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首页> 外文期刊>International journal of nursing studies >Do written mandatory accreditation standards for residential care positively model learning organizations? Textual and critical discourse analysis
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Do written mandatory accreditation standards for residential care positively model learning organizations? Textual and critical discourse analysis

机译：机构护理的书面强制性认证标准是否对学习型组织产生了积极的影响？语篇和批评话语分析

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Unprecedented global population ageing accompanied by increasing complexity of aged care present major challenges of quality in aged care. In the business literature, Senge's theory of adaptive learning organisations offers a model of organisational quality. However, while accreditation of national standards is an increasing mechanism for achieving quality in aged care, there are anecdotal concerns it creates a 'minimum standards compliance mentality' and no evidence about whether it reinforces learning organisations. Objective: The research question was 'Do mandatory national accreditation standards for residential aged care, as they are written, positively model learning organisations?'. Method: Automatic text analysis was combined with critical discourse analysis to analyse the presence of learning concepts from Senge's learning organisation theory in an exhaustive sample of national accreditation standards from 7 countries. The two stages of analysis were: (1) quantitative mapping of the presence of learning organisation concepts in standards using Bayesian-based textual analytics software and (2) qualitative critical discourse analysis to further examine how the language of standards so identified may be modelling learning organisation concepts. Results: The learning concepts 'training', 'development', 'knowledge', and 'systems' are present with relative frequencies of 19%, 11%, 10%, and 10% respectively in the 1944 instances, in paragraph-sized text blocks, considered. Concepts such as 'team', 'integration', 'learning', 'change' and 'innovation' occur with 7%, 6%, 5%, 5%, and 1% relative frequencies respectively. Learning concepts tend to co-occur with negative rather than positive sentiment language in the 3176 instances in text blocks containing sentiment language. Critical discourse analysis suggested that standards generally use the language of organisational change and learning in limited ways that appear to model 'learning averse' communities of practice and organisational cultures. Conclusion: The aged care quality challenge and the role of standards need rethinking. All standards implicitly or explicitly model an organisation of some type. If standards can model a limited and negative learning organisation language, they could model a well-developed and positive learning organisation language. In the context of the global aged care crisis, the modelling of learning organisations is probably critical for minimal competence in residential aged care and certainly achievable in the language of standards.
机译：前所未有的全球人口老龄化，以及日益复杂的老年护理，对老年护理质量提出了重大挑战。在商业文献中，Senge的适应性学习组织理论提供了组织质量模型。然而，尽管对国家标准的认可是提高老年护理质量的一种不断提高的机制，但有传闻称，它建立了“最低标准遵从性心态”，也没有证据表明它是否能加强学习组织。目的：研究的问题是“是否制定了强制性的国家老年护理机构认可标准，对学习型组织起到积极的示范作用？”。方法：自动文本分析与批判性语篇分析相结合，从7个国家的国家认证标准的详尽样本中分析了Senge学习组织理论中学习概念的存在。分析的两个阶段是：（1）使用基于贝叶斯的文本分析软件对标准中学习组织概念的存在进行定量映射;（2）定性批判性语篇分析以进一步检查如此确定的标准语言如何模拟学习组织的概念。结果：在1944年的案例中，“训练”，“发展”，“知识”和“系统”的学习概念的相对频率分别为19％，11％，10％和10％。块，考虑。诸如“团队”，“整合”，“学习”，“变化”和“创新”之类的概念分别以7％，6％，5％，5％和1％的相对频率出现。在包含情感语言的文本块中的3176个实例中，学习概念倾向于与否定情感而非积极情感共同出现。批判性话语分析表明，标准通常以有限的方式使用组织变革和学习的语言，这似乎是对实践和组织文化的“学习厌恶”社区进行建模的模型。结论：老年护理质量挑战和标准的作用需要重新考虑。所有标准都隐式或显式地对某种类型的组织进行建模。如果标准可以为有限的负面学习组织语言建模，那么他们可以为发达的积极学习组织语言建模。在全球老年护理危机的背景下，学习型组织的建模可能对于住宅老年护理的最低能力至关重要，并且肯定可以通过标准语言实现。

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