Factors Impacting on Organisational Learning in Three Rural Health Districts
Abstract
Background: Access to quality healthcare in rural areas may be compromised not only by the inadequate numbers of skilled professional staff, but also by the lack of skills of the health professionals who are employed in facilities, due to inadequate continual professional learning and development. The objective of this paper is to examine the factors impacting on professional staff attendance of informal learning sessions in rural district hospitals and primary health care clinics.
Methods: Structured, self-administered surveys, adapted from the Dimensions of a Learning Organization Questionnaire, were completed by professional staff on duty during data collection in 18 rural hospitals and their associated primary health care services in three rural districts. The impact of characteristics such as age, gender, staffing levels, professional experience, length of service, and the dimensions of a learning organisation, viz. leadership, culture of change and teamwork on attendance of learning sessions were considered.
Results: Among professional nurses, attendance of learning sessions was significantly associated with number of years of professional experience, length of service at the health facility, and scores on the teamwork dimension. While attendance was not correlated with staffing levels for professional nurse, the percentage of posts filled and the assessment of hospital leadership as supportive of learning remained significant predictors of attendance among doctors.
Conclusions: Despite severe staff shortages in these rural districts, where there was a perception of envisioned leadership and teamwork, professional staff would attend learning sessions.
Methods: Structured, self-administered surveys, adapted from the Dimensions of a Learning Organization Questionnaire, were completed by professional staff on duty during data collection in 18 rural hospitals and their associated primary health care services in three rural districts. The impact of characteristics such as age, gender, staffing levels, professional experience, length of service, and the dimensions of a learning organisation, viz. leadership, culture of change and teamwork on attendance of learning sessions were considered.
Results: Among professional nurses, attendance of learning sessions was significantly associated with number of years of professional experience, length of service at the health facility, and scores on the teamwork dimension. While attendance was not correlated with staffing levels for professional nurse, the percentage of posts filled and the assessment of hospital leadership as supportive of learning remained significant predictors of attendance among doctors.
Conclusions: Despite severe staff shortages in these rural districts, where there was a perception of envisioned leadership and teamwork, professional staff would attend learning sessions.