An educational intervention to bridge the gap between nurses and nurse assistants– a focus group study in Norway

• Published in: BMC nursing Vol. 24; no. 1; pp. 1261 - 8
• Main Authors: Linqvist Leonardsen, Ann-Chatrin, Slang, Renate, Pauline Pedersen, Anna, Matri, Helene, H. Westerlund, Malin, Hovland, Trine, Myhre, Kristin
• Format: Journal Article
• Language: English
• Published: London BioMed Central 10.10.2025; BioMed Central Ltd; BMC
• Subjects: Clinical practice; Educational aspects; Educational intervention; Educational programs; Health care teams; Medicine; Medicine & Public Health; Nurse; Nurse assistant; Nurses; Nurses' aides; Nursing; Nursing Management; Nursing Research; Simulation; Social aspects; Norway; Nurse assistant; Simulation; Clinical practice; Educational intervention; Nurse
• ISSN: 1472-6955; 1472-6955
• DOI: 10.1186/s12912-025-03909-w

Background Studies have found that a mixed staffing model where nurses and nurse assistants work as a team can deliver better care quality than standard nurse staffing models. However, there are issues related to communication gaps, unclear job descriptions, hierarchical barriers, resource limitations, cultural and systemic factors that need to be solved. The aim of the current study was to explore nurses’ and nurse assistants’ experiences with an educational intervention to bridge the gap between nurses and nurse assistants. Methods The educational intervention involved nurses and nurse assistants and comprised a lecture of 90 min, followed by 60 min of simulation in the respective subject ‘respiratory issues’ and ‘sepsis’. A qualitative study design, with six focus group interviews (N = 23), was used. Data were analyzed using thematic analysis in-line with recommendations from Braun and Clarke. Results Through analysis, two themes were identified, namely (1) Simulation; a love-hate relationship and (2) Increased insight into each other’s competence and understanding of each other’s focus. Both nurses and nurse assistants were sceptic to simulation as an educational intervention. However, all appreciated the combination of theory and simulation. The level seemed appropriate for nurse assistants, while nurses perceived the level as mostly repetition. The education day increased insight into each other’s competence and understanding of each other’s focus across wards and specialties, and across nurses and nurse assistants. Conclusions Educational interventions between nurses and nurse assistants may be appropriate to decrease communication and collaboration gaps across occupations. Combining theoretical lectures and simulations also seemed to support this. Clinical trial number Not applicable.