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首页> 外文期刊>Nursing: Research and Reviews >Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations
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Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations

机译：团队学习和背景;评估团队学习活动与团队学习环境和团队配置的背景因素之间的关系

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Background: The prevalence of team-learning activities in nursing teams is influenced by contextual factors. Although team learning is important for nursing teams to perform, there is a paucity of research exploring the relationship between team-learning activities and contextual factors in nursing teams. The aim of this study was to study the relationship between team learning and contextual factors of the nursing team. Methodology: Correlation and multiple regression analyses were used to study the relationship between team learning and five contextual variables. One contextual variable represented the overall environment for learning, and the other four contextual variables characterized basic configurations of organizational characteristics of nursing teams. An interrelation between the contextual variables was expected, so multiple regression models were tested for multicollinearity by regression commonality analysis to detect unique and common contributions of each independent variable. Findings: Results of this study indicate that team-learning activities in nursing teams can be enhanced by contextual factors such as: (1) strengthening stimulation of the psychological safety, (2) openness, (3) shared goals, and (4) an open, external-oriented view. Multiple regressions yielded three models that explain 76%, 81%, and 83% of the variance in team learning. Commonality analyses showed the importance of interrelationships between the contextual factors. Practical implications: Nurses undertake team-learning activities to process information needed to perform production-oriented and innovation-oriented tasks. Contextual variables affect the prevalence of team-learning activities in nursing teams. To enhance team learning in nursing teams, management and nurses should strengthen the facilitation of a development oriented team configuration and an intense team-learning environment.
机译：背景：护理团队中团队学习活动的普遍性受上下文因素影响。尽管团队学习对于护理团队的工作很重要，但是缺乏研究来探讨团队学习活动与护理团队中情境因素之间的关系。这项研究的目的是研究团队学习与护理团队的情境因素之间的关系。方法：相关性和多元回归分析用于研究团队学习与五个情境变量之间的关系。一个情境变量代表整个学习环境，而其他四个情境变量则描述了护理团队组织特征的基本配置。预期上下文变量之间存在相互关系，因此通过回归共性分析测试了多个回归模型的多重共线性，以检测每个独立变量的唯一和共同贡献。研究结果：这项研究结果表明，可以通过以下背景因素来增强护理团队的团队学习活动：（1）加强对心理安全的刺激;（2）开放性;（3）共同目标;以及（4）开放的，面向外部的视图。多元回归产生了三个模型，这些模型解释了团队学习中的方差的76％，81％和83％。共同性分析表明，环境因素之间相互关系的重要性。实际意义：护士进行团队学习活动，以处理执行以生产为导向和以创新为导向的任务所需的信息。上下文变量会影响护理团队中团队学习活动的普遍性。为了增强护理团队的团队学习能力，管理人员和护士应加强促进以发展为导向的团队配置和密集的团队学习环境。

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