Communicating information during shift handover
Learners read a fictional message, write a short summary and practise an oral handover. Fictional information only – no clinical decisions.
ReadingWritingOral communicationCritical thinking
Open caseHealthcare Assistant
Healthcare assistants provide care, support and follow-up for people who need help in everyday life. The work requires good communication, understanding of written and spoken information, accurate documentation and cooperation with others.
Health and social careDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking
The occupation and work tasks
Tasks vary between employers and service areas, and must be carried out within each person's competence, responsibilities and current procedures. Digital record and information systems are an important part of daily work in many health and care services. This profile is about basic skills, not clinical competence.
Typical work tasks
- Communicate with service users, patients, relatives and colleagues.
- Read and understand relevant information and work instructions.
- Observe circumstances and pass on relevant information within your own area of responsibility.
- Document relevant tasks and observations according to current procedures.
- Understand information about plans, times and measurements.
- Use approved digital tools.
- Respect confidentiality and privacy.
- Work together with other healthcare personnel.
Developments affecting the occupation
- Digital record systems
- Digital communication
- Welfare technology
- Information security and privacy
Basic skills in the workplace
Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.
Understand and use information relevant to communication, documentation and daily work.
About the skillDaily tasks
- Read work instructions and relevant follow-up information.
- Understand short notes from colleagues.
- Read timetables, work plans or task lists.
- Find relevant information in approved information systems.
Regular tasks
- Read updated procedures and internal messages.
- Understand information about planned activities.
- Read relevant professional guidance.
- Interpret information in simple overviews and forms.
Occasional tasks
- Read information about new routines.
- Get to know new digital tools.
- Find relevant information in training material.
AI and new technology
Forward-looking competence development – not a description of technology used in every service. Real patient data must never be entered into AI services, and the exercises contain no clinical assessment.
AI and digital systems may become increasingly important in health and care services. Relevant competence includes understanding digital tools, evaluating information critically and being aware of privacy, confidentiality and the limitations of automated systems.
Using approved tools
Only systems and channels approved by the employer are used for work information.
A recommendation is not an assessment
A digital recommendation does not replace professional assessment by responsible healthcare personnel.
Privacy and confidentiality
Sensitive information is never shared in unapproved services.
1. Digital record and communication systems
Exercise: Navigate a fictional screen and explain which information belongs where.
2. AI as possible support for general administrative tasks
Example: An AI service suggests wording for an internal message without personal data. What must be checked?
3. Evaluating AI-generated information
Discuss: An AI answer on a general health topic sounds convincing. How can we find out whether it is correct?
4. Privacy, information security and responsible use
Discuss: Which information may never be shared in external digital services, and why?
Suggested learning outcomes
- Understand the difference between a digital recommendation and a professional assessment.
- Recognise information that should be checked.
- Understand why sensitive information must not be shared in unapproved AI services.
- Distinguish between reliable and uncertain sources of information.
- Know when information must be clarified with responsible healthcare personnel.
Teaching cases
Understanding and communicating observations
Learners read a neutral, fictional overview of times and activities, compare details and separate facts from interpretations. No clinical thresholds or medical assessments.
ReadingNumeracyWritingCritical thinking
Open caseCan we trust the information?
A convincing social media post on a health topic comes from an unknown source. Learners assess the sender, the claims and AI-generated answers. The case is about information literacy, not medical advice.
Critical thinkingReadingDigital skills
Open caseRelated resources
External link
External resources
Occupational basic skills profiles
Explore how basic skills are used in different occupations.
HK-dirNO
Open resourceExternal link
External resources
Documentation responsibilities in healthcare
Norwegian Directorate of Health commentary on documentation duties. Provides occupational context – does not replace local procedures.
WritingDigital skills
www.helsedirektoratet.noNO
Open resourceExternal link
External resources
Confidentiality and information handling
The Directorate of Health on confidentiality and sharing information in health services.
Digital skillsCritical thinking
www.helsedirektoratet.noNO
Open resourceExercise
Teaching activities
The passenger conversation
Role play about delays, questions and clear messages.
Oral communicationNorwegian as a second language
Teaching example from PriosNO / EN
Open resourceGuide
Digital learning resources
Using digital forms safely
Practise forms, checking and privacy without real personal data.
Digital skillsWriting
Teaching example from PriosNO / EN
Open resourceExercise
Teaching activities
A message for the next shift
Practise short, precise messages in a warehouse or shop.
WritingReading
Teaching example from PriosNO / EN
Open resourceExercise
Teaching activities
Check the source before sharing
Source criticism online: check sender, date and purpose before using or sharing information.
Digital skillsCritical thinkingReading
#Source criticism and information evaluation#Media literacy
Teaching example from PriosNO / EN
Open resourceExercise
Digital learning resources
Check the AI answer
Evaluate whether AI-generated information is correct and relevant before using it at work.
Critical thinkingDigital skillsReading
#Digital judgement#Source criticism and information evaluation
Teaching example from PriosNO / EN
Open resourceHow to use this profile when planning teaching
The profile shows how basic skills are used in a healthcare assistant's working day. The aim is to strengthen communication, comprehension, writing and digital skills through familiar situations – not to provide training in care or clinical work.
- 1
Identify workplace tasks
Find out which concrete tasks participants actually carry out. Talk to participants and the employer.
- 2
Identify basic skill needs
Clarify which basic skills participants feel they need to strengthen.
- 3
Select relevant basic skills
Choose the skills that matter most in the relevant tasks.
- 4
Define learning objectives
Describe what the participant should be able to do better – the goal is basic skills, not vocational training or certification.
- 5
Select teaching cases and resources
Use authentic but anonymised or simulated work tasks from the profile.
- 6
Evaluate learning outcomes
Evaluate whether participants use the skills more confidently in their working day.
Questions for planning
- Which concrete tasks do participants carry out in their working day?
- Which basic skills do they use in these tasks?
- Which skills do they feel they need to strengthen?
- How can we use authentic but anonymised or simulated work tasks?
- What should the participant be able to do better after the training?