Exploring the relationship between organisational silence and organisational learning in nurses: A cross‐sectional study
Amal Diab Ghanem Atalla, Hossam Elamir, Mennat-Allah G. Abou Zeid
Abstract
AIMS: To assess the organisational silence and learning levels among nurses of a university hospital and explore the relationship between the socio-demographics, organisational silence and learning. BACKGROUND: Organisational learning is an active process needed for improving organisational performance, and silence has a devastating impact on an organisation's capacity to learn. METHODS: A cross-sectional quantitative design was applied using two tools: the organisational silence and the organisational learning scales. Over 3 months, data were collected from 724 nurses. The data were then analysed using suitable statistical methods. RESULTS: The organisational silence level is moderate. The organisational learning level is predominantly moderate. The association between the two scales is a weak negative correlation, yet statistically significant. The multiple regression analysis was better in predicting organisational learning scores. CONCLUSIONS: There is a highly statistically significant negative weak correlation between overall organisational silence and overall organisational learning. More researchers are invited to implement of interventions to promote speaking-up behaviours and organisational learning in nurses. IMPLICATIONS FOR NURSING MANAGEMENT: Nurse managers and leaders can create a work atmosphere that encourages and promotes open communication among nurses and other health care team members, likewise, creating an environment conducive to translating experiences into organisational learning.