TABLE 3.
Categories.
| Main category | Generic category | Subcategories |
|---|---|---|
| Learning teamwork is not an event; it's a journey | Grasping the relevance of team training and the principle of teamwork takes time | Complex and theoretical…in the beginning |
| Repeated input over time increased the understanding of the teamwork's impact | ||
| Practising structured communication increased the understanding of the team training's objectives | ||
| Facilitates awareness of being a team member | Being informed, noticed, and listened to evokes the feeling of being included | |
| Providing feedback to supervisors may be challenging | ||
| Hierarchy and severity of care affect the behaviour and role | ||
| To achieve a task, make you become a team member | ||
| Facilitates learning | Need to be prepared; Practically and mentally | |
| A good relationship with the supervisors was essential | ||
| Concrete feedback using professional arguments improves learning | ||
| Team leadership training and delegating tasks are often outside one's comfort zone | ||
| Awareness of how various teamwork skills are used in different units |