نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری تخصصی، مدیریت خدمات بهداشتی درمانی، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران

2 دانشیار مدعو، مدیریت خدمات بهداشتی درمانی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران، تهران، ایران.

3 استاد، مدیریت خدمات بهداشتی درمانی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران، تهران، ایران

4 استادیار، مدیریت، دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران، تهران، ایران

چکیده

مقدمه: بیمارستان‌های امروزی، برای هم‌سویی با تحولات جهانی ناچارند خود را به ابزارهایی همچون یادگیری و ایجاد بیمارستان یادگیرنده تجهیز نمایند. در همین راستا، این پژوهش با هدف طراحی الگوی استقرار سازمان یادگیرنده برای بیمارستان‌های عمومی ایران انجام شد.
روش بررسی: این مطالعه از نظر فرآیند انجام پژوهش از نوع کیفی بود، که به شیوه‌ی تطبیقی و به صورت مقطعی در سال‌های 1388 و 1389 انجام پذیرفت. ابتدا الگوهای سازمان یادگیرنده در سه بخش حوزه‌ی نظری عمومی، تجارب موجود در حوزه‌های خارج از بهداشت و درمان و تجارب موجود در حوزه‌ی بهداشت و درمان، گردآوری و سپس در قالب جداول تطبیقی، تنظیم و الگوی اولیه استخراج گردید. برای تعیین اعتبار الگوی فوق و طراحی الگوی نهایی، از تکنیک دلفی استفاده شد. این تکنیک در طی دو مرحله و در بین 26 نفر از صاحب‌نظران علوم مدیریت، مدیران بیمارستان‌های عمومی و خبرگان حوزه‌ی سازمان‌ یادگیرنده انجام گرفت. برای اخذ نظرات در دلفی از ابزار پر‌سش‌نامه استفاده شد که روایی آن توسط صاحب‌نظران مورد تأیید قرار گرفت و پایایی آن نیز با ضریب Cronbach's alpha 94 درصد تأیید گردید.
یافته‌ها: در این پژوهش، برای استقرار بیمارستان یادگیرنده دو بعد اصلی یعنی، تعالی فرد و تعالی سازمان مورد شناسایی قرار گرفت. بر این اساس، تعالی فرد مقدم بر تعالی سازمان بود و محور‌های تعالی شخصی با 5، تعالی ذهنی با 4 و تعالی حرفه‌ای نیز با 4 جزء به عنوان زیرمجموعه‌های آن طبقه‌بندی گردیدند. همچنین، یادگیری سازمانی، چشم‌انداز مشترک، فرهنگ یادگیرنده، فن‌آوری، ساختار و رهبری به عنوان محورهای تعالی سازمانی مورد شناسایی قرار گرفت و برای هر یک از آن‌ها به ترتیب 5، 3، 4، 2، 3، 2 زیرمجموعه تعیین گردید.
نتیجه‌گیری: هر گونه تلاش در راستای یادگیرنده شدن بیمارستان‌های عمومی کشور، مستلزم تعالی فرد و سازمان می‌باشد. از یک سو، کارکنان باید برای رسیدن به تعالی شخصی، ذهنی و حرفه‌ای تلاش نمایند و از سوی دیگر، گردانندگان بیمارستان نیز باید با خلق چشم‌انداز مشترک، فرهنگ یادگیری سازمانی را در بیمارستان اشاعه دهند و ضمن تغییر در ساختار و استفاده از فن‌آوری‌های مناسب، بیمارستان را در مسیر افزایش کیفیت و بهره‌وری خدمات درمانی رهبری نمایند. در این راستا، مدیران بیمارستان باید ترتیبی اتخاذ نمایند تا درک روشنی از فرآیند یادگیری به وجود آید و تمام فعالیت‌های بیمارستان به عنوان مبنایی برای یادگیری بهبود بهره‌وری، سامان‌دهی شود.

کلیدواژه‌ها

عنوان مقاله [English]

Establishment of a Learning Organization in Iranian Public Hospitals*

نویسندگان [English]

  • Razieh Montazeralfaraj 1
  • Mohammad Reza Maleki 2
  • Seyed Jamaledin Tabibi 3
  • Reza Najafbeigi 4

1 Health Services Management, Yazd Shahid Sadoughi University of Medical Sciences, Yazd, Iran

2 Invited Associate Professor, Health Services Management, Sciences and Research Branch, Islamic Azad University, Tehran, Iran.

3 Professor, Health Services Management, Sciences and Research Branch, Islamic Azad University, Tehran, Iran

4 Assistant Professor, Governmental Management, Sciences and Research Branch, Islamic Azad University, Tehran, Iran

چکیده [English]

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 for
establishing 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 of
clinical 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.

کلیدواژه‌ها [English]

  • Learning Organization
  • Organizational Learning
  • Hospitals, Public
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