Table 4.

Overview of typological dimensions and case-specific core orientations

Team/ Case	Type	Analytical Dimensions for Type assessment		Illustrative Empirical Indicators
		(1) Collective orientation towards socio-cultural and qualification-related diversity	(2) The degree of mutual support within the team and from the team leadership
Team A	Routine-based Teams • diversity as a positive and identity-forming characteristic • different skills of team members are valued • differences in origin or qualification are integrated into a shared professional identity and everyday routines • strong identification with the nursing team and overarching team identity	Resource-oriented • deep appreciation of diverse socio-cultural and professional backgrounds • intensive exchange of socio-cultural and professional knowledge	Very high level of mutual support • Support involves all team members equally and is not limited to a subgroup	A nurse talks about “social issues” and says they “did a headcount last week.” Apart from himself, there are only three white cis men in the whole team. Everyone else either has a migrant background, is gay or is female. That is why the team is so good; there is a high level of awareness of diversity. […] He also says that the management is very good and always approachable when it comes to problems within the team. (A-PO-3)
Team B		Resource-oriented • Normalisation of different socio-cultural backgrounds • Ongoing processes of negotiation regarding educational background, pathways to qualifications and the division of tasks	High level of mutual support • Support involves all team members equally and is not limited to a subgroup	Nurse 11: “Mrs XY has had eggs …” Doctor: “What has she had?” Nurse 11: “Eggs…what’s that called in German? Egg, egg, egg…egg cells, desire to have children.” They consider what she has now received and how exactly to describe it. No one has the correct term to hand straight away. They then find a correct term they can agree on (I suspect:) egg retrieval. Nurse 11: “Did I say ‘egg’?” (grin) Nurse 7: “Cluck, cluck, cluck.” (mimicking a chicken) General laughter. (B-PO-6)
Team F	Transition-based Teams • Active engagement with the challenges arising from high levels of socio-cultural and educational diversity • diversity as a shared learning task • team integration process encompasses shifting staff configurations	Resource-oriented (practice-aligned) • (Highly) reflective engagement with diversity • Coping with educational diversity leads to changes in organisational structures	High level of mutual support • strong mutual support of new international nurses during integration process	[Meeting between the deputy director and the new ward manager] Deputy director: “Tip … pick some who’re good with medication … you’ve got [Asian first name] and [Asian first name] … they’re quick, they’re good.” It really is a lot of work to do all that; she herself would then only need to carry out spot checks. (F-PO-6)
Team D		Rather resource-oriented (cognitive-bound) • Diversity is recognised and discussed, yet day-to-day practice oscillates between learning and a burden • new integration routines have not yet become established	Moderate level of mutual support: • willingness to actively support international nurses, but hindered by long-standing working practices	For example, I have [a caregiver], who’s still relatively new here, […] he’s from Vietnam, so naturally he still faces a significant language barrier; he’s just a very quiet sort. He doesn’t exactly stand out, does he? But he does a great job. […] And a lot of people just don’t have the patience when he doesn’t know everything yet. And then he gets snappy replies when he does ask something. That happened the other day, and he told me that sometimes he doesn’t even dare to ask anymore. That’s difficult. So I always try to say to the staff: ‘Come on, you’ve got to be patient.’ […] My plan is to keep him on. [laughs] (D-SI-1)
Team C	Friction-based Teams • Low level of active commitment to diversity; a generally negative attitude towards working with international colleagues • Diversity is seen as a disruptive factor • The expertise and qualifications of international nursing staff are called into question • The formation of sub-groups between the core team and international nursing staff undermines team cohesion	Problem-oriented • International carers are perceived as a significant systemic burden and a threat to workplace stability • Emphasis on fundamental conflicts of professional values between German and international carers • Mistrust regarding the qualifications of international carers	Support is kept to the essentials • Support for international nurses is seen a necessity, but it is provided rather reluctantly, with the focus on extra work and additional burdens	The project with “the Vietnamese”, on the other hand, was a “complete failure”. Both [nurses] report this. There were problems here with both language skills and technical work. It later emerged that some of them had bought their qualifications. It was clear that they had never even held a pill in their hands, let alone administered an infusion. Pills are the same all over the world, whatever their specific names may be. But it was obvious that they had never had anything to do with them before. (C-PO-2)
Team E		Problem-oriented • International carers are perceived as a significant systemic burden and a threat to workplace stability • Emphasis on fundamental conflicts of professional values between German and international carers • Mistrust regarding the qualifications of international carers	Support is kept to the essentials • Support for international nurses is seen a necessity, but it is provided rather reluctantly, with the focus on extra work and additional burdens	I strike up a conversation with a nurse who is tidying up the kitchen. […] She is critical of foreign care workers, particularly Muslims. A colleague once said to her: “You’ve got nothing to say to me; women are only here for sex.” She explains: “I’ve got a migrant background myself; they should support those who grew up here first, before bringing in others.” (E-PO-5)