Access the full text.
Sign up today, get DeepDyve free for 14 days.
A. Edmondson (1999)
Psychological Safety and Learning Behavior in Work TeamsAdministrative Science Quarterly, 44
K. Klein, S. Kozlowski (2000)
From Micro to Meso: Critical Steps in Conceptualizing and Conducting Multilevel ResearchOrganizational Research Methods, 3
E.T. Lake
Multilevel models in health outcomes research: part I: theory, design, and measurement
F. Cheater, R. Baker, C. Gillies, H. Hearnshaw, S. Flottorp, N. Robertson, E. Shaw, A. Oxman (2005)
Tailored interventions to overcome identified barriers to change: effects on professional practice and health care outcomes.The Cochrane database of systematic reviews, 3
Mireille Merx‐Chermin, W. Nijhof (2005)
Factors influencing knowledge creation and innovation in an organisationJournal of European Industrial Training, 29
G. Hamilton (1992)
Measurement of OutcomesNordic Journal of Nursing Research, 12
A. Edmondson, J. Dillon, K. Roloff (2007)
6 Three Perspectives on Team Learning: Outcome Improvement, Task Mastery, and Group ProcessThe Academy of Management Annals, 1
Sebastian Raisch, J. Birkinshaw (2008)
Organizational Ambidexterity: Antecedents, Outcomes, and ModeratorsJournal of Management, 34
B. Blakeney, Penny Carleton, Chris McCarthy, E. Coakley (2009)
Unlocking the Power of InnovationOJIN: The Online Journal of Issues in Nursing
Susan Fox-Wasylyshyn, M. El-Masri (2005)
Handling missing data in self-report measures.Research in nursing & health, 28 6
Danny Miller (1996)
A Preliminary Typology of Organizational Learning: Synthesizing the LiteratureJournal of Management, 22
Verlin Hinsz, R. Tindale, D. Vollrath (1997)
The emerging conceptualization of groups as information processors.Psychological bulletin, 121 1
G. Huber (1991)
Organizational Learning: The Contributing Processes and the LiteraturesOrganization Science, 2
P. Bossche (2001)
Minds in Teams; the influence of social and cognitive factors on team learning
Andrew Rowe (2008)
Unfolding the Dance of Team Learning: A Metaphorical Investigation of Collective LearningManagement Learning, 39
K. Dechant, V. Marsick, E. Kasl (1993)
Towards a model of team learningStudies in Continuing Education, 15
M. Parsons, S. Mott (2003)
Royal Rehabilitation Centre Sydney: towards Clinical Development Units (Nursing).Collegian, 10 1
D. Greenwood, C. Argyris, Donald Schön (1995)
Organizational Learning II: Theory, Method, and Practice
Hazel Platzer, David Blake, Dorothy Ashford (2000)
Barriers to learning from reflection: a study of the use of groupwork with post-registration nurses.Journal of advanced nursing, 31 5
R. Van Linge
Innovation in Health Care: Theory, Practice and Research
M. Woerkom, M. Croon (2009)
The relationships between team learning activities and team performancePersonnel Review, 38
E. Lake (2006)
Multilevel models in health outcomes researchApplied Nursing Research, 19
M. Offenbeek (2001)
Processes and outcomes of team learningEuropean Journal of Work and Organizational Psychology, 3
C. Argyris (1993)
On organizational learning
S. Mickan, S. Rodger (2000)
The organisational context for teamwork: comparing health care and business literature.Australian health review : a publication of the Australian Hospital Association, 23 1
V.L. Sessa, M. Lonon
Work Group Learning
T. Achterberg, L. Schoonhoven, R. Grol (2008)
Nursing implementation science: how evidence-based nursing requires evidence-based implementation.Journal of nursing scholarship : an official publication of Sigma Theta Tau International Honor Society of Nursing, 40 4
L. Lemieux-Charles, Wendy McGuire (2006)
What Do We Know about Health Care Team Effectiveness? A Review of the LiteratureMedical Care Research and Review, 63
E. Salas, Nancy Cooke, M. Rosen (2008)
On Teams, Teamwork, and Team Performance: Discoveries and DevelopmentsHuman Factors: The Journal of Human Factors and Ergonomic Society, 50
C. Gibson, Mary Zellmer-Bruhn (2001)
Metaphors and Meaning: An Intercultural Analysis of the Concept of TeamworkAdministrative Science Quarterly, 46
Janette Bennett (2001)
The relationship between team and organisational learningInternational Journal of Health Care Quality Assurance, 14
A. Edmondson, R. Bohmer, G. Pisano (2001)
Disrupted Routines: Team Learning and New Technology Implementation in HospitalsAdministrative Science Quarterly, 46
L. Stolurow (1955)
Contemporary theories of learning.Psychological Bulletin, 52
P. Bliese (2000)
Within-group agreement, non-independence, and reliability: Implications for data aggregation and analysis.
M. Woerkom, M. Engen (2009)
Learning from conflicts? The relations between task and relationship conflicts, team learning and team performanceEuropean Journal of Work and Organizational Psychology, 18
C. Enberg, L. Lindkvist, F. Tell
Exploring the dynamics of knowledge integration: acting and interacting in project teams
N. Gopee (2001)
Lifelong learning in nursing: perceptions and realities.Nurse education today, 21 8
C. Argyris, Donald Schön (1978)
Organizational Learning: A Theory Of Action Perspective
C. Argyris (2003)
A Life Full of LearningOrganization Studies, 24
D.F. Pollitt, C.T. Beck
Nursing Research. Principles and Methods
A. Edmondson (2004)
Learning from failure in health care: frequent opportunities, pervasive barriersQuality and Safety in Health Care, 13
H. Van Wetten, I. Kok, C.G. Wagner
Measurement of Outcomes in Mental Health Care: Study of Implementation in Mental Health Organizations
G.D. Heinemann, A.M. Zeiss
Team Performance in Health Care: Assessment and Development
C. Chan, C. Pearson, L. Entrekin (2003)
Examining the effects of internal and external team learning on team performanceTeam Performance Management, 9
Cecilia Enberg, L. Lindkvist, Fredrik Tell (2006)
Exploring the Dynamics of Knowledge IntegrationManagement Learning, 37
Christopher Chan (2003)
Examining the relationships between individual, team and organizational learning in an Australian hospitalLearning in Health and Social Care, 2
Purpose – This study aims to explore team learning activities in nursing teams and to test the effect of team composition on team learning to extend conceptually an initial model of team learning and to examine empirically a new model of ambidextrous team learning in nursing. Design/methodology/approach – Quantitative research utilising exploratory and confirmatory factor analyses, and correlation and multiple regression analyses, were used for empirical validation. Findings – Principal component analyses of the team learning activities scale revealed a five‐factor model, explaining 78 per cent of the variance on the team‐learning scale. Being a nursing team in a community hospital, having high team longevity, and having a high percentage of female nurses explained 33 per cent of team learning. Research limitations/implications – Data aggregation in a cross‐sectional design can be criticised for potential biases. However, statistical assumptions for aggregation were met, and the concepts used in this study were clearly formulated at team level. Thus, a valuable instrument is provided for further quantitative research on team learning in nursing. Practical implications – The team learning activities in nursing teams reflected the ambidexterity of teams in modern nursing practice. The findings provide a rationale for managers to create infrastructures that support both productive, as well as developmental learning tasks in teams. Originality/value – The study provides new insights regarding how team learning activities occur in ambidextrous teams in nursing. Contrary to prediction, the results show that team composition has little effect on team learning activities. This is valuable knowledge for researchers, trainers, teams and management in nursing.
Journal of Workplace Learning – Emerald Publishing
Published: May 17, 2011
Keywords: Team learning; Health services; Knowledge processes; Learning organizations; Workplace learning
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.