Facilitators: |
 • Clear impact on the organization, routines and responsibilities:   - Systematic involvement of nursing home managers   - Systematic training of all staff in the unit to clarify new routines   - Assigning responsibility to all primary nurses   - Routines for dialogue between the physician and nurses (clarifying responsibilities)   - Enabling agreement on documentation   - Clear schedules for internal training   - Clear schedules for conversation with patient and family   - Clarified routines for including the patient in relevant discussions   - Routines for communications: e.g., telephone and email   - List of questions to clarify the needs for the patient and family, including the family’s preferences for involvement   - A specified routine for contacting the family without a specific reason   - Defined space in staff schedule to discuss ACP as an important topic |
 • Clear communication of the relevance and need for education regarding ACP:   - The education conveyed ACP as important and inspiring   - Education showed in what way there was potential for improvement   - The training material was understandable and improved the competence on ACP   - Flash cards were interesting and easy to use, even when time was limited |
Barriers: |
 • Lack of time:   - to teach colleagues in the unit   - for the physician to participate at the two-day education seminar, and meetings |
 • Conflicting opinions and culture:   - The patient considered not capable to participate at a shared conversation   - Perception of already sufficient contact with family |
 • Lack of staff competence:   - Challenging to engage staff with lower education and understanding of ACP   - Difficult to get everyone to read the documentation in the journal   - Lack of documentation skills   - Lack of Norwegian language skills   - Too large quantity of training material for part-time or uneducated staff   - High level of sick leave among staff leading to unskilled replacements |