Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations

Olaf Timmermans1, Roland Van Linge2, Peter Van Petegem3, Joke Denekens4 1Faculty of Medicine, Nursing and Midwifery Science, University of Antwerp, Belgium; 2University Medical Centre Utrecht, Department of Nursing Sciences, Utrecht University, The Netherlands; 3Institute of Education and Informatio...

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Autores principales:	Denekens J, Van Petegem P, Van Linge R, Timmermans O
Formato:	article
Lenguaje:	EN
Publicado:	Dove Medical Press 2011
Materias:	Nursing RT1-120
Acceso en línea:	https://doaj.org/article/6eaf2405e72e44bbae73c19bcc8c5206
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spelling	oai:doaj.org-article:6eaf2405e72e44bbae73c19bcc8c52062021-12-02T01:27:21ZTeam learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations2230-522Xhttps://doaj.org/article/6eaf2405e72e44bbae73c19bcc8c52062011-10-01T00:00:00Zhttp://www.dovepress.com/team-learning-and-context-assessing-the-relationship-between-team-lear-a8438https://doaj.org/toc/2230-522XOlaf Timmermans1, Roland Van Linge2, Peter Van Petegem3, Joke Denekens4 1Faculty of Medicine, Nursing and Midwifery Science, University of Antwerp, Belgium; 2University Medical Centre Utrecht, Department of Nursing Sciences, Utrecht University, The Netherlands; 3Institute of Education and Information Sciences, University of Antwerp, Belgium; 4Department General Practice, University of Antwerp, Belgium Background: The prevalence of team-learning activities in nursing teams is influenced by contextual factors. Although team learning is important for nursing teams to perform, there is a paucity of research exploring the relationship between team-learning activities and contextual factors in nursing teams. The aim of this study was to study the relationship between team learning and contextual factors of the nursing team. Methodology: Correlation and multiple regression analyses were used to study the relationship between team learning and five contextual variables. One contextual variable represented the overall environment for learning, and the other four contextual variables characterized basic configurations of organizational characteristics of nursing teams. An interrelation between the contextual variables was expected, so multiple regression models were tested for multicollinearity by regression commonality analysis to detect unique and common contributions of each independent variable. Findings: Results of this study indicate that team-learning activities in nursing teams can be enhanced by contextual factors such as: (1) strengthening stimulation of the psychological safety, (2) openness, (3) shared goals, and (4) an open, external-oriented view. Multiple regressions yielded three models that explain 76%, 81%, and 83% of the variance in team learning. Commonality analyses showed the importance of interrelationships between the contextual factors. Practical implications: Nurses undertake team-learning activities to process information needed to perform production-oriented and innovation-oriented tasks. Contextual variables affect the prevalence of team-learning activities in nursing teams. To enhance team learning in nursing teams, management and nurses should strengthen the facilitation of a development oriented team configuration and an intense team-learning environment. Keywords: team learning, nursing, contextual factorsDenekens JVan Petegem PVan Linge RTimmermans ODove Medical PressarticleNursingRT1-120ENNursing: Research and Reviews, Vol 2011, Iss default, Pp 1-8 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Nursing RT1-120
spellingShingle	Nursing RT1-120 Denekens J Van Petegem P Van Linge R Timmermans O Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations
description	Olaf Timmermans1, Roland Van Linge2, Peter Van Petegem3, Joke Denekens4 1Faculty of Medicine, Nursing and Midwifery Science, University of Antwerp, Belgium; 2University Medical Centre Utrecht, Department of Nursing Sciences, Utrecht University, The Netherlands; 3Institute of Education and Information Sciences, University of Antwerp, Belgium; 4Department General Practice, University of Antwerp, Belgium Background: The prevalence of team-learning activities in nursing teams is influenced by contextual factors. Although team learning is important for nursing teams to perform, there is a paucity of research exploring the relationship between team-learning activities and contextual factors in nursing teams. The aim of this study was to study the relationship between team learning and contextual factors of the nursing team. Methodology: Correlation and multiple regression analyses were used to study the relationship between team learning and five contextual variables. One contextual variable represented the overall environment for learning, and the other four contextual variables characterized basic configurations of organizational characteristics of nursing teams. An interrelation between the contextual variables was expected, so multiple regression models were tested for multicollinearity by regression commonality analysis to detect unique and common contributions of each independent variable. Findings: Results of this study indicate that team-learning activities in nursing teams can be enhanced by contextual factors such as: (1) strengthening stimulation of the psychological safety, (2) openness, (3) shared goals, and (4) an open, external-oriented view. Multiple regressions yielded three models that explain 76%, 81%, and 83% of the variance in team learning. Commonality analyses showed the importance of interrelationships between the contextual factors. Practical implications: Nurses undertake team-learning activities to process information needed to perform production-oriented and innovation-oriented tasks. Contextual variables affect the prevalence of team-learning activities in nursing teams. To enhance team learning in nursing teams, management and nurses should strengthen the facilitation of a development oriented team configuration and an intense team-learning environment. Keywords: team learning, nursing, contextual factors
format	article
author	Denekens J Van Petegem P Van Linge R Timmermans O
author_facet	Denekens J Van Petegem P Van Linge R Timmermans O
author_sort	Denekens J
title	Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations
title_short	Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations
title_full	Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations
title_fullStr	Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations
title_full_unstemmed	Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations
title_sort	team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations
publisher	Dove Medical Press
publishDate	2011
url	https://doaj.org/article/6eaf2405e72e44bbae73c19bcc8c5206
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Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations

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