Amir Ashkan Nasiripour; Mohammad Reza Maleki; Mahmoud Reza Gohari; Sara Aghababa; Mohammad Vahed vahedi
Volume 11, Issue 1 , May 2014, , Pages 1-3
Razieh Montazeralfaraj; Mohammad Reza Maleki; Seyed Jamaledin Tabibi; Reza Najafbeigi
Volume 8, Issue 8 , January 2012, , Pages 1063-1072
Abstract
Introduction: Nowadays hospitals have to cope with global changes. They are thus forced to be equipped with learning and learning hospitals. This research was performed to design a model forestablishing learning organization in Iranian public hospitals.Methods: This qualitative, comparative, cross-sectional ...
Read More
Introduction: Nowadays hospitals have to cope with global changes. They are thus forced to be equipped with learning and learning hospitals. This research was performed to design a model forestablishing learning organization in Iranian public hospitals.Methods: This qualitative, comparative, cross-sectional study was conducted in 2009-2010. First, available models of learning organization in general theoretical section, health-related experiments, and non-health-related experiments were collected and organized in comparative tables to form a basic model. Delphi technique was then used in 2 stages using 26 management and learning organization experts and hospital chiefs to validate the basic model and design a final model. A questionnaire was used to collect the viewpoints. The validity and reliability of the questionnaire were confirmed by authorities and a Cronbach's alpha of 94%, respectively.Results: In this research, two main aspects of individual and organizational excellence were identified for the establishment of learning organization. Individual excellence consists of three subclasses including personal excellence (with 5 components), mental excellence (with 4 components) and professional excellence (with 4 components) and precedes organizational excellence. In addition, organizational learning, shared visions, learning culture, technology, structure and leadership were determined as organizational aspects with 5, 3, 4, 2, 3, and 2 subclasses, respectively.Conclusion: Any attempt to transform Iranian public hospitals into learning organizations needs to be in line with individual and organizational excellence. Therefore, the staff should achieve individual, mental and professional excellence. On the other hand, hospital executives should create shared visions to establish organizational learning culture. They also need to change the structures and take advantage of modern technology to improve the quality and productivity ofclinical services. Hence, it is necessary a clear understanding of learning process is required to be created. All hospital efforts should be regulated on the basis of learning how to improve productivity.
