Action imperatives for a learning organisation approach in General Practices — YRD
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Action imperatives for a learning organisation approach in General Practices (460)

Anne Sinclair 1 2 , Julie Johnson 1 2 , Joanne Travaglia 2 3 , Jeff Fuller 1 4
  1. Australian Primary Health Care Research Institute, Centre of Research Excellence in Primary Health Care Microsystems, Brisbane
  2. Australian Institute of Health Innovation, UNSW, Sydney
  3. School of Public Health and Community Medicine, UNSW, Sydney
  4. School of Nursing and Midwifery, Flinders University, Adelaide

Introduction

This study explores general practice microsystems from a “Learning” organisations (LOs) perspective. LOs encourage improvement by increasing an organization’s capacity to adapt to changing environments and improve the quality of care via action imperatives which create ‘continuous learning opportunities’1.

Method

The study utilized a case study approach. Three purposively chosen, general (family) practices were included in the study. Data collection (July to September 2013) included: a validated survey2 of clinical and administrative staff, and of 12 randomly selected patients3 in each practice; semi-structured interviews with practice staff. A combination of descriptive statistics and thematic analysis was utilized.

Results

A total of 41 clinicians and staff and all 36 patients completed the survey questionnaires. Interviews were conducted with 32 individuals including 14 physicians, seven nurses, 11 administrative staff.

Preliminary data analysis to date suggests that each site demonstrated at least three of the seven the action imperatives necessary for LOs: open communication and listening; collaboration as a team for customer service; and the dissemination of lessons learned via formal and informal methods. Additional data collection is planned for up to three additional practices and these results will be included in the conference presentation.

Conclusion

The general practices surveyed demonstrated a number, but not all, of the key elements of a learning organization. Further analysis of existing and additional data will examine in more detail the types of barriers and facilitators to the enactment of learning organization characteristics and suggestions for mechanisms to facilitate this promising improvement approach.

  1. Watkins, K. E., & Marsick, V. J. (Eds.). (1996b). In action: Creating the learning organization. Alexandria, VA: American Society for Training and Development.
  2. Marsick, V. J. and Watkins, K. E. (2003). "Demonstrating the Value of an Organization's Learning Culture: The Dimensions of the Learning Organization Questionnaire." Advances in Developing Human Resources, 5(2): 132-151.
  3. Dartmouth College Institute for Healthcare Improvement (2001). Clinical Microsystems “The Place Where Patients, Families and Clinical Teams Meet” Assessing, Diagnosing and Treating your Outpatient Primary Care Practice. http://www.clinicalmicrosystem.org/materials/workbooks/ accessed 30.10.12.