创建学习型护理院校的行动研究
|
摘要
目的了解和分析某护理学院存在问题；寻找解决该学院现存问题的有效方案；提出创建学习型护理院校的原则；探索学习型护理院校组织有效创建策略；有效创建学习型护理院校并不断修正创建中出现的问题；评价创建策略效果；形成我国学习型护理院校组织概念及概念维度内涵；研制我国学习型护理院校评价工具。
方法本研究分为“研究一”和“研究二”两部分。其中，研究一为“创建学习型护理院校的行动研究”，为本研究的主要部分。研究二为“学习型护理院校评价工具的研制”，为研究一提供评价工具。
研究一以行动研究为框架，共分成确认问题、制定方案、行动创建、评价结果四个阶段。第一阶段，研究者通过文献研究法、意见箱、访谈法、调查问卷法等，对该组织有关管理、教学、科研以及生活等各方面存在问题进行征集。之后，以彼得﹒圣吉学习型组织理论为主要理论框架，对所征集问题进行科学分析、归纳予以确认；第二阶段，研究者通过国内外文献研究，以学习型组织理论、组织行为学相关理论以及文化生态学理论等多个理论为依据，结合我国护理院校特点，围绕建立共同愿景、团队学习、自我超越、改善心智模式和系统思考五个维度，制定创建学习型护理院校组织的行动方案；第三阶段，按照行动方案并结合创建单位实际情况，开展创建学习型组织的行动研究。创建中，通过观察法、访谈法等方法，反复对行动方案、创建措施及问题解决程度进行反思与调整，使问题获得及时解决并不断推进学习型组织的有效创建；第四阶段，一方面通过对参与创建活动的教师进行半结构式质性访谈，评价学习型组织创建对护理学院及其成员带来的效益。同时，结合教师反馈意见，提炼出创建原则和策略并分析策略与效益之间的机制；另外一方面，通过自行研制的学习型护理院校评价工具，对本学院进行创建前、后自身比较，同时与另一非创建学习型组织护理院校进行横向比较，从量性角度评价创建学习型组织的成效，并进行反思和分析。本研究对象为某地方性护理学院。行动的参与者为该学院全体教师及研究者本人。行动研究过程中具体采用的方法包括文献研究法、专家会议法、调查问卷法、观察法、访谈法等。研究二，研究者运用文献研究法、专家会议法、Delphi法、预调查及区分度检验等方法，形成我国学习型护理院校组织概念及概念结构维度内涵，并研制我国学习型护理院校评价工具。
结果研究一，通过建立共同愿景、改善心智模式、团队学习、自我超越和系统思考等五个维度的修炼创建学习型护理院校组织，效果明显。
第一，量性研究结果：创建学习型护理院校的各项措施产生了明显效果，本学院创建前、后比较以及与非创建单位比较，创建学院各项指标得分都有了显著提高，P值均＜0.05，具有统计学意义。
第二，质性研究结果：通过文献研究法、观察法、访谈法及课题组反思、讨论，总结以下结果。①7条创建原则：以学为先、以人为本、学以致用、循序渐进、本土化、工作生活相结合及心灵转换为本。②9条创建措施：多层面、多渠道广泛发动；变革管理模式，实现组织结构扁平化；建立共同愿景，引领学习型组织有效创建；集体研讨完善各项制度，为创建提供制度保障；积极沟通获得有关支持，为创建提供政策和资源保证；开展多种形式小组学习，逐步形成团队学习氛围；项目训练，改善心智模式，形成系统思考；结合教师特点，逐步实现自我超越；生活工作相结合，突出措施本土化；团队拓展特殊项目训练，实现心灵的转换。③阶段属性：创建过程从团队形成角度分为启动、全面实施和完善加强3个阶段；从教师学习新知识角度分为五期，即懵懂模糊期、好奇兴奋期、疲惫低迷期、企盼高涨期、惯性运行期。④提出并分析了创建学习型组织的5个关键因素。⑤获得成效：建立了共同愿景；实现了组织管理扁平化；完善了各项管理制度；组织学习惯性运行；组织及成员心智模式逐渐改善并逐步形成系统思考，实现了团队和成员在各个方面不同程度的超越。
研究二，学习型护理院校组织概念结构包括自我超越、心智模式、共同愿景、团队学习、系统思考五个维度。学习型护理院校评价工具包括个体绩效评价和团队绩效评价两部分。其中，个体绩效评价包括24个条目，团队绩效评价包括27个条目。该量表通过预调查、区分度验证，具有较好的信度和效度。
结论创建学习型护理院校有助于提高护理学院教学质量和水平，有助于完善管理水平，明显提高团队凝聚力，是当前有效提高学院及教师学习力、竞争力、创新力等各种能力的最佳途径。在护理院校创建学习型组织，创建原则及策略的选择要充分考虑院校的具体文化背景、群体特点、专业特色等具体情况；学习型组织的创建是一项长期的系统工程，目前，本研究仅仅是个开始，还需在今后的工作中继续不断研究和推进。另外，本研究所研制的学习型护理院校评价工具可作为护理院校现状及学习型组织评价的有效工具。
Objectives: This work aims to: understand and analyze the problems to be solved of anursing college that attempts to transform itself into a learning nursing school (LNS); seekout effective schemes to solve existing problems; explore principles for the construction ofa Chinese LNS; propose effective construction strategies of a Chinese LNS; construct aneffective LNS and rectify problems in the process; assess the efficacy of the strategies;establish the concept, structural dimensions of Chinese LNS; explore and develop aevaluation tools of a Chinese LNS.
Methods: This study consists of two parts: Research One and Research Two. Theformer is the main part of the work, titled "Action Research of the Construction of aLearning Nursing School". The latter is titled "Research and Development of an EvaluationTool of a Learning Nursing School", which provides an assessment tool for Research One.
Research One takes action research as its framework, which is comprised of fourstages, namely: confirmation of problems; formulation of plans; construction actions;evaluation of results. At the first stage, researchers solicited problems to be improved in thecollege concerning management, teaching, academic research, daily life and so on by waysof literature review, opinion pool, interview, questionnaire, experts' consultation. After that,based on Peter Senge's learning organization theory, researchers identified and confirmedthe problems previously solicited by ways of scientific analysis and generalization. At thesecond stage, by ways of extensive literature reviews and based on diversified theories likelearning organization, organizational behavioristics, cultural ecology as well as the specificconditions of Chinese nursing schools, researchers formulated concrete construction plans,surrounding five dimensions, namely shared vision, team learning, self mastery, improvedmental models, and system thinking. At the third stage, action research was conductedconcerning the construction of an LNS according to the plans formulated and the specificcharacteristics of the college. In the process, by ways of close observation and interview,researchers repetitively reflected upon the plans, measures and problem-solving degreesand made corresponding adjustments so as to solve problems promptly and constantly pushforward the construction process. At the fourth stage, on the one hand, researchersconducted semi-structural interviews with teachers that attended the work, evaluating theinfluences upon both the organization and individuals exerted by the construction of an LNS. At the same time, based on teachers' feedbacks, researchers finalized constructionstrategies and analyzed the mechanisms of the strategies that brought out beneficialinfluences upon the team and teachers. On the other hand, taking advantage of theself-developed evaluation tool, researchers compared the organizational performancesbefore and after the construction of the LNS, and also compared it with another nursingschool in the same province yet not attending the construction of the LNS, thus evaluatingthe efficacies of LNS from the quantitative perspective. After that, further reflections andanalyses were performed. The research subject was a certain local nursing college.Participants were all the staff members of the school, including the author herself. Specificmethods included: literature review, experts' consultation, questionnaire, observation,interview and so on. In Research Two, methods like literature review, experts meeting,Delphi method, pre-test and discrimination confirmative research were utilized,establishing the concept, connotation indices and also developing the assessment tool.
Results: In Research One, an LNS was successfully constructed with obvious effectsalong the five dimensions, namely shared vision, improved metal model, team learning,personal mastery and system thinking.
First, quantitative results. All the measures aiming at the construction of an LNSgenerated obvious positive effects. Compared with pre-construction and non-construction,the college attempting to construct an LNS achieved an obvious improvement in all theindices and total score, with all P values＜0.05, indicating statistical significances.
Second, qualitative results. By ways of literature review, observation, interview, andresearchers' reflections, the following results were achieved:(1)7Principles ofconstruction of an LNS were finalized, namely: learning as the top priority; human as thecenter; learning combined with practice; step-by-step implementation; localization; workcombined with life; mental transformation.(2)9strategies of construction of an LNS wereadopted: To mobilize organizational members from various levels and channels withperseverance. Managers change their leading models and roles, realizing flat management.All members are united to achieve shared visions in the construction of an LNS. To raisefunds from various channels, providing logistic supports for the construction of an LNS. Tocarry out various group learning so as to form team learning atmosphere. To carry outvarious team training so as to improve metal model and system thinking. Help the teachersto achieve personal mastery combining with the characteristics of teachers. Life is combined with work, highlighting the localized characteristics of the measures. To conductoutward bound and realize mental transformation.(3) The stage attribute was clarified.From the perspective of team formation, it was divided into three stages, i.e. launchingstage, comprehensive implementation stage and further improvement stage. From theperspective of team members' learning new knowledge, it was divided into5stages,namely: confused stage, curious stage, exhausted stage, re-robust stage, and accustomedstage.(4)5key factors were suggested and analyzed in the construction of an LNS.(5)Obvious effects were achieved, for example: Shared visions were achieved. Flatmanagement was realized. Various management systems were improved. Team learningwas stabilized. The mental models of the organization and individuals gradually improvedand system thinking was formed, realizing different degrees of improvement in all aspects.
Research Two established the framework of a LNS with five dimensions, namely selfmastery, mental model, shared vision, team learning and system thinking. The eveluatontool consists of two parts: Individual Performance Assessment Tool, OrganizationalPerformance Assessment Tool. The former involves24items while the latter contains27items. This scale proved to be reliable and effective by ways of pre-test and discriminationconfirmation.
Conclusions: The construction of a LNS is beneficial for the improvement of teachingqualities of a nursing school and the perfection of its management, administrative systemsand mechanism, obviously enhancing its team cohesion. Therefore, currently, it is anoptimal approach to enhance the learning and innovation abilities and sharpen thecompetitive edges of both the school and teachers. The choice of construction principlesand strategies should be based on the specific cultural background, community traits andspecialty characteristics of a certain school. It should be noted that the construction of anLNS is a long-term and complicated process. This work only completes the beginning ofthe construction, which calls for further research and perfection in the future. Additionally,the assessment tool developed in this work may well be employed as an effective tool toevaluate the status quo of a nursing school as well as its LNS construction efficacy.
方法本研究分为“研究一”和“研究二”两部分。其中，研究一为“创建学习型护理院校的行动研究”，为本研究的主要部分。研究二为“学习型护理院校评价工具的研制”，为研究一提供评价工具。
研究一以行动研究为框架，共分成确认问题、制定方案、行动创建、评价结果四个阶段。第一阶段，研究者通过文献研究法、意见箱、访谈法、调查问卷法等，对该组织有关管理、教学、科研以及生活等各方面存在问题进行征集。之后，以彼得﹒圣吉学习型组织理论为主要理论框架，对所征集问题进行科学分析、归纳予以确认；第二阶段，研究者通过国内外文献研究，以学习型组织理论、组织行为学相关理论以及文化生态学理论等多个理论为依据，结合我国护理院校特点，围绕建立共同愿景、团队学习、自我超越、改善心智模式和系统思考五个维度，制定创建学习型护理院校组织的行动方案；第三阶段，按照行动方案并结合创建单位实际情况，开展创建学习型组织的行动研究。创建中，通过观察法、访谈法等方法，反复对行动方案、创建措施及问题解决程度进行反思与调整，使问题获得及时解决并不断推进学习型组织的有效创建；第四阶段，一方面通过对参与创建活动的教师进行半结构式质性访谈，评价学习型组织创建对护理学院及其成员带来的效益。同时，结合教师反馈意见，提炼出创建原则和策略并分析策略与效益之间的机制；另外一方面，通过自行研制的学习型护理院校评价工具，对本学院进行创建前、后自身比较，同时与另一非创建学习型组织护理院校进行横向比较，从量性角度评价创建学习型组织的成效，并进行反思和分析。本研究对象为某地方性护理学院。行动的参与者为该学院全体教师及研究者本人。行动研究过程中具体采用的方法包括文献研究法、专家会议法、调查问卷法、观察法、访谈法等。研究二，研究者运用文献研究法、专家会议法、Delphi法、预调查及区分度检验等方法，形成我国学习型护理院校组织概念及概念结构维度内涵，并研制我国学习型护理院校评价工具。
结果研究一，通过建立共同愿景、改善心智模式、团队学习、自我超越和系统思考等五个维度的修炼创建学习型护理院校组织，效果明显。
第一，量性研究结果：创建学习型护理院校的各项措施产生了明显效果，本学院创建前、后比较以及与非创建单位比较，创建学院各项指标得分都有了显著提高，P值均＜0.05，具有统计学意义。
第二，质性研究结果：通过文献研究法、观察法、访谈法及课题组反思、讨论，总结以下结果。①7条创建原则：以学为先、以人为本、学以致用、循序渐进、本土化、工作生活相结合及心灵转换为本。②9条创建措施：多层面、多渠道广泛发动；变革管理模式，实现组织结构扁平化；建立共同愿景，引领学习型组织有效创建；集体研讨完善各项制度，为创建提供制度保障；积极沟通获得有关支持，为创建提供政策和资源保证；开展多种形式小组学习，逐步形成团队学习氛围；项目训练，改善心智模式，形成系统思考；结合教师特点，逐步实现自我超越；生活工作相结合，突出措施本土化；团队拓展特殊项目训练，实现心灵的转换。③阶段属性：创建过程从团队形成角度分为启动、全面实施和完善加强3个阶段；从教师学习新知识角度分为五期，即懵懂模糊期、好奇兴奋期、疲惫低迷期、企盼高涨期、惯性运行期。④提出并分析了创建学习型组织的5个关键因素。⑤获得成效：建立了共同愿景；实现了组织管理扁平化；完善了各项管理制度；组织学习惯性运行；组织及成员心智模式逐渐改善并逐步形成系统思考，实现了团队和成员在各个方面不同程度的超越。
研究二，学习型护理院校组织概念结构包括自我超越、心智模式、共同愿景、团队学习、系统思考五个维度。学习型护理院校评价工具包括个体绩效评价和团队绩效评价两部分。其中，个体绩效评价包括24个条目，团队绩效评价包括27个条目。该量表通过预调查、区分度验证，具有较好的信度和效度。
结论创建学习型护理院校有助于提高护理学院教学质量和水平，有助于完善管理水平，明显提高团队凝聚力，是当前有效提高学院及教师学习力、竞争力、创新力等各种能力的最佳途径。在护理院校创建学习型组织，创建原则及策略的选择要充分考虑院校的具体文化背景、群体特点、专业特色等具体情况；学习型组织的创建是一项长期的系统工程，目前，本研究仅仅是个开始，还需在今后的工作中继续不断研究和推进。另外，本研究所研制的学习型护理院校评价工具可作为护理院校现状及学习型组织评价的有效工具。
Objectives: This work aims to: understand and analyze the problems to be solved of anursing college that attempts to transform itself into a learning nursing school (LNS); seekout effective schemes to solve existing problems; explore principles for the construction ofa Chinese LNS; propose effective construction strategies of a Chinese LNS; construct aneffective LNS and rectify problems in the process; assess the efficacy of the strategies;establish the concept, structural dimensions of Chinese LNS; explore and develop aevaluation tools of a Chinese LNS.
Methods: This study consists of two parts: Research One and Research Two. Theformer is the main part of the work, titled "Action Research of the Construction of aLearning Nursing School". The latter is titled "Research and Development of an EvaluationTool of a Learning Nursing School", which provides an assessment tool for Research One.
Research One takes action research as its framework, which is comprised of fourstages, namely: confirmation of problems; formulation of plans; construction actions;evaluation of results. At the first stage, researchers solicited problems to be improved in thecollege concerning management, teaching, academic research, daily life and so on by waysof literature review, opinion pool, interview, questionnaire, experts' consultation. After that,based on Peter Senge's learning organization theory, researchers identified and confirmedthe problems previously solicited by ways of scientific analysis and generalization. At thesecond stage, by ways of extensive literature reviews and based on diversified theories likelearning organization, organizational behavioristics, cultural ecology as well as the specificconditions of Chinese nursing schools, researchers formulated concrete construction plans,surrounding five dimensions, namely shared vision, team learning, self mastery, improvedmental models, and system thinking. At the third stage, action research was conductedconcerning the construction of an LNS according to the plans formulated and the specificcharacteristics of the college. In the process, by ways of close observation and interview,researchers repetitively reflected upon the plans, measures and problem-solving degreesand made corresponding adjustments so as to solve problems promptly and constantly pushforward the construction process. At the fourth stage, on the one hand, researchersconducted semi-structural interviews with teachers that attended the work, evaluating theinfluences upon both the organization and individuals exerted by the construction of an LNS. At the same time, based on teachers' feedbacks, researchers finalized constructionstrategies and analyzed the mechanisms of the strategies that brought out beneficialinfluences upon the team and teachers. On the other hand, taking advantage of theself-developed evaluation tool, researchers compared the organizational performancesbefore and after the construction of the LNS, and also compared it with another nursingschool in the same province yet not attending the construction of the LNS, thus evaluatingthe efficacies of LNS from the quantitative perspective. After that, further reflections andanalyses were performed. The research subject was a certain local nursing college.Participants were all the staff members of the school, including the author herself. Specificmethods included: literature review, experts' consultation, questionnaire, observation,interview and so on. In Research Two, methods like literature review, experts meeting,Delphi method, pre-test and discrimination confirmative research were utilized,establishing the concept, connotation indices and also developing the assessment tool.
Results: In Research One, an LNS was successfully constructed with obvious effectsalong the five dimensions, namely shared vision, improved metal model, team learning,personal mastery and system thinking.
First, quantitative results. All the measures aiming at the construction of an LNSgenerated obvious positive effects. Compared with pre-construction and non-construction,the college attempting to construct an LNS achieved an obvious improvement in all theindices and total score, with all P values＜0.05, indicating statistical significances.
Second, qualitative results. By ways of literature review, observation, interview, andresearchers' reflections, the following results were achieved:(1)7Principles ofconstruction of an LNS were finalized, namely: learning as the top priority; human as thecenter; learning combined with practice; step-by-step implementation; localization; workcombined with life; mental transformation.(2)9strategies of construction of an LNS wereadopted: To mobilize organizational members from various levels and channels withperseverance. Managers change their leading models and roles, realizing flat management.All members are united to achieve shared visions in the construction of an LNS. To raisefunds from various channels, providing logistic supports for the construction of an LNS. Tocarry out various group learning so as to form team learning atmosphere. To carry outvarious team training so as to improve metal model and system thinking. Help the teachersto achieve personal mastery combining with the characteristics of teachers. Life is combined with work, highlighting the localized characteristics of the measures. To conductoutward bound and realize mental transformation.(3) The stage attribute was clarified.From the perspective of team formation, it was divided into three stages, i.e. launchingstage, comprehensive implementation stage and further improvement stage. From theperspective of team members' learning new knowledge, it was divided into5stages,namely: confused stage, curious stage, exhausted stage, re-robust stage, and accustomedstage.(4)5key factors were suggested and analyzed in the construction of an LNS.(5)Obvious effects were achieved, for example: Shared visions were achieved. Flatmanagement was realized. Various management systems were improved. Team learningwas stabilized. The mental models of the organization and individuals gradually improvedand system thinking was formed, realizing different degrees of improvement in all aspects.
Research Two established the framework of a LNS with five dimensions, namely selfmastery, mental model, shared vision, team learning and system thinking. The eveluatontool consists of two parts: Individual Performance Assessment Tool, OrganizationalPerformance Assessment Tool. The former involves24items while the latter contains27items. This scale proved to be reliable and effective by ways of pre-test and discriminationconfirmation.
Conclusions: The construction of a LNS is beneficial for the improvement of teachingqualities of a nursing school and the perfection of its management, administrative systemsand mechanism, obviously enhancing its team cohesion. Therefore, currently, it is anoptimal approach to enhance the learning and innovation abilities and sharpen thecompetitive edges of both the school and teachers. The choice of construction principlesand strategies should be based on the specific cultural background, community traits andspecialty characteristics of a certain school. It should be noted that the construction of anLNS is a long-term and complicated process. This work only completes the beginning ofthe construction, which calls for further research and perfection in the future. Additionally,the assessment tool developed in this work may well be employed as an effective tool toevaluate the status quo of a nursing school as well as its LNS construction efficacy.
引文
[1]Nonaka,I.,Takeuchi,H.The Knowledge Creating Company [M].New York: Oxford UniversityPress,1995:26.
[2]Senge, P. M. The fifth discipline: the art and practice of the learning organization [M].New York:Bantam Doubleday Deli,1990:56-57.
[3]张兆芹,卢乃桂,彭新强.学习型学校的创建[M].北京:教育科学出版社,2011:19-20.
[4]Jeong S H, Lee T, Kim I S, et al. The effect of nurses’ use of the principles of learning organizationon organizational effectiveness [J].J Adv Nurs,2007,58(1):53-62.
[5]吕芳芳，祝筠，徐凌忠.学习型组织相关测量工具的研究进展及对护理工作的启示[J].护理学杂志(综合版),2011(26):91-94.
[6]Marsick V J, Watkins K E. Demonstrating the value of an organization’s learning culture: thedimensions of learning organizations questionnaire [J].Adv Develop Hum Resour,2003(2):132-151.
[7]Jeong S.H., Lee K.S., Lee M.H. et al. A study on the development of the learning organizationmeasurement for nurses [J]. J Korean Acad Nurs,2003,9(1):75-88.
[8]Wang X H, Yang B Y. The culture of learning organizations in Chinese state-owned andprivately-owned enterprises: an empirical study [J]. Front Bus Res China,2007,1(2):275-299.
[9]吕芳芳,祝筠,陈海萍，等.中文版护士学习型组织量表的信效度检验[J].护理学杂志,2011,26(17):13-16.
[10]Seyyed B.A., John M.C. A cross-cultural analysis of the effectiveness of the learning organizationmodel in school contexts [J]. Int J Edu Management,2004,7(18):408-416.
[11]Mennenga H.A., Smyer T. A model for easily in corporation team-based learning into nursingeducation [J].Int J Nurs Educ Scholarsh,2010,7(1):4.
[12]雷鹤,张茹英,张银铃，等.应用学习型组织理论建立新型护理教研室[J].护理管理杂志,2002,2(3):26-28.
[13]廖海涛,覃红,黄巨恩,等.“学习型组织”建设实践与护理技能型紧缺人才培养[J].广西医科大学学报,2008,S1(25):107-108.
[14]史瑞芬.学习型组织理论在护理教学管理中的应用[J].解放军护理杂志,2005,22(10):83-84.
[15]Yaqhoubi M, Raeisi AR, Afshar M,et al.The relationship between learning organization andorganizational commitment among nursing managers in educational hospitals of Isfahan University ofMedical Sciences in2008-9[J].Iran J Nurs Midwifery Res,2010,15(2):83-89.
[16]Kwon H.Y. A Study of Learning Organization Construction Factors and Employee Satisfaction[D].The Hanyang University, Seoul, South Korea,2000.
[17]吴修荣,滕兴玲,王立芹,等.组间学习型护理团队对护理工作满意度的影响[J].齐鲁护理杂志,2008,14(5):1-2.
[18]Roth L.M, Markova T, Monsur J.C, et al. Effects of implementation of a team model on physicianand staff perceptions of a clinic’s organizational and learning environments [J]. Fam Med,2009,41(6):434-439.
[19]阮亮,宫玉翠.全面创建护理学习型组织的效果[J].中外医疗,2009,(1):101-102.
[20]Bunkers S.S. Expertise in nursing partⅡ: coshaping a teaching-learning environment [J].Nurs SciQuart,2005,18(1):24-30.
[21]Estrada N. Exploring perceptions of a learning organization by RNs and relationship to EBPbeliefs and implementation in the acute care setting[J].Worldviews Evid Based Nurs,2009,6(4):200-209.
[22]Crites G.E., McNamara M.C., Akl E.A, et al. Evidence in the learning organization [J]. Health ResPolicy Syst,2009,7(4):1-13.
[1]Nonaka I.,Takeuchi H. The Knowledge Creating Company [M].New York: Oxford University Press,1995:26.
[2]Senge P M. The fifth discipline: the art and practice of the learning organization [M].New York:Bantam Doubleday Deli,1990:3-20.
[3]张兆芹,卢乃桂,彭新强.学习型学校的创建[M].北京：教育科学出版社,2011:19-43.
[4]国家中长期人才发展纲要(2010-2020),中华人民共和国中央人民政府网站[EB/OL].http://www.gov.cn/jrzg/2010-06/06/content_1621777.htm..
[5]康伟.创建学习型组织的思考[J].渤海大学学报哲学社会科学版,2011,3:156-158.
[6]关于按《学位授予和人才培养学科目录》进行学位授权点对应调整的通知.中华人民共和国教教育部网[EB/OL].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/A22_zcwj/201104/118616.html.2013-03-03.
[7]孙玫璐.西方成年女性学习研究述评[J].全球教育展望,2006,35:60-63.
[8]认清形势,明确任务,开创新建本科院校教学工作新局面----吴启迪同志在第三次新建本科院校教学工作研讨会上的讲话[EB/OL]. http://www.bcsfxy.com/jiguan/jwc/V9/12/old20100294.html.2013-3-03.
[9]陈慧.我国高校护理学科核心竞争力评价指标体系的研究[D].山西:山西医科大学,2008:36-40.
[10]张蔷蔷,邵红芳,薄晓明,等.试论省属高校创新团队的培育[J].山西高等学校社会科学学报,2010,22(6):96-97.
[11]Forrester J W.Anew Corporate Design [J].Industrial Management Review,1965,7(1):5-17.
[12]程华.学习型组织研究综述[J].安徽农业科学,2006,34(23):6344-6345,6352.
[13]吴勇军.学习型组织概念研究综述[J].三门峡职业技术学院学报,2005,4:1-4.
[14]由长延,徐林.学习型组织研究综述(上)[J].研究与发展管理,2002,14:11-15.
[15]Marquardt M J. Building the learning organization [M].New York: Mc Graw-Hill,1996:31-71.
[16]Marsick VJ, Watkins K E. Facilitating learning organizations: making learning count [M].England:Gower,1999:36.
[17]保罗·麦耶斯．知识管理与组织设计[M].广东：珠海出版社,1998:346.
[18]Garvin DA. Building a Learning Organization [J].HBR.1993:71.
[19]陈国权.组织学习和学习型组织:概念、能力模型、测量及对绩效的影响[J].组织理论,2009,21(1):107-116.
[20]张声雄.学习型组织理论概述[J].中国人才,2003,2:18-19.
[21]杨硕英.系统思考与变革组织学习（一）[J].中国人才,2002,9:17-19.
[22]罗宾斯.组织行为学[M].北京:中国人民大学出版社,1997:36-67.
[23]Pedler M., Burgoyne J., Boydell T. The Learning Company：A Strategy for SustainableDevelopment [M]. New York：McGraw-Hill，1992:3.
[24]张声雄.学习型组织的创建[M].上海:上海科学普及出版社,2000:35-41.
[25]张德,窦亚丽.中国背景下的学习型组织结构研究[J].科学学研究,2006,24(6):934-938.
[26]周德孚.学习型组织[M].上海:上海财经大学出版社，1998:11-12.
[27]冯奎.学习型组织：未来成功企业的模式[M].广州：广东经济出版社,2000：22-24.
[28]李彬.彼得·圣吉.学习型组织理论[J].企业改革与管理，2009,7：59-61.
[29]Senge, P.M. et al.(Ed.)The fifth discipline fieldbook:Strategies and tools/or building a learningorganization [M].New York:The Spieler Agency,1994:53-71.
[30]黄爱玲,彼德·圣吉.学习型组织理论的内涵与特征[J].教育评论,2003,5:98-100.
[31]WatkinsK.E., Marsick V.J. InAction:Creating the Learning Organization [J].American Society forTraining and Development.Alexandria,GA,1996:72.
[32]刘铁明.学习型组织的四大模型评析[J].湖南财经高等专科学校学报,2002,18(5):89-93.
[33]陈国权.学习型组织的过程模型、本质特征和设计原则[J].中国管理科学,2002,10：86-91.
[34]朱明辉.科研院所建设学习型组织的流程分析[J].理论建设,2007,1:78-79.
[35]李中亮.学习型组织的内涵、特征及其创建探讨[J].成人高教学刊,2007,3:7-11.
[36]周咏梅,叶文琴,曹洁.引用圣吉模型创建学习型护理团队[J].武警医学,2007,8:637-638.
[37]吕芳芳,祝筠，徐凌忠.学习型组织相关测量工具的研究进展及对护理工作的启示[J].护理学杂志(综合版),2011,26:91-94.
[38]Baker W E, Sinkula J M. The synergistic effect of market orientation and learning orientation onorganizational performance[J].Journal of the Academy of Marketing Science,1999,4:411-427.
[39]Hult G T，Ferrell O C, Hurley R F. Global organizational learning effects on cycle timeperformance [J]. J Business Res,2002,5:377-387.
[40]Goh S C. Toward a learning organization: the strategic building blocks[J]. SAM Adv ManagJ,1998,63(2):15-22.
[41]Marsick V J, Watkins K E. Demonstrating the value of an organization’s learning culture: theDimensions of Learning Organizations Questionnaire [J]. Adv Develop Hum Resource,2003,5(2):132-151.
[42]Raili Moilanen. Diagnostic Tools for Learning Organization [J].The Learning Organization,2001,8(1):6-20.
[43]Jeong S H, Lee T, Kim IS, et al. The effect of nurses’use of the principles of learning organizationon organizational effectiveness [J].J Adv Nurs,2006,58(1):53-62.
[44]Wang X H, Yang B Y. The culture of learning organizations in Chinese state-owned andprivately-owned enterprises: an empirical study [J]. Front Bus Res China,2007,1(2):275-299.
[45]陈国权.组织学习和学习型组织概念、能力模型、测量及对绩效的影响[J].管理评论,2009,21(1):107-116.
[46]吕芳芳,祝筠,陈海萍,等.中文版护理人员学习型组织量表的信效度检验[J].护理学杂志(综合版),2011,26:13-16.
[47]辞海[M].上海：上海辞书出版社，2009.
[48]丙明杰.管理学[M].上海：上海人民出版社,1999:75-77.
[49]D.赫尔雷格尔.组织行为学（上）[M].俞文钊等译.上海：华东师范大学出版社,2005:5-367.
[50]哈罗德·孔茨，海因茨·韦里克.管理学[M].北京：经济科学出版社,2003:168.
[51]李剑锋,翟军,陈燕.3AIG模型:一种新的嵌入目标的企业建模方法[J].计算机工程与应用,2008,44(12):218-220.
[52]彼得·圣吉.第五项修炼—学习型组织的艺术与实践[M].北京：中信出版社，2011:10-150.
[53]阮来民．关于大学组织学习力的思考[J].国家教育行政学院学报，2008,6:71-74.
[54]Argyris C. Strategy, change and defensive Routines[M].Boston: Ballinger,1985:19.
[55]克瑞斯·阿吉瑞斯,唐纳德·舍恩.姜文波.译.组织学习2：理论、方法与实践[M].北京:中国人民大学出版社,2011:136-148.
[56]D.赫尔雷格尔.组织行为学（下）[M].俞文钊等译.上海：华东师范大学出版社,2005:562-600.
[57]许庆瑞.管理学[M].北京：高等教育出版社，2010,57-169.
[58]徐建.国内外文化生态理论研究综述[J].山东省青年管理干部学院学报,2010,5:6-10.
[59]张洪波.文化生态学理论及其对我国城市可持续发展的启示[J].现代城市研究,2009,10:85-90.
[60]戢斗勇.文化生态学论纲[J].佛山科学技术学院学报(社会科学版),2004,22(5):1-7.
[61]文化生态学.百度百科[EB/OL]. http://baike. baidu.com/view/744437.htm.2012-08-17.
[62]詹姆斯·马克·鲍德温.百度百科[EB/OL].http://baike.baidu.com/view/257694.htm.2013-03-6.
[63]J.瓦西纳.文化和人类发展[M].孙晓玲,罗萌译.上海：华东师范大学出版社,2007:37-47.
[64]李晓文.青少年发展研究与学校文化生态建设[M].北京：教育科学出版社,2010:216-219.
[65]李素玲,郭平生.基于熵理论的学习“高原现象”分析[J].长春理工大学学报,2010,5(9):33-34.
[66]解琼.课程改革视阈下教师的情绪表征及其归因分析[J].教学与管理,2010,1:27-28.
[67]陈光平.社会变革对人们心理影响及其调节[J].学术评论,2008,12:96-98.
[68]鲁文平.试析高校“科层制”管理模式[J].发展,2008,3:138-139.
[69]科层制与中国社会管理的组织形式[EB/OL].http://www.doc88.com/p-599933140282.html.2013-2-4.
[70]陈向澜.理性与管理：论韦伯的管理哲学及其影响[M].长春：吉林人民出版社,2006:3.
[71]论韦伯科层制理论与马斯洛需要层次理论的对立统一[EB/OL].http://wenku.baidu.com/view/d5a9ffeab8f67c1cfad6b840.html.2013-2-4.
[72]Nyatanga L, Dann KL. Empowerment in nursing: the role of philosophical&psychological factors[J].Journal of Advanced Nursing,2002,3(3):234–239.
[73]Yip.KS. The empowerment model: a critical reflection of empowerment in Chinese culture [J].Social Work,2004,49(3):479-487.
[74]Finfgeld DL.Empowerment of individuals with enduring mental health problems: results fromconcept analyses and qualitative investigations [J]. Advances in Nursing Science,2004,27(1):44-52.
[75]彼得·圣吉等.第五项修炼（实践篇）[M].张兴等译.北京：东方出版社,2006:216.
[76]ScheinE.H. Organizational culture andleadership[M].SanFrancisco,CA:Jossey-Bass,2004:16.
[77]黄英.高校女性教师发展的思考[J].湖南社会科学,2010,2:163-164.
[78]Argyris C., Schon D.A. Organizational Learning: A Theory of Action Perspective Reading[M].Mass: Addison-Wesley Publishing Company,1978:55.
[79]张雁.论“团队学习”及研究生“学习型团队”的建构[J].河海大学学报(哲学社会科学版),2006,8(3):85-88.
[80]李萍.近现代燕赵文化的个性特征及缺陷[J].社会科学论坛,2007,2:97-100.
[81]吴庆麟.教育心理学[M].上海：华东师范大学出版社,2003.
[82]周秉衡.第三项修炼--建立共同愿景[EB/OL].http://wenku.baidu.com/view/bdefd6ebf8c75fbfc77db2fc.html.2013-3-9.
[83]Ellen P, Daniel﹠Tommy G. Affect and decision makings: a “hot”topic [J].Journal of BehavioralDecision Making,2006,45:20-31.
[84]陈京松.论文学艺术的娱乐作用与审美价值[J].承德民族师专学报,1987,1:52-53.
[85]（英）拉尔夫.D.斯泰西.组织中的复杂性与创造性[M].宋学锋等译.成都:四川人民出版社，2000:117.
[86]Bjorklund D.F.,Pellegrini A.D. The origins of human nature: Evolutionary developmentalpsychology [M]. Washington, DC: American Psychological Association Press，2002：302.
[87]杨宁.儿童游戏：行为种系发生与个体发生之间的桥梁----三论进化、发展和儿童早期教育[J].学前教育研究,2010,11:3-11.
[88]The Cambridge Encyclopedia of Child Development [M].Cambridge: Cambridge University Press,2005:361.
[89]程水栋.学校学习型组织构建初探[D].江西：江西师范大学，2005.
[90]张锦智.试析社会性别视野下的高校知识女性发展[J].山西高等学校社会科学学报,2011,23(9):55-58.
[91]罗伯特﹒W﹒欧文斯.教育组织行为学[M].窦卫霖等译.上海：华东师范大学出版社,2006.
[92]郑瑛.构建学习型学校的策略研究[D].上海:华东师范大学,2006,11:31.
[93]Linda M. Roth. Effects of Implementation of a Team Model on Physician and Staff Perceptions ofa Clinic’s Organizational and Learning Environments [J]. Family Medicine,2009,6:434-439.
[94]Ji Hoon Song.The effects of learning organization culture on the practices of humanknowledge-creation: an empirical research study in Korea[J].International Journal of Training andDevelopment,2008,12(4):265-182.
[95]刘刚.对创建“学习型组织”的理性透视[J].教育评论,2004,3:34-37.
[96]陈向明，质的研究方法与社会科学研究[M].北京：教育科学出版社，2004:169-171.
[97]邵泽斌.国内学习型组织研究综述[J].河北师范大学学报(教育科学版),2007,9:5-11.
[98]秦发盈.国外组织学习理论综述与本土应答[J].继续教育研究,2004,4:11-15.
[99]傅克.高校知识女性素质提升的障碍及对策研究[J].金华职业技术学院学报,2010，10(5)：20-23.
[100]Hershey H. Friedman, Linda W. Friedman, Simcha Pollack. Transforming a University from aTeaching Organization to a Learning Organization[J]. The Learning Organization,2010,10(4):31-36.
[101]Seok Hee Jeong, et al. Effect of nurses’ use of the principles of learning organization onorganizational effectiveness[J].Journal of Advanced Nnursing,2007,58(1):53–63.
[102]阮亮，宫玉翠.全面创建护理学习型组织的效果[J].中外医疗,2009,1:101-102.
[103]云绍辉.学习型组织结构模型与评价体系的研究[D].天津：天津大学,2006,6:59-112.
[104]Graneheim U.,Lundman B. Qualitative content analysis in nursing research:Concepts,procedures and measures to achieve trust worhiness[J].Nurse Education Today,2004,24:105-112..
[105]沈梅,梁永礼.学习型组织--知识经济时代的企业组织管理模式探讨[J].经济师,2002,4:126-127
[106]徐长江.论“学习型组织”理念对教师培养与提高的启示[J].高等师范教育研究,2001,2:77-80
[107]Hojjatollah Darafsh.Relationship Between Learning Organization and Quality of Work Life:AComparative Study of Iran and India[J].The IUP Journal of Organizational Behavior,2012，4:21-38.
[108]马作宽.组织文化[M].北京：中国经济出版社,2009:6-9.
[109]李中亮.近年来学习型组织著作综述[J].成人教育,2011,1:47-49.
[110]戴维A.加尔文.学习型组织行动纲领[M].邱昭良译.北京:机械工业出版社,2004:23.
[111]刘凤英.基于学习型组织理论的高校教师培训与开发体系研究[D].南京:南京理工大学系统工程,2009:22-24
[112]Jeong S H, Lee T, Kim I S, et al. The effect of nurses’ use of the principles of learningorganization on organizational effectiveness[J].Journal of Advanced Nursing,2007,58(1):53-62.
[113]Carol Reineck. Create a learning organization. Nursing Management,2002,10:42-43..
[114]H.Nejat Basim, Harun Sesen, Halukkorkmazyurek. A Turkish Translation, Validity andReliability Study of the Dimensions of the Learning Organization Questionnaire [J]. World AppliedSciences Journal,2007,2(4):368-374.
[115]D. Jamali, Y. Sidani. Learning organizations: diagnosis and measurement in a developing countrycontext: The case of Lebanon [J].Learning Organization,2008,15:58–74.
[116]Song JH, Joo BK, Chermack TJ. The Dimensions of Learning Organization Questionnaire（DLOQ）:AValidation Study in a Korean Context[J]. Human Resource Development Quarterly,2009,20(1):43-64.
[117]A.Telbani N., Salem MZ.The Dimensions of the Learning Organization in AlShifa Hospital inGaza from Its Employees’ Point of View [J]. Jordan Journal of Business Administration,2011,7(2):295-321.
[118]张鹭鹭,李静,徐祖铭.高级医院管理学[M].上海:第二军医大学出版社,2007:350-356.
[119]荣晓琦.学习型医院的创建及评价研究[D].武汉:华中科技大学,2006，5:104-120.
[120]陈国权,马萌.组织学习评价方法和学习工具的研究及在30家民营企业的应用[J].管理工程学报,2002,16(1):25-30
[121]Reza Najafbagy, Shahram MD, Nasser M,etal.Presenting the Model of Learning OrganizationBased on Learning Organization Dimensions Questionnaire of Watkins-Marsick Case Study, TractorManufacturing Complex of Iran[J]. Middle-East Journal of Scientific Research,2011,7(5):809-819.
[122]Berdie D R. Reassessing the value of high response rates to mail surveys[J]. MarketingResearch,1994,1(3):52-64.
[123]徐志晶,夏海鸥.德尔菲法在护理研究领域中的应用现状[J].护理学杂志,2008,23(6):78-80.
[124]林佩贤.Excel在德尔菲法资料统计分析中的应用与评价[D].广州:暨南大学,2009:5-25.
[125]曹文瑞,李海燕,吴少林,等.运用Delphi法建立医学科技人才评价指标体系的研究[J].中华医学科研管理杂志,2007,20(2):77-79.
[126]吴明隆.SPSS统计应用实务-问卷分析与应用统计[M].北京:科学出版社,2003:62-110.
[127]王松涛.探索性因子分析与验证性因子分析比较研究[J].兰州学刊,2006,5:155-156.
[128]苏为华.统计指标理论与方法研究[M].北京:中国物价出版社,1998:123-125.
[129]郝元涛,孙希凤,方积乾,等.量表条目筛选的统计学方法研究[J].中国卫生统计，2004,21（4）：209-211.
[130]秦浩,陈景武.医学量表条目的筛选考评方法及其应用[J].中国行为医学科学,2006,15(4):375-376.
[131]孙振球.医学统计学[M].北京:人民卫生出版社,2002:527-547.
[132]史静琤,莫显昆,孙振球.量表编制中内容效度指数的应用[J].中南大学学报,2012,37(2):152-155.
[133]汪向东,王希林,马弘.心理卫生评定量表手册(增订版)[M].北京:中国心理卫生杂志社,1999:4-5.
[134]Hays RD, Anderdon R, Revicki D. Psychometric consideration in evaluating health-relatedquality of life measures [J]. Quality of life research,1993,2(2):441-449.
[135]胡雁.护理研究[M].北京：人民卫生出版社,2012:110-120.
[136]张超,徐燕,陈平雁.探索性因子分析与验证性因子分析在量表研究中的比较与应用[J].南方医科大学学报,2007,27(11):1699-1700.
[137]叶龙.安全行为学[M].北京:清华大学出版社,北京交通大学出版社,2005:260.
[138]蒋艳，沈宁，皱树芳.护理研究中量表编制及测量学特征的评定方法[J].中华护理教育，2005,2(4):174-176.
[2]Senge, P. M. The fifth discipline: the art and practice of the learning organization [M].New York:Bantam Doubleday Deli,1990:56-57.
[3]张兆芹,卢乃桂,彭新强.学习型学校的创建[M].北京:教育科学出版社,2011:19-20.
[4]Jeong S H, Lee T, Kim I S, et al. The effect of nurses’ use of the principles of learning organizationon organizational effectiveness [J].J Adv Nurs,2007,58(1):53-62.
[5]吕芳芳，祝筠，徐凌忠.学习型组织相关测量工具的研究进展及对护理工作的启示[J].护理学杂志(综合版),2011(26):91-94.
[6]Marsick V J, Watkins K E. Demonstrating the value of an organization’s learning culture: thedimensions of learning organizations questionnaire [J].Adv Develop Hum Resour,2003(2):132-151.
[7]Jeong S.H., Lee K.S., Lee M.H. et al. A study on the development of the learning organizationmeasurement for nurses [J]. J Korean Acad Nurs,2003,9(1):75-88.
[8]Wang X H, Yang B Y. The culture of learning organizations in Chinese state-owned andprivately-owned enterprises: an empirical study [J]. Front Bus Res China,2007,1(2):275-299.
[9]吕芳芳,祝筠,陈海萍，等.中文版护士学习型组织量表的信效度检验[J].护理学杂志,2011,26(17):13-16.
[10]Seyyed B.A., John M.C. A cross-cultural analysis of the effectiveness of the learning organizationmodel in school contexts [J]. Int J Edu Management,2004,7(18):408-416.
[11]Mennenga H.A., Smyer T. A model for easily in corporation team-based learning into nursingeducation [J].Int J Nurs Educ Scholarsh,2010,7(1):4.
[12]雷鹤,张茹英,张银铃，等.应用学习型组织理论建立新型护理教研室[J].护理管理杂志,2002,2(3):26-28.
[13]廖海涛,覃红,黄巨恩,等.“学习型组织”建设实践与护理技能型紧缺人才培养[J].广西医科大学学报,2008,S1(25):107-108.
[14]史瑞芬.学习型组织理论在护理教学管理中的应用[J].解放军护理杂志,2005,22(10):83-84.
[15]Yaqhoubi M, Raeisi AR, Afshar M,et al.The relationship between learning organization andorganizational commitment among nursing managers in educational hospitals of Isfahan University ofMedical Sciences in2008-9[J].Iran J Nurs Midwifery Res,2010,15(2):83-89.
[16]Kwon H.Y. A Study of Learning Organization Construction Factors and Employee Satisfaction[D].The Hanyang University, Seoul, South Korea,2000.
[17]吴修荣,滕兴玲,王立芹,等.组间学习型护理团队对护理工作满意度的影响[J].齐鲁护理杂志,2008,14(5):1-2.
[18]Roth L.M, Markova T, Monsur J.C, et al. Effects of implementation of a team model on physicianand staff perceptions of a clinic’s organizational and learning environments [J]. Fam Med,2009,41(6):434-439.
[19]阮亮,宫玉翠.全面创建护理学习型组织的效果[J].中外医疗,2009,(1):101-102.
[20]Bunkers S.S. Expertise in nursing partⅡ: coshaping a teaching-learning environment [J].Nurs SciQuart,2005,18(1):24-30.
[21]Estrada N. Exploring perceptions of a learning organization by RNs and relationship to EBPbeliefs and implementation in the acute care setting[J].Worldviews Evid Based Nurs,2009,6(4):200-209.
[22]Crites G.E., McNamara M.C., Akl E.A, et al. Evidence in the learning organization [J]. Health ResPolicy Syst,2009,7(4):1-13.
[1]Nonaka I.,Takeuchi H. The Knowledge Creating Company [M].New York: Oxford University Press,1995:26.
[2]Senge P M. The fifth discipline: the art and practice of the learning organization [M].New York:Bantam Doubleday Deli,1990:3-20.
[3]张兆芹,卢乃桂,彭新强.学习型学校的创建[M].北京：教育科学出版社,2011:19-43.
[4]国家中长期人才发展纲要(2010-2020),中华人民共和国中央人民政府网站[EB/OL].http://www.gov.cn/jrzg/2010-06/06/content_1621777.htm..
[5]康伟.创建学习型组织的思考[J].渤海大学学报哲学社会科学版,2011,3:156-158.
[6]关于按《学位授予和人才培养学科目录》进行学位授权点对应调整的通知.中华人民共和国教教育部网[EB/OL].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/A22_zcwj/201104/118616.html.2013-03-03.
[7]孙玫璐.西方成年女性学习研究述评[J].全球教育展望,2006,35:60-63.
[8]认清形势,明确任务,开创新建本科院校教学工作新局面----吴启迪同志在第三次新建本科院校教学工作研讨会上的讲话[EB/OL]. http://www.bcsfxy.com/jiguan/jwc/V9/12/old20100294.html.2013-3-03.
[9]陈慧.我国高校护理学科核心竞争力评价指标体系的研究[D].山西:山西医科大学,2008:36-40.
[10]张蔷蔷,邵红芳,薄晓明,等.试论省属高校创新团队的培育[J].山西高等学校社会科学学报,2010,22(6):96-97.
[11]Forrester J W.Anew Corporate Design [J].Industrial Management Review,1965,7(1):5-17.
[12]程华.学习型组织研究综述[J].安徽农业科学,2006,34(23):6344-6345,6352.
[13]吴勇军.学习型组织概念研究综述[J].三门峡职业技术学院学报,2005,4:1-4.
[14]由长延,徐林.学习型组织研究综述(上)[J].研究与发展管理,2002,14:11-15.
[15]Marquardt M J. Building the learning organization [M].New York: Mc Graw-Hill,1996:31-71.
[16]Marsick VJ, Watkins K E. Facilitating learning organizations: making learning count [M].England:Gower,1999:36.
[17]保罗·麦耶斯．知识管理与组织设计[M].广东：珠海出版社,1998:346.
[18]Garvin DA. Building a Learning Organization [J].HBR.1993:71.
[19]陈国权.组织学习和学习型组织:概念、能力模型、测量及对绩效的影响[J].组织理论,2009,21(1):107-116.
[20]张声雄.学习型组织理论概述[J].中国人才,2003,2:18-19.
[21]杨硕英.系统思考与变革组织学习（一）[J].中国人才,2002,9:17-19.
[22]罗宾斯.组织行为学[M].北京:中国人民大学出版社,1997:36-67.
[23]Pedler M., Burgoyne J., Boydell T. The Learning Company：A Strategy for SustainableDevelopment [M]. New York：McGraw-Hill，1992:3.
[24]张声雄.学习型组织的创建[M].上海:上海科学普及出版社,2000:35-41.
[25]张德,窦亚丽.中国背景下的学习型组织结构研究[J].科学学研究,2006,24(6):934-938.
[26]周德孚.学习型组织[M].上海:上海财经大学出版社，1998:11-12.
[27]冯奎.学习型组织：未来成功企业的模式[M].广州：广东经济出版社,2000：22-24.
[28]李彬.彼得·圣吉.学习型组织理论[J].企业改革与管理，2009,7：59-61.
[29]Senge, P.M. et al.(Ed.)The fifth discipline fieldbook:Strategies and tools/or building a learningorganization [M].New York:The Spieler Agency,1994:53-71.
[30]黄爱玲,彼德·圣吉.学习型组织理论的内涵与特征[J].教育评论,2003,5:98-100.
[31]WatkinsK.E., Marsick V.J. InAction:Creating the Learning Organization [J].American Society forTraining and Development.Alexandria,GA,1996:72.
[32]刘铁明.学习型组织的四大模型评析[J].湖南财经高等专科学校学报,2002,18(5):89-93.
[33]陈国权.学习型组织的过程模型、本质特征和设计原则[J].中国管理科学,2002,10：86-91.
[34]朱明辉.科研院所建设学习型组织的流程分析[J].理论建设,2007,1:78-79.
[35]李中亮.学习型组织的内涵、特征及其创建探讨[J].成人高教学刊,2007,3:7-11.
[36]周咏梅,叶文琴,曹洁.引用圣吉模型创建学习型护理团队[J].武警医学,2007,8:637-638.
[37]吕芳芳,祝筠，徐凌忠.学习型组织相关测量工具的研究进展及对护理工作的启示[J].护理学杂志(综合版),2011,26:91-94.
[38]Baker W E, Sinkula J M. The synergistic effect of market orientation and learning orientation onorganizational performance[J].Journal of the Academy of Marketing Science,1999,4:411-427.
[39]Hult G T，Ferrell O C, Hurley R F. Global organizational learning effects on cycle timeperformance [J]. J Business Res,2002,5:377-387.
[40]Goh S C. Toward a learning organization: the strategic building blocks[J]. SAM Adv ManagJ,1998,63(2):15-22.
[41]Marsick V J, Watkins K E. Demonstrating the value of an organization’s learning culture: theDimensions of Learning Organizations Questionnaire [J]. Adv Develop Hum Resource,2003,5(2):132-151.
[42]Raili Moilanen. Diagnostic Tools for Learning Organization [J].The Learning Organization,2001,8(1):6-20.
[43]Jeong S H, Lee T, Kim IS, et al. The effect of nurses’use of the principles of learning organizationon organizational effectiveness [J].J Adv Nurs,2006,58(1):53-62.
[44]Wang X H, Yang B Y. The culture of learning organizations in Chinese state-owned andprivately-owned enterprises: an empirical study [J]. Front Bus Res China,2007,1(2):275-299.
[45]陈国权.组织学习和学习型组织概念、能力模型、测量及对绩效的影响[J].管理评论,2009,21(1):107-116.
[46]吕芳芳,祝筠,陈海萍,等.中文版护理人员学习型组织量表的信效度检验[J].护理学杂志(综合版),2011,26:13-16.
[47]辞海[M].上海：上海辞书出版社，2009.
[48]丙明杰.管理学[M].上海：上海人民出版社,1999:75-77.
[49]D.赫尔雷格尔.组织行为学（上）[M].俞文钊等译.上海：华东师范大学出版社,2005:5-367.
[50]哈罗德·孔茨，海因茨·韦里克.管理学[M].北京：经济科学出版社,2003:168.
[51]李剑锋,翟军,陈燕.3AIG模型:一种新的嵌入目标的企业建模方法[J].计算机工程与应用,2008,44(12):218-220.
[52]彼得·圣吉.第五项修炼—学习型组织的艺术与实践[M].北京：中信出版社，2011:10-150.
[53]阮来民．关于大学组织学习力的思考[J].国家教育行政学院学报，2008,6:71-74.
[54]Argyris C. Strategy, change and defensive Routines[M].Boston: Ballinger,1985:19.
[55]克瑞斯·阿吉瑞斯,唐纳德·舍恩.姜文波.译.组织学习2：理论、方法与实践[M].北京:中国人民大学出版社,2011:136-148.
[56]D.赫尔雷格尔.组织行为学（下）[M].俞文钊等译.上海：华东师范大学出版社,2005:562-600.
[57]许庆瑞.管理学[M].北京：高等教育出版社，2010,57-169.
[58]徐建.国内外文化生态理论研究综述[J].山东省青年管理干部学院学报,2010,5:6-10.
[59]张洪波.文化生态学理论及其对我国城市可持续发展的启示[J].现代城市研究,2009,10:85-90.
[60]戢斗勇.文化生态学论纲[J].佛山科学技术学院学报(社会科学版),2004,22(5):1-7.
[61]文化生态学.百度百科[EB/OL]. http://baike. baidu.com/view/744437.htm.2012-08-17.
[62]詹姆斯·马克·鲍德温.百度百科[EB/OL].http://baike.baidu.com/view/257694.htm.2013-03-6.
[63]J.瓦西纳.文化和人类发展[M].孙晓玲,罗萌译.上海：华东师范大学出版社,2007:37-47.
[64]李晓文.青少年发展研究与学校文化生态建设[M].北京：教育科学出版社,2010:216-219.
[65]李素玲,郭平生.基于熵理论的学习“高原现象”分析[J].长春理工大学学报,2010,5(9):33-34.
[66]解琼.课程改革视阈下教师的情绪表征及其归因分析[J].教学与管理,2010,1:27-28.
[67]陈光平.社会变革对人们心理影响及其调节[J].学术评论,2008,12:96-98.
[68]鲁文平.试析高校“科层制”管理模式[J].发展,2008,3:138-139.
[69]科层制与中国社会管理的组织形式[EB/OL].http://www.doc88.com/p-599933140282.html.2013-2-4.
[70]陈向澜.理性与管理：论韦伯的管理哲学及其影响[M].长春：吉林人民出版社,2006:3.
[71]论韦伯科层制理论与马斯洛需要层次理论的对立统一[EB/OL].http://wenku.baidu.com/view/d5a9ffeab8f67c1cfad6b840.html.2013-2-4.
[72]Nyatanga L, Dann KL. Empowerment in nursing: the role of philosophical&psychological factors[J].Journal of Advanced Nursing,2002,3(3):234–239.
[73]Yip.KS. The empowerment model: a critical reflection of empowerment in Chinese culture [J].Social Work,2004,49(3):479-487.
[74]Finfgeld DL.Empowerment of individuals with enduring mental health problems: results fromconcept analyses and qualitative investigations [J]. Advances in Nursing Science,2004,27(1):44-52.
[75]彼得·圣吉等.第五项修炼（实践篇）[M].张兴等译.北京：东方出版社,2006:216.
[76]ScheinE.H. Organizational culture andleadership[M].SanFrancisco,CA:Jossey-Bass,2004:16.
[77]黄英.高校女性教师发展的思考[J].湖南社会科学,2010,2:163-164.
[78]Argyris C., Schon D.A. Organizational Learning: A Theory of Action Perspective Reading[M].Mass: Addison-Wesley Publishing Company,1978:55.
[79]张雁.论“团队学习”及研究生“学习型团队”的建构[J].河海大学学报(哲学社会科学版),2006,8(3):85-88.
[80]李萍.近现代燕赵文化的个性特征及缺陷[J].社会科学论坛,2007,2:97-100.
[81]吴庆麟.教育心理学[M].上海：华东师范大学出版社,2003.
[82]周秉衡.第三项修炼--建立共同愿景[EB/OL].http://wenku.baidu.com/view/bdefd6ebf8c75fbfc77db2fc.html.2013-3-9.
[83]Ellen P, Daniel﹠Tommy G. Affect and decision makings: a “hot”topic [J].Journal of BehavioralDecision Making,2006,45:20-31.
[84]陈京松.论文学艺术的娱乐作用与审美价值[J].承德民族师专学报,1987,1:52-53.
[85]（英）拉尔夫.D.斯泰西.组织中的复杂性与创造性[M].宋学锋等译.成都:四川人民出版社，2000:117.
[86]Bjorklund D.F.,Pellegrini A.D. The origins of human nature: Evolutionary developmentalpsychology [M]. Washington, DC: American Psychological Association Press，2002：302.
[87]杨宁.儿童游戏：行为种系发生与个体发生之间的桥梁----三论进化、发展和儿童早期教育[J].学前教育研究,2010,11:3-11.
[88]The Cambridge Encyclopedia of Child Development [M].Cambridge: Cambridge University Press,2005:361.
[89]程水栋.学校学习型组织构建初探[D].江西：江西师范大学，2005.
[90]张锦智.试析社会性别视野下的高校知识女性发展[J].山西高等学校社会科学学报,2011,23(9):55-58.
[91]罗伯特﹒W﹒欧文斯.教育组织行为学[M].窦卫霖等译.上海：华东师范大学出版社,2006.
[92]郑瑛.构建学习型学校的策略研究[D].上海:华东师范大学,2006,11:31.
[93]Linda M. Roth. Effects of Implementation of a Team Model on Physician and Staff Perceptions ofa Clinic’s Organizational and Learning Environments [J]. Family Medicine,2009,6:434-439.
[94]Ji Hoon Song.The effects of learning organization culture on the practices of humanknowledge-creation: an empirical research study in Korea[J].International Journal of Training andDevelopment,2008,12(4):265-182.
[95]刘刚.对创建“学习型组织”的理性透视[J].教育评论,2004,3:34-37.
[96]陈向明，质的研究方法与社会科学研究[M].北京：教育科学出版社，2004:169-171.
[97]邵泽斌.国内学习型组织研究综述[J].河北师范大学学报(教育科学版),2007,9:5-11.
[98]秦发盈.国外组织学习理论综述与本土应答[J].继续教育研究,2004,4:11-15.
[99]傅克.高校知识女性素质提升的障碍及对策研究[J].金华职业技术学院学报,2010，10(5)：20-23.
[100]Hershey H. Friedman, Linda W. Friedman, Simcha Pollack. Transforming a University from aTeaching Organization to a Learning Organization[J]. The Learning Organization,2010,10(4):31-36.
[101]Seok Hee Jeong, et al. Effect of nurses’ use of the principles of learning organization onorganizational effectiveness[J].Journal of Advanced Nnursing,2007,58(1):53–63.
[102]阮亮，宫玉翠.全面创建护理学习型组织的效果[J].中外医疗,2009,1:101-102.
[103]云绍辉.学习型组织结构模型与评价体系的研究[D].天津：天津大学,2006,6:59-112.
[104]Graneheim U.,Lundman B. Qualitative content analysis in nursing research:Concepts,procedures and measures to achieve trust worhiness[J].Nurse Education Today,2004,24:105-112..
[105]沈梅,梁永礼.学习型组织--知识经济时代的企业组织管理模式探讨[J].经济师,2002,4:126-127
[106]徐长江.论“学习型组织”理念对教师培养与提高的启示[J].高等师范教育研究,2001,2:77-80
[107]Hojjatollah Darafsh.Relationship Between Learning Organization and Quality of Work Life:AComparative Study of Iran and India[J].The IUP Journal of Organizational Behavior,2012，4:21-38.
[108]马作宽.组织文化[M].北京：中国经济出版社,2009:6-9.
[109]李中亮.近年来学习型组织著作综述[J].成人教育,2011,1:47-49.
[110]戴维A.加尔文.学习型组织行动纲领[M].邱昭良译.北京:机械工业出版社,2004:23.
[111]刘凤英.基于学习型组织理论的高校教师培训与开发体系研究[D].南京:南京理工大学系统工程,2009:22-24
[112]Jeong S H, Lee T, Kim I S, et al. The effect of nurses’ use of the principles of learningorganization on organizational effectiveness[J].Journal of Advanced Nursing,2007,58(1):53-62.
[113]Carol Reineck. Create a learning organization. Nursing Management,2002,10:42-43..
[114]H.Nejat Basim, Harun Sesen, Halukkorkmazyurek. A Turkish Translation, Validity andReliability Study of the Dimensions of the Learning Organization Questionnaire [J]. World AppliedSciences Journal,2007,2(4):368-374.
[115]D. Jamali, Y. Sidani. Learning organizations: diagnosis and measurement in a developing countrycontext: The case of Lebanon [J].Learning Organization,2008,15:58–74.
[116]Song JH, Joo BK, Chermack TJ. The Dimensions of Learning Organization Questionnaire（DLOQ）:AValidation Study in a Korean Context[J]. Human Resource Development Quarterly,2009,20(1):43-64.
[117]A.Telbani N., Salem MZ.The Dimensions of the Learning Organization in AlShifa Hospital inGaza from Its Employees’ Point of View [J]. Jordan Journal of Business Administration,2011,7(2):295-321.
[118]张鹭鹭,李静,徐祖铭.高级医院管理学[M].上海:第二军医大学出版社,2007:350-356.
[119]荣晓琦.学习型医院的创建及评价研究[D].武汉:华中科技大学,2006，5:104-120.
[120]陈国权,马萌.组织学习评价方法和学习工具的研究及在30家民营企业的应用[J].管理工程学报,2002,16(1):25-30
[121]Reza Najafbagy, Shahram MD, Nasser M,etal.Presenting the Model of Learning OrganizationBased on Learning Organization Dimensions Questionnaire of Watkins-Marsick Case Study, TractorManufacturing Complex of Iran[J]. Middle-East Journal of Scientific Research,2011,7(5):809-819.
[122]Berdie D R. Reassessing the value of high response rates to mail surveys[J]. MarketingResearch,1994,1(3):52-64.
[123]徐志晶,夏海鸥.德尔菲法在护理研究领域中的应用现状[J].护理学杂志,2008,23(6):78-80.
[124]林佩贤.Excel在德尔菲法资料统计分析中的应用与评价[D].广州:暨南大学,2009:5-25.
[125]曹文瑞,李海燕,吴少林,等.运用Delphi法建立医学科技人才评价指标体系的研究[J].中华医学科研管理杂志,2007,20(2):77-79.
[126]吴明隆.SPSS统计应用实务-问卷分析与应用统计[M].北京:科学出版社,2003:62-110.
[127]王松涛.探索性因子分析与验证性因子分析比较研究[J].兰州学刊,2006,5:155-156.
[128]苏为华.统计指标理论与方法研究[M].北京:中国物价出版社,1998:123-125.
[129]郝元涛,孙希凤,方积乾,等.量表条目筛选的统计学方法研究[J].中国卫生统计，2004,21（4）：209-211.
[130]秦浩,陈景武.医学量表条目的筛选考评方法及其应用[J].中国行为医学科学,2006,15(4):375-376.
[131]孙振球.医学统计学[M].北京:人民卫生出版社,2002:527-547.
[132]史静琤,莫显昆,孙振球.量表编制中内容效度指数的应用[J].中南大学学报,2012,37(2):152-155.
[133]汪向东,王希林,马弘.心理卫生评定量表手册(增订版)[M].北京:中国心理卫生杂志社,1999:4-5.
[134]Hays RD, Anderdon R, Revicki D. Psychometric consideration in evaluating health-relatedquality of life measures [J]. Quality of life research,1993,2(2):441-449.
[135]胡雁.护理研究[M].北京：人民卫生出版社,2012:110-120.
[136]张超,徐燕,陈平雁.探索性因子分析与验证性因子分析在量表研究中的比较与应用[J].南方医科大学学报,2007,27(11):1699-1700.
[137]叶龙.安全行为学[M].北京:清华大学出版社,北京交通大学出版社,2005:260.
[138]蒋艳，沈宁，皱树芳.护理研究中量表编制及测量学特征的评定方法[J].中华护理教育，2005,2(4):174-176.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |