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Kim and Jang: Comparison of Reflection Hierarchy, Team Learning Climate, and Learning Organization Building on Nursing Competency in Clinical Nurses
Original Article
Journal of Korean Academy of Nursing Administration

Journal of Korean Academy of Nursing Administration 2013; 19(2): 282-291.

Published online: 31 March 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

Heeyoung Kim1, Keum Seong Jang2

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 7 January 2013       Revised 2 March 2013       Accepted 10 March 2013

Copyright © 2013 Korean Academy of Nursing Administration

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.

Keywords: Reflection, Professional competence, Learning, Organizations, Nurses

Figures and Tables

Table 1
General Characteristics and Nursing Competency of Participants (N=244)
jkana-19-282-i001
Table 2
Descriptive Statistics of Variables (N=244)
jkana-19-282-i002
Table 3
The Correlation of Variables (N=244)
jkana-19-282-i003

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)
jkana-19-282-i004

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)
jkana-19-282-i005

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