2008 Volume 11 Issue 2 Pages 92-102
To clarify relationships between pediatric nurses' lifelong learning and their organizational climate, a questionnaire survey was conducted by a mail to nurses working at pediatric departments of general hospitals in Kyushu. Among 234 number of the shipment, number of the collection was 128 (recovery 54.7%). The target of the analysis was 123 data except the thing with much deficit values (effective answer rate 52.6%).
From a factor analysis with 20 items concerning organizational climate, five factors including "strained/restrictive," "traditional/conservative," "controlled," "cooperative/friendly," and "respectful/ fair," were extracted.
An analysis of correlations between these factors and the subjects' learning behavior revealed the following : in on-the-job learning, learning frequency and learning will were high in the "controlled" climate, but learning frequency was low in the "cooperative/friendly" climate, and learning will was low in the "traditional/conservative" climate.
In off-the-job learning will was high in the "controlled" climate.
In other types of learning, the influence by the organization climate was not seen. But the learner with middle frequency and high will tended to recognize it as it being "controlled" climate.
These findings suggest that a learning environment requires a learning-support system that motivates learners and an atmosphere that encourages them to apply the results of learning to their work.
