Correlación de la organización de aprendizaje con el compromiso organizacional y la efectividad organizativa de los centros educativos y terapéuticos de la Universidad de Ciencias Médicas de Hamadan en Irán
Palabras clave:
unidad de cuidados intensivos, enfermeras, organización de aprendizaje, compromiso organizacional, efectividad organizacionalResumen
El establecimiento y la identificación de la organización de aprendizaje y sus factores de influencia es muy importante en los centros terapéuticos y educativos, especialmente en las unidades de cuidados intensivos. Los conceptos de gestión como el compromiso organizacional y la efectividad organizativa podrían ser necesarios para mantener y promover la organización del aprendizaje en el contexto de las unidades de cuidados intensivos. Este estudio tuvo como objetivo evaluar la correlación de la organización de aprendizaje con el compromiso organizacional y la efectividad organizacional de las enfermeras de cuidados intensivos en los centros educativos y terapéuticos de la Universidad Hamadan de Ciencias Médicas en Irán.
Se realizó un estudio transversal mediante el cuestionario de 277 enfermeras de cuidados intensivos de centros educativos y terapéuticos en 2016. Se incluyó la herramienta de recopilación de datos. Marsho y Watkins cuestionario de la organización de aprendizaje de 43 preguntas, cuestionario de 24 preguntas para el compromiso organizacional de Meyer y Allen. cuestionar el cuestionario de eficacia organizativa de Taylor & Bower en una escala Likert de 5 puntos. Los datos fueron analizados por el software SPSS (Versión 18) usando estadística descriptiva e inferencial.
Las enfermeras de cuidados intensivos tenían 32 ± 5,56 años, 83,4% mujeres, 67,1% casados, 71,47% menos de 10 años de experiencia laboral y 97,8% solteros. La puntuación media de la organización de aprendizaje, el compromiso organizacional y la efectividad organizativa en las unidades de cuidados intensivos fue de 128.30 ± 29.18, 75.65 ± 10.87 y 57.22 ± 15.80, respectivamente, que se interpretaron a un nivel moderado. Hubo una correlación positiva y significativa entre la organización de aprendizaje con el compromiso organizacional (0,489) y la efectividad organizacional (0,684) y también hubo una correlación positiva y significativa entre el compromiso organizacional y la efectividad organizacional (0,575), (P = 0,01).
Se sugiere que para aumentar el nivel de aprendizaje de enfermeras de la unidad de cuidados intensivos de la organización, como un factor importante para ellos, se debe aumentar el compromiso organizacional y el nivel de efectividad organizacional.
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Allen N., Meyer J. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology. 63:1-18.
Amerioun A., Hosseinizhokouh S., Karimizarchi A., Mahmoudi N. (2011). Hospital manager's leadership style from staffs viewpoint and its relationship with hospital indicators. Iranian Journal of Military Medicine. 13(3):125-32,[persian].
Ardalan M., Eskandary A., Gilany M. (1391). Knowledge leadership, organizational intelligence,organizational effectiveness. Innovation Managemental Research. 12:71-100 [persian].
Asgari M., Tavakkolian F., Taleghani M. (2012). The relationship between application of the learning organization components and the quality of work life of faculty members. Quarterly Journal of Research and Planning in Higher Education. 64(2):45-60,[persian].
Asghary E., Khaleghdost T., Kazaemzadeh E., Asgary F. (1391). Relationship between organizational learning nursing insight to organizational commitment. Hayat Journal. 18(5):22-32,[persian].
Aydin B., Ceylan A. (2009). The role of organizational culture on effectivness. E + M Ekonomie a Management. 12(3):33-49.
Bahrami MA., Barati O., Ghoroghchian M-s., Montazer-alfaraj R., Ezzatabadi MR. (2016). Role of Organizational Climate in Organizational Commitment: The Case of Teaching Hospitals. Osong Public Health Res Perspect. 7(2):96-100.
Balay R. (2012). Effect of learning organization perception to the organizational commitment: a comparison between private and public university Educational Sciences: Theory & Practice. 12(4):2474-86.
Bikmoradi A., Brommels M., Shoghli A., Khorasani-Zavareh D., Masiello I. (2010). Identifying Challenges for Academic Leadership in Medical Universities in Iran. Medical Education. 44:459–67.
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Carver L., Candela L., Gutierrez AP. (2011). Survey of generational aspects of nurse faculty organizational commitment. Nurs Outlook. 59:137-48.
Dee JR., Henkin AB., Singleton CA. (2006). Organizational commitment of teachers in urban schools: examining the effects of team structures. Urban Education. 41(6):603-27.
Dekouloua P., Trivellas P. (2015). Measuring the Impact of Learning Organization on Job Satisfaction and Individual Performance in Greek Advertising Sector. Procedia - Social and Behavioral Sciences. 175:367-75.
Erdem M., ?l?an A., Uçar H?. (2014). Relationship between Learning Organization and Job Satisfaction of Primary School Teachers. International Online Journal of Educational Sciences. 6(1):8-20.
Falehalharbi M. (2012). The moderating effect of organizational culture on the relationship between leadership styles and quality management practices in public hospitals in Saudi Arabia. Malaysia: Universiti Utara.
Ghasemi B., Keshavarzi R. (2014). The relationship between organizational climate, organizational commitment and organizational citizenship behavior in a hospital environment. Reef Resour Assess Manag Tech Pap. 40(2):759-73.
Henri J. (2009). Performance measurment and organizational effectivness: bridging the gap [Phd Thesis]. Québec City, Canada University Laval.
Herscovitch L., Meyer J. (2002). Commitment to organizational change: extension of a three-component model. J Appl Psychol. 87(3):474-87.
Hosseini M., Talebiannia H. (2015). Correlation between Organizational Commitment and Organizational Climate of Physical Education Teachers of Schools of Zanjan. International Journal of Sport Studies. 5(2):181-5.
Jeong S., Lee T., Kim I., Lee M., Kim M. (2006). The effect of nurses’ use of the principles of learning organization on organizational effectiveness. Journal of Advanced Nursing. 58(1):53–62.
Jomrog J., Overholt M. (2004). Measuring HR and organizational effectiveness. Employment Relations Today. 31:61-70.
Jyothibabu C., Farooq A., BhusanPradhan B. (2010). An integrated scale for measuring an organizational learning system. The Learning Organization.17 (4):303-27.
Khodaveisi M., Pazargadi M., Yaghmaei F., Bikmoradi A. (2012). Identifying challenges for effective evaluation in nursing education: A qualitative study. J Res Med Sci. 17(7):710–7.
Li A., Early S., EMahrer N., Klaristenfeld J., Gold J. (2014). Group cohesion and organizational commitment: protective factor for nurse resident' job satisfaction, compassion fatigue,compassion satisfaction, and burn out. Journal of Professional Nursing. 30 (1):89-99.
Marsick VJ., Watkins KE. (2003). Demonstrating the value of an organization's learning culture:The dimensions of the learning organization questionnaire. Advances in Developing Human Resources. 2003 May 5(2):21.
Martz WA. (2008). Evaluating organizational effectiveness. Michigan Western Michigan University.
Metin K., Asli K. (2018). The Relationship between Organizational Commitment and Work Performance: a Case of Industrial Enterprises. Journal of Economic and Social Development (JESD). 5(1):46-51.
Meyer J., Stanly D., Herscovich L., Topolnytsky L. (2002). Affective, continuance, and normative commitment to the organization: A meta analysis of antecedents, correlates and consequences. J Vocat Behav. 61:20-52.
Montazaerolfaraj R., Maleky M., SeedJamaledin T., NajafBeigy R. (1390). Organizational learning perspective for Iranian general hospital. Health Information Management Journal, 8(8):1063-72,[persian].
Mosadeghrad A., Ferdosi M. (2013). Leadership, job satisfaction and organizational commitment in healthcare sector: proposing and testing a model. mat soc med Journal. 2:121-6.
Nazari K., AkmaliahlopePihie Z. (2012). Relationships between learning organization dimensions and organizational commitment as perceived by lecturers in technical and vocational colleges in Iran [Phd Thesis]. Malaysia: Universiti Putra Malaysia.
Nonaka I. (1994). A Dynamic theory of organizational knowledge creation. Organization Science. 5(1):14-37.
Noraazian, K. (2016). A three-component conceptualization of organizational commitment. International Journal of Academic Research in Business and Social Sciences. 6(12):16-23.
O’Reilly C., Chatman J. (1986). Organizational commitment and psychological attachment: the effects of compliance, identification and internalization on prosocial behavior. Journal of Applied Psychology. 71:492-9.
Pourpanahikoltapeh M., Khajehkhajehpour A., Alizadeh S., Sardari Z., Sajedi J. (2015). Relationship between Organizational Commitment and its Aspects with Organizational Effectiveness among the Staff of Ardabil Province General Bureau of Sports and Youth Affairs. International Research Journal of Management Sciences. 3(2):49-54.
Quijano S., Navarro J., Cornejo J. (2000). Un Modelo Integrado de Compromiso e Identificación conla Organización: Análisis del Cuestionario ASH-ICI. Revista de Psicología Social Aplicada. 10(2):27-57.
Rahnavard F. (1387). Organizational learning and learning organization. Journal of Public Administration. 43:11-22[persian].
Senge PM. (1990). The Fifth Discipline. The Art and Practice of the Learning Organization ed. New York: Doubleday.
Seyedesfahani M., Kazemi A. (1376). Organizational effectivnesses model emphesized on organizational culture criteria. Khnowlege Management. 37:136-57, [persian].
Suri S., Lal M. (2011). Diversity management and organizational effectivness in Indian organizations. Issue. 2 (11):91-5.
Tsai Y. (2014). Learning organizations, internal marketing, and organizational commitment in hospitals. BMC Health Services Research. 14(152):1-8.
Tseng C-C. (2010). The Effects of learning organization practices on organizational commitment and effectiveness for small and medium-sized enterprises in Taiwan [Phd thesis]. Taiwan.
Wahba M. (2013). Learning organization practices impact on employee's organizational commitment "an applied study on ASSTMT Employees". World Review of Business Research. 3 (4):14-26.
Yaghoubi M., Raeisi AR., Afshar M., Yarmohammadian Mh., Hasanzadeh A., Javadi M., et al. (2010). The relationship between learning organization and organizational commitment among nursing managers in educational hospitals of Isfahan university of medical sciences Iran J Nurs Midwifery Res. 15 (2):83-9.
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2018-04-30
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Bikmoradi, A., Fardmal, J., & Torabi, Y. (2018). Correlación de la organización de aprendizaje con el compromiso organizacional y la efectividad organizativa de los centros educativos y terapéuticos de la Universidad de Ciencias Médicas de Hamadan en Irán. Amazonia Investiga, 7(13), 436–448. Recuperado a partir de https://amazoniainvestiga.info/index.php/amazonia/article/view/583
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