Comparison of Reflection Hierarchy, Team Learning Climate, and Learning Organization Building on Nursing Competency in Clinical Nurses

Heeyoung Kim; Keum Seong Jang

doi:10.11111/jkana.2013.19.2.282

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Comparison of Reflection Hierarchy, Team Learning Climate, and Learning Organization Building on Nursing Competency in Clinical Nurses

Heeyoung Kim¹, Keum Seong Jang²

Journal of Korean Academy of Nursing Administration 2013;19(2):282-291.
Published online: March 31, 2013

DOI: https://doi.org/10.11111/jkana.2013.19.2.282

¹Department of Nursing, Dongshin University, Korea.

²College of Nursing, Chonnam National University; Chonnam Research Institute of Nursing Science, Korea.

Correspondence: Jang, Keum Seong. College of Nursing, Chonnam National University; Chonnam Research Institute of Nursing Science, 160 Baekseok-ro Dong-gu, Gwangju 501-746, Korea. Tel: 82-62-530-4955, Fax: 82-62-225-3307, jangks@chonnam.ac.kr

• Received: January 7, 2013 • Revised: March 2, 2013 • Accepted: March 10, 2013

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Abstract
REFERENCES

Abstract

Purpose
The purpose of this study was to identify clusters of nursing competency, and investigate the influence of reflective thinking, team learning climate, and learning organization building according to nursing competency clusters.
Methods
Participants were 244 clinical nurses who worked in 4 general hospitals in Gwangju Metropolitan City. Data were collected by self-report questionnaires during June and July, 2011. Nursing competency, levels of reflection hierarchy, team learning climate, and learning organization building were measured. Data were analyzed using frequencies, means, t-test, one-way ANOVA, Pearson correlation coefficients, and K-means cluster analysis with SPSS/WIN 20.0 version.
Results
Nursing competency correlated positively with intensive reflection, reflection, team learning climate, and learning organization building (p<.001). There were three clusters of nursing competency in a clinical ladder, which were derived from cluster analysis, grouped as high, middle, and low competency. Intensive reflection, reflection, team learning climate, and learning organization building showed significant differences according to grouping of nursing competency.
Conclusion
The results indicate that developing intensive reflection, reflection, team learning climate, and learning organization building would be useful strategies for enhancement of nursing competency.
Key Words: Reflection; Professional competence; Learning; Organizations; Nurses

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Article

Table 1

General Characteristics and Nursing Competency of Participants (N=244)

Table 2

Descriptive Statistics of Variables (N=244)

Table 3

The Correlation of Variables (N=244)

X1=Nursing competency; X2=Intensive reflection; X3=Reflection; X4=Understanding; 5=Habitual action; X6=Team learning climate; X7=Tolerates mistake as part of learning; X8=High performance expectation; X9=Open to new idea/change; X10=Learning organization building; X11=Mental model; X12=Team learning; X13=Systems thinking; X14=Personal mastery; X15=Shared vision.

Table 4

The one-way ANONA and Scheffé test of the Nursing Competency Clusters (N=244)

Cluster 1=High level group; Cluster 2=Middle level group; Cluster 3=Low level group.

Table 5

Differences of Reflection Hierarchy, Team Learning Climate and Learning Organization Building according to Nursing Competency Clusters (N=244)

Figure & Data

References

Citations

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Comparison of Reflection Hierarchy, Team Learning Climate, and Learning Organization Building on Nursing Competency in Clinical Nurses

J Korean Acad Nurs Adm. 2013;19(2):282-291. Published online March 31, 2013

DOI: https://doi.org/10.11111/jkana.2013.19.2.282

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Comparison of Reflection Hierarchy, Team Learning Climate, and Learning Organization Building on Nursing Competency in Clinical Nurses

J Korean Acad Nurs Adm. 2013;19(2):282-291. Published online March 31, 2013

DOI: https://doi.org/10.11111/jkana.2013.19.2.282

Comparison of Reflection Hierarchy, Team Learning Climate, and Learning Organization Building on Nursing Competency in Clinical Nurses

Table 1

General Characteristics and Nursing Competency of Participants (N=244)

Table 2

Descriptive Statistics of Variables (N=244)

Table 3

The Correlation of Variables (N=244)

Table 4

The one-way ANONA and Scheffé test of the Nursing Competency Clusters (N=244)

Cluster 1=High level group; Cluster 2=Middle level group; Cluster 3=Low level group.

Table 5

Differences of Reflection Hierarchy, Team Learning Climate and Learning Organization Building according to Nursing Competency Clusters (N=244)

Table 1 General Characteristics and Nursing Competency of Participants (N=244)

Table 2 Descriptive Statistics of Variables (N=244)

Table 3 The Correlation of Variables (N=244)

Table 4 The one-way ANONA and Scheffé test of the Nursing Competency Clusters (N=244)

Cluster 1=High level group; Cluster 2=Middle level group; Cluster 3=Low level group.

Table 5 Differences of Reflection Hierarchy, Team Learning Climate and Learning Organization Building according to Nursing Competency Clusters (N=244)

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Comparison of Reflection Hierarchy, Team Learning Climate, and Learning Organization Building on Nursing Competency in Clinical Nurses

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