The objective of this study was to explore how critical care nurses and anaesthesiologists experience using the ISBAR tool in clinical practice. Design Three focus groups were conducted with a total of three anaesthesiologists and 14 critical care nurses from two hospitals in Norway after they had attended an intervention. Setting The intervention consisted of two days at a university, with a four-month interval between, attending resource lectures and simulation exercises focusing on the ISBAR tool. The focus groups were audio-recorded, transcribed and analysed thematically to understand the participants' experiences. Findings Three major themes emerged from the data: (1) predictability and security, (2) usability and (3) recommendations for further use. A feeling of predictability and security was identified through increased awareness of communication and professional roles. Usability included identifying appropriate situations to use the ISBAR tool in clinical practice, the importance of tailoring the use to each situation and some physicians were not interested in using it. Finally, recommendations for further use of the ISBAR tool were identified. Conclusion The findings highlight the importance and need to improve the use of the ISBAR tool to increase patient safety. It is essential that healthcare professionals work together to ensure that everybody has the same situational awareness and that good clinical handover practices are developed and maintained.

• Moi, Ellen Benestad; Söderhamn, Ulrika; Marthinsen, Gunhild Nordbø & Flateland, Sylvi Monika (2019). Verktøyet ISBAR fører til bevisst og strukturert kommunikasjon for helsepersonell. Sykepleien Forskning. ISSN 1890-2936. 14((74699)(e-74699)). doi: 10.4220/Sykepleienf.2019.74699. Full text in Research Archive Show summary

  Bakgrunn: ISBAR er en pasientsikker kommunikasjonsstruktur som bidrar til forenklet, effektiv, strukturert og forventet kommunikasjon mellom helsepersonell. Det finnes ingen forskning på masterstudenters erfaringer med å anvende ISBAR i Norge. Tidligere har det blitt etterlyst utdanningsstrategier som sikrer at studenter trener på pasientsikker kommunikasjon. Hensikt: Å belyse spesialstudenters erfaringer med å bruke ISBAR som kommunikasjonsstruktur i klinisk praksis i et masterprogram i spesialsykepleie. Metode: Studien har et kvalitativt beskrivende design med tre fokusgruppeintervjuer. Vi foretok en kvalitativ innholdsanalyse. Resultat: Studentenes kommunikasjon ble mer bevisst, strukturert, oversiktlig og forutsigbar. De formidlet objektive, tydelige og konkrete observasjoner og endringer i stedet for synsinger. Studentene kom oftere med egne løsningsforslag og avklarte medisinske forordninger. Å bruke ISBAR førte til at de følte seg tryggere på sin egen kommunikasjon og kompetanse, ble bedre på teamarbeid og opplevde større pasientsikkerhet. Studentene hadde imidlertid utfordringer med å bruke ISBAR fordi denne kommunikasjonsstrukturen ikke var implementert. Konklusjon: Å anvende ISBAR gir økt bevissthet om egen strukturerte kommunikasjon og kompetanse samt bedre evne til å få raskere oversikt over pasientsituasjoner. Funnene kan synliggjøre betydningen av systematisk opplæring og simulering med ISBARstrukturen for å øke pasientsikkerheten, både i utdanningen av spesialsykepleiere og i spesialisthelsetjenesten.

• Govertsen, Anne Berit; Aanensen, Cathrine & Moi, Ellen Benestad (2019). Pain teams can provide good support to healthcare personnel in the pain relief of opioid-dependent patients. Sykepleien Forskning. ISSN 1890-2936. doi: 10.4220/sykepleienf.2019.75746. Full text in Research Archive
• Moi, Ellen Benestad (2007). Pedagogiske refleksjoner over endringer i veiledning i praktiske studier ved videreutdanningen i intensivsykepleie ved HiA, Skriftsserien ved Universitetet i Agder. Universitetet i Agder. Full text in Research Archive Show summary

  Artikkelen belyser noen retrospektive pedagogiske refleksjoner rundt endringer som er gjort i oppfølging og veiledning av studenter i praktiske studier i videreutdanningen i intensivsykepleie. Endringene er belyst ved hjelp av ulike pedagogisk modeller, både som undervisningskompetanse på det organisatoriske og individuelle nivå.

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• Moi, Ellen Benestad & Marthinsen, Gunhild Nordbø (2026). Sykepleierens magefølelse i vurdering av syke barn. Full text in Research Archive Show summary

  Sykepleieres magefølelse, eller kliniske intuisjon, spiller en viktig rolle i tidlig oppdagelse av forverring hos akutt kritisk syke barn, spesielt når systematiske verktøy ikke fanger opp subtile endringer. Denne intuitive kunnskapen bygger på erfaring og klinisk blikk, men kan være vanskelig å sette ord på og formidle. Psykologisk trygghet og et støttende arbeidsmiljø er avgjørende for at sykepleiere tør å uttrykke bekymring. Presis kommunikasjon, anerkjennelse av foreldres observasjoner og balanse mellom subjektive og objektive vurderinger er sentralt for å sikre god pasientbehandling.

• Marthinsen, Gunhild Nordbø; Moi, Ellen Benestad & Haddeland, Kristine (2025). Barnesykepleiestudenter utvikler ikke-tekniske ferdigheter gjennom simulering. Sykepleien Forskning. ISSN 1890-2936. p. 102507–102507. doi: 10.4220/sykepleiens.2025.102507. Full text in Research Archive
• Moi, Ellen Benestad; Martinsen, Gunhild Nordbø & Robstad, Anja Nastasja (2025). Sykehusenes politikk tvinger sykepleierstudenter til å velge bort masteroppgaven. Full text in Research Archive
• Aaberg, Oddveig Reiersdal; Johannesen, Dag Tomas Sagen; Moi, Ellen Benestad; Frivold, Gro; Jensen, Fredrik & Haddeland, Kristine (2025). The impact of team leader communication in hospital ad hoc teams: A systematic review. Full text in Research Archive
• Johannesen, Dag Tomas Sagen; Moi, Ellen Benestad; Frivold, Gro; Jensen, Fredrik & Haddeland, Kristine (2025). The impact of team leader's communication on team performance in ad hoc teams. Full text in Research Archive
• Moi, Ellen Benestad & Hansen, Linda Iren Mihaila (2024). Masterprogram i spesialsykepleie - 12 års erfaring. Full text in Research Archive Show summary

  CREATing a Master`s Master’s Programme in Advanced Specialised Nursing: 12 Years of Experience   Our curriculum was the first full time master program in advanced practice Nursing in Norway, and our first group of master students finished in 2014. The curriculum gives specializations in Anesthesia Nursing, Intensive Care Nursing, Pediatric Nursing and Operating Theatre Nursing. The curriculum is an example of how the European Bologna process, has given possibilities to build and develop an Umbrella Curriculum for a master’s degree at Agder University in Norway. Hospital staff were a great contributor in developing the curriculum as we wanted to implement a total of 32 weeks of practical studies in the program. We emphasize varied teaching and learning strategies from traditional lectures to various forms of simulation. This program is special, giving both specialization and access to start in a PhD. This program was a step forward for all these specialized nurses who else way had to start with another master’s degree if wanting to start on a PhD.  The master thesis should be presented in the form of either a monograph or an article-based thesis. Lately governmental restrictions have been made to make it possible to let the students quit the master curriculum after finishing 90 ECTS, before the master thesis and still be a specialized nurse but without the master’s degree. By attending this master’ s degree, and finish their thesis, our students can work as a specialist Nurse in hospital, and at the same time qualify for teaching in nursing in bachelor’s degree and qualify for a PhD. We assume that the government made this decision because the lack of nursing in general and show that nursing education is under great pressure worldwide even though Nurses are needed all over the world. As Florence Nightingale said -unless we continually are making progress we are going back.

• Gundersen, Ellen Dahl; Hustad, Jørn; Presno, Åsne Knutson De & Moi, Ellen Benestad (2022). Sykepleierutdanningen brukes som melkeku. Full text in Research Archive
• Moi, Ellen Benestad (2022). Teamarbeid i akuttsituasjoner. Full text in Research Archive
• Frivold, Gro & Moi, Ellen Benestad (2021). Krav om en kunnskapsbasert helsetjeneste? - å utdanne og beholde intensivsykepleiere. [Internet]. Arendalsuka 2021. Full text in Research Archive
• Moi, Ellen Benestad & Morland, Ellen (2019). Møt forskeren: Ønsker at helsepersonell snakker bedre sammen. [Internet]. Sykepleien. Full text in Research Archive
• Moi, Ellen Benestad (2019). Søvn i intensivavdeling. Full text in Research Archive
• Moi, Ellen Benestad & Morland, Ellen (2019). Møt forskeren: Ønsker at helsepersonell snakker bedre sammen. [Journal]. Sykepleien. Full text in Research Archive
• Moi, Ellen Benestad; Presno, Åsne Knutson De; Johnsen, Kjersti Marie Frivoll; Søvik, Olav; Skåra, Richard Hardeland & Wehus, Walter Norman (2019). Samarbeider om simulering. [Internet]. Universitetet i Agder. Full text in Research Archive
• Frivold, Gro & Moi, Ellen Benestad (2019). Erfarinsgsdeling fra helhetlig mastergrader. Full text in Research Archive
• Moi, Ellen Benestad (2018). Hvorfor ISBAR. Full text in Research Archive
• Moi, Ellen Benestad (2018). Ulike modeller for kompetanseutvikling på mastergradsnivå, Helhetlig mastergrad. Full text in Research Archive
• Moi, Ellen Benestad (2018). ISBAR - kommunikasjon og telefonkontakt med lege i akutte situasjoner. Full text in Research Archive
• Moi, Ellen Benestad (2015). Utdanner vi bedre intensivsykepleiere nå? Erfaring fra overgang til master i intensivsykepleie. Full text in Research Archive
• Moi, Ellen Benestad (2014). Masterstudium i spesialsykepleie; spesialisering anestesi, barne-, intensiv- eller operasjonssykepleie (ABIO) v/Universitetet i Agder. Full text in Research Archive
• Moi, Ellen Benestad (2014). Master i spesialsykepleie - tanker og erfaringer. Full text in Research Archive
• Moi, Ellen Benestad & Marthinsen, Gunhild Nordbø (2013). Fra videreutdanning til master. Tidsskrift for barnesykepleiere. ISSN 1502-4989. Full text in Research Archive
• Moi, Ellen Benestad (2013). Masterutdanning av anestesisykepleiere - en visjon som har blitt en realitet ved UiA. Full text in Research Archive
• Moi, Ellen Benestad & Slotnes, Atle (2012). Fra Videreutdanninger i anestesi-, intensiv-, operasjons- og barnesykepleie (AIOB) til Master i spesialsykepleie, spesialisering anestesi-, barne-, intensiv- eller operasjonssykepleie (ABIO). Full text in Research Archive
• Moi, Ellen Benestad (2010). Presentasjon av videreutdanningen i barnesykepleie ved UiA Presentation of Continuing Education in Pediatric Nursing, Department of Health and Nursing Science, Faculty of Health and Sport Sciences at UiA. Full text in Research Archive Show summary

  Presentasjon av UiA, Fakultet for helse- og idrettsvitenskap, Inistitutt for helse- og sykepleievitenskap Gjennomgang av emner og studiepoeng, opplegg i praktiske studier og kompetanse etter endt utdanning Ministry of Education and Reasearch (2005): National Curriculum and Regulations Admission Requirements Bachelor's Degree in Nursing and authorisation as nurse At least two years relevant work experience after authorization 1,5 year education, full time (90 ECTS) Practical Studies include a minimum of 50% and a maximum of 60% of the study Main topics (both teoretical and practical studies) Topics in professional nursing science and social science (15 ECTS) Medical and scientific topics (30 ECTS) Infant and Child Nursing - disciplines and professional practice (45 ECTS) Competence after education: Special expertise in nursing for both the acute, critically and chronically ill children Work ranges from intensive monitoring of premature children to long-term follow-up of young people under 18 years, in and outside institutions. Clinical simulation

• Moi, Ellen Benestad (2010). Gjesteforelesning/rapport fra forundersøkelsestur til India med Fredskorpset og Helsedirektoratet. Full text in Research Archive Show summary

  Norway and India have agreed to collaborate towards achieving MDG 4 (5) based on commitments made by the Prime Ministers of the two countries in 2005-2006.The Norway India Partnership Initiative (NIPI) is embodied within the context of India?s ambitious new health initiative ? the National Rural Health Mission (NRHM). As newborn health remains challenging, care of the sick newborn both at institutions and homes form key elements of the strategy. In India, a model for care of sick newborns has been developed in West Bengal by Dr Arun Singh and his team over the last 10 years (published in the Lancet as the Purulia Model). OUTCOMES OF THE FEASIBILITY STUDY The mission of the Indian partner is to reach the unreached, underprivileged newborns with modern health care, without reducing medical standards while making the necessary adaptations to local culture and traditions. It is hoped that this can be achieved by building competence with technical support from Norwegian partners. The south to south element will consist of IPGMER, Kolkata acting as a resource for other NIPI focus states and assisting them in building their newborn care skills through clinical units, training etc.

• Moi, Ellen Benestad (2010). Gjesteforelesning/rapport fra forundersøkelsestur til India med Fredskorpset og Helsedirektoratet. Full text in Research Archive Show summary

  Norway and India have agreed to collaborate towards achieving MDG 4 (5) based on commitments made by the Prime Ministers of the two countries in 2005-2006.The Norway India Partnership Initiative (NIPI) is embodied within the context of India?s ambitious new health initiative ? the National Rural Health Mission (NRHM). As newborn health remains challenging, care of the sick newborn both at institutions and homes form key elements of the strategy. In India, a model for care of sick newborns has been developed in West Bengal by Dr Arun Singh and his team over the last 10 years (published in the Lancet as the Purulia Model). OUTCOMES OF THE FEASIBILITY STUDY The mission of the Indian partner is to reach the unreached, underprivileged newborns with modern health care, without reducing medical standards while making the necessary adaptations to local culture and traditions. It is hoped that this can be achieved by building competence with technical support from Norwegian partners. The south to south element will consist of IPGMER, Kolkata acting as a resource for other NIPI focus states and assisting them in building their newborn care skills through clinical units, training etc.

• Flateland, Sylvi & Moi, Ellen Benestad (2007). Hjerte-lungeredning/HLR. Full text in Research Archive Show summary

  Det ble gjennomgått grunnleggende prinsipper i forbindelse med basal hjerte-lungeredning. Retningslinjene for hjerte-lungeredning ble endret 01.02.2006.Endringene bestod blant annet av at dersom bevisstløs person puster normalt, skal førstehjelperen holde frie luftveier og vente 1 min. før den bevisstløse legges i sideleie. Dette for å unngå at pasienter med agonal pust legges i sideleie.Dersom en er i tvil om pasienten puster, startes HLR.HLR startes dersom pasienten er bevisstløs og ikke puster normalt.En starter , midt på brystkassen,og gir 30 kompresjoner med en takt på 100 pr. min.Forholdet mellom kompresjon og ventilasjon skal være 30:2.Hver innblåsning skal vare ett sek.

• Moi, Ellen Benestad (2006). Motivering av kontaktsykepleiere Teori og praksis - side om side eller hand i hand? Full text in Research Archive Show summary

  Presentasjon av ny modell for oppfølging av intensivstudenter i praksitske studier.

• Moi, Ellen Benestad & Olsen, Mariann (2004). Organizational aspects are getting too little significans when implementing EMR! Det legges for lite vekt på organisatoriske aspekter ved implementering av EPJ! Full text in Research Archive
• Moi, Ellen Benestad & Olsen, Mariann (2004). Organizational aspects are getting too little significance when implementing EMR Det legges for lite vekt på organsiatoriske aspekter ved implementering av EPJ. Full text in Research Archive
• Moi, Ellen Benestad & Olsen, Mariann (2004). Det legges for lite vekt på organisatoriske aspekter ved implementering av EPJ! For å få en vellykket implementering av EPJ - Hvordan kan ledelsen ved ulike helseforetak synliggjøre og bevisstgjøre både teknologiske og organisatoriske visjoner og mål til sluttbrukerne, slik at disse blir nådd? Full text in Research Archive Show summary

  Abstract This paper represents the final end of three years Master of Health Informatics program at the University of Aalborg, Denmark. The project title is: Organizational aspects are getting too little significance when implementing EMR. To reach a successful implementation of EMR - How can the leaders at hospitals make technological and organizational visions visible and increase end-users awareness so that these visions are reached. Background This project uses an empirical approach to the problem. Our aim is to study how leaders at different organizational levels communicate their EMR goals and visions to the end-users, in the technological and organizational area, to ensure successful alteration processes in connection with the EMR implementation. Do the leaders verify that the goals and visions are understood by the end-users? And if so, how is it done? Method The study uses a qualitative method. It is based on semi structured interviews of leaders on different levels at hospitals. We made a guide for the interviews that settled some predefined categories. Findings The interviews say that too little significance is given to organizational aspects when implementing EMR. One of the leaders has performed a successful implementation, according to her self. This has been the case, despite the fact that she did not communicate her own visions and goals with co-workers in early stages of the implementation. We have not found ”The Answer” of how a successful implementation of EMR should be done. Findings in interviews and literature, however, show that early end-user participation is essential to assure positive attitudes from the co-workers involved. Further on, precise goals and visions regarding technological and organizational aspects should be elaborated. It should be described which parts should be kept stable, and which ones should be altered. Leaders should also communicate goals and visions in a way that ensure a common understanding among all parts involved. Among our findings was the one that leaders had indeed not investigated if end-users had a clear understanding of goals and visions. Ellen Benestad Moi og Mariann Olsen

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