Ellen Margareth Benestad Moi

• 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. ISSN 1472-6955. 22(1). doi: 10.1186/s12912-023-01218-8. Full text in Research Archive
• 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. ISSN 1472-6955. 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. ISSN 1472-6955. 21(1). doi: 10.1186/s12912-022-00955-6. Full text in Research Archive
• 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 & 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.

• 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.
• 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. 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.

• 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. 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 (2022). Teamarbeid i akuttsituasjoner.
• Gundersen, Ellen Dahl; Hustad, Jørn; De Presno, Åsne Knutson & Moi, Ellen Benestad (2022). Sykepleierutdanningen brukes som melkeku. Khrono.no. ISSN 1894-8995.
• Frivold, Gro & Moi, Ellen Benestad (2021). Krav om en kunnskapsbasert helsetjeneste? - å utdanne og beholde intensivsykepleiere . [Internet]. Arendalsuka 2021.
• Frivold, Gro & Moi, Ellen Benestad (2019). Erfarinsgsdeling fra helhetlig mastergrader.
• Moi, Ellen Benestad (2019). Søvn i intensivavdeling.
• Moi, Ellen Benestad & Morland, Ellen (2019). Møt forskeren: Ønsker at helsepersonell snakker bedre sammen. [Internet]. Sykepleien.
• Moi, Ellen Benestad; De Presno, Åsne Knutson; Johnsen, Kjersti Marie Frivoll; Søvik, Olav; Skåra, Richard Hardeland & Wehus, Walter Norman (2019). Samarbeider om simulering. [Internet]. Universitetet i Agder.
• Moi, Ellen Benestad & Morland, Ellen (2019). Møt forskeren: Ønsker at helsepersonell snakker bedre sammen. [Journal]. Sykepleien.
• Moi, Ellen Benestad (2018). ISBAR - kommunikasjon og telefonkontakt med lege i akutte situasjoner .
• Moi, Ellen Benestad (2018). Hvorfor ISBAR.
• Moi, Ellen Benestad (2018). Ulike modeller for kompetanseutvikling på mastergradsnivå, Helhetlig mastergrad.
• Moi, Ellen Benestad (2015). Utdanner vi bedre intensivsykepleiere nå? Erfaring fra overgang til master i intensivsykepleie.
• Moi, Ellen Benestad (2014). Masterstudium i spesialsykepleie; spesialisering anestesi, barne-, intensiv- eller operasjonssykepleie (ABIO) v/Universitetet i Agder.
• Moi, Ellen Benestad (2014). Master i spesialsykepleie - tanker og erfaringer.
• Moi, Ellen Benestad (2013). Masterutdanning av anestesisykepleiere - en visjon som har blitt en realitet ved UiA.
• Moi, Ellen Benestad & Marthinsen, Gunhild Nordbø (2013). Fra videreutdanning til master. Tidsskrift for barnesykepleiere. ISSN 1502-4989.
• 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).
• 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. 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. 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. 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. 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? 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 significance when implementing EMR Det legges for lite vekt på organsiatoriske aspekter ved implementering av EPJ.
• 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!
• 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? 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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