Abstract
Non compliance with implementation of innovations is a major problem in health-care-based teams. In the literature, (team-) learning is proposed as a facilitator for the process of implementing innovations. Still, a comprehensive exploration of learning in health-care-based teams and the relation with innovation is scarce. This chapter explores (team-) learning activities in health-care-based teams and the relation between learning processes at individual, team, and organizational levels and implementation of innovations. A review of the literature was conducted. Theoretical aspects of learning on individual, team, and organizational levels are summarized, as well as the concepts of innovative work behavior and implementation of innovations. In addition, we used data and insights from the studies we performed on learning and innovation in health-care-based teams. Insights from separate empirical studies are synthesized to underbuild the relationships between (team) learning, innovative work behavior, and implementation of innovations in health-care-based teams. Learning in health-care-based teams exists on individual, team, and organizational levels. Especially for learning on team level, the relation with innovative behavior at work and implementation of innovations was demonstrated in different studies. Finally, we show how the theories can be used in practice, by showing how we used the theoretical assumptions on learning in building a master’s-level program in nursing science.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson FJ, Palmer J. The jigsaw approach: students motivating students. Education. 2001;109:59–62.
Bjørk IT, Tøien M, Sørensen AL. Exploring informal learning among hospital nurses. J Work Learn. 2013;25:426–40.
Bouwhuis L. Explanation of innovative behavior of teachers: a PhD study on individual variables, self-efficacy and learning-goal-orientation (in Dutch). Enschede: Universiteit Twente; 2008.
Cheng CY, Liou SR, Hsu TS, Chang C. Preparing nursing students to be competent for future professional practice: applying the team-based learning–teaching strategy. J Prof Nurs. 2014;30(4):347–56.
Crossan MM, Lane HW, White RE. An organizational learning framework: from intuition to institution. Acad Manag Rev. 1999;24:522–37.
De Jong J, Den Hartog D. Measuring innovative work behavior. Creat Innovation Manage. 2010;19(1):23–6.
De Klerk-Jolink N, van der Klink M, Timmermans O. Innovative behavior of university of applied sciences lecturers (in Dutch). Tijdschrift voor Hoger Onderwijs. 2016;34(1):37–55.
De Prins P, Segers J, De Vos A, Brouwers S. The influence of new and hard-working career practices on the sustainability of careers (in Dutch). Tijdschrift voor Arbeidsvraagstukken. 2012;28(4):413–33.
Dixon NM, The organizational learning cycle: how we can learn collectively. New York: McGraw-Hill; 1994.
Donderwinkel F. Implementation of “Skills online”: the relationship between individual factors of Nursing lecturers, team learning and the implementation effectiveness of the education innovation “Skills Online” (in Dutch). Utrecht: University Utrecht; 2010.
Edmondson AC, Bohmer RM, Pisano GP. Disrupted routines, team learning and new technology implementation in hospitals. Adm Sci Q. 2001;46(4):685–716.
Eraut M. Informal learning in the workplace. Stud Contin Educ. 2004;26(2):247–73.
Felder RM, Brent R. Effective strategies for cooperative learning. J Coop Collab Coll Teach. 2001;10:69–75.
Grol RPTM, Grimshaw J. From best evidence to best practice: effective implementation of change in patients’ care. Lancet. 2003;362:225–1230.
Holleman G, Poot E, Mintjes-de Groot J, Van Achterberg T. The relevance of team characteristics and team directed strategies in the implementation of nursing innovations. A literature review. Int J Nurs Stud. 2009;46:1256–64.
Homan T. Team learning: theory and facilitation (in Dutch). Schoonhoven: Academic Service; 2001.
Hoogveld A, Paas F, Jochems W. Application of an instructional systems design approach by teachers in higher education: individual versus team design. Teach Teach Educ. 2003;19:581–90.
Illeris K. Towards a contemporary and comprehensive theory of learning. Int J Lifelong Educ. 2003;22(4):396–406.
Janssen O. How fairness perceptions make innovative. J Organ Behav. 2004;25:201–15.
Knol J, Van Linge R. Innovative behavior: the effect of structural and psychological empowerment on nurses. J Adv Nurs. 2009;65(2):359–70.
Mesdagh E, van Rompaey B, Beekman K, Boogaerts A, Timmermans O. A concept analysis of proactive behaviour in midwifery. J Adv Nurs. 2016;72(6):1236–50.
Messmann MA. Innovative work behavior: investigating the nature and facilitation of vocational teachers contributions to innovation development. Regensburg: Universität Regensburg; 2012.
Raisch S, Birkinshaw J. Organizational ambidexterity: antecedents, outcomes, and moderators. J Manag. 2008;34(3):375–409.
Registered Nurses’ Association of Ontario. Toolkit: implementation of best practice guidelines. 2nd ed. Toronto: Registered Nurses’ Association of Ontario; 2012.
Senge PM. The fifth discipline – the art & practice of a learning organization. New York: Doubleday; 1990.
Simons PRJ, Van der Linden J, Duffy T. New learning: three ways to learn in a new balance. Dordrecht: Kluwer Academic Publishers; 2000.
Stalmeijer R, Gijselaers W, Wolfhagen H, Harendza S, Scherpbier A. How interdisciplinary teams can create multi-disciplinary education: the interplay between team processes and educational quality. Med Educ. 2007;41:1059–66.
Thurlings M, Evers AT, Vermeulen M. Toward a model of explaining teachers innovative behavior: a literature review. Rev Educ Res. 2014;20(10):1–42.
Timmermans O, Van Linge R, Van Petegem P, Elseviers M, Denekens J. Team learning and team composition in nursing. J Work Learn. 2011;23:258–75.
Timmermans O, Van Linge R, Van Petegem P, Denekens J. Team learning and innovation in nursing; results of a comprehensive research project. J Nurs Educ Pract. 2012a;2(4):10–21.
Timmermans O, Van Linge R, Van Petegem P, Denekens J. Team learning and context; assessing the relationship between team-learning activities and contextual factors of team-learning environment and team-configurations. Nurs: Res Rev. 2012b;1:1–8.
Timmermans O, Van Linge R, Van Petegem P, Van Rompaey B, Denekens J. Contingency perspective on team learning and innovation in nursing. J Adv Nurs. 2013;69(2):363–73.
Van Dam K, Schipper M, Runhaar P. Developing a competency-based framework for teachers’ entrepreneurial behavior. Teach Teach Educ. 2010;26(4):965–71.
Van Linge R. Innovation in health care: theory, practice and research (in Dutch). Maarssen: Elsevier Gezondheidszorg; 2006.
West MA, Farr JL. Innovation at work: psychological perspectives. Soc Behav. 1989;4:15–30.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Timmermans, O., Van Rompaey, B., Franck, E. (2018). Learning and Innovation in Health-Care-Based Teams: The Relationships Between Learning, Innovative Behavior at Work, and Implementation of Innovative Practices in Hospitals. In: Van Bogaert, P., Clarke, S. (eds) The Organizational Context of Nursing Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-71042-6_7
Download citation
DOI: https://doi.org/10.1007/978-3-319-71042-6_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-71041-9
Online ISBN: 978-3-319-71042-6
eBook Packages: MedicineMedicine (R0)