Volume 10, Issue 2 (winter 2024)
IJRN 2024, 10(2): 108-118 |
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Ghasemi Farid Z, Shariatmadari M, Hamidifar F, khorshidi A. Designing a Pattern for Creating Organizational Knowledge in Military Nursing Education Using Grounded Theory Approach. IJRN 2024; 10 (2) :108-118
URL: http://ijrn.ir/article-1-837-en.html
URL: http://ijrn.ir/article-1-837-en.html
Assistant Professor, Department of Educational Management and Higher Education, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
Abstract: (311 Views)
Introduction: Knowledge creation is the most basic source of innovation and learning for educational organizations, especially military ones. Military nursing, as a new field, plays a vital role in improving the health of military forces and society. Therefore, this research was performed to a pattern for organizational knowledge creation in military nursing education.
Methods: This qualitative study was performed using the systematic strategy of grounded theory by Strauss and Corbin (2015) approach. The data were collected through semi-structured interviews with 16 experts and university professors with experience in the field of military nursing and continued until theoretical saturation. Participants were selected by the theoretical sampling method. Data analysis was done by constant comparative method and theoretical coding, and then the paradigm pattern was explained. The correctness and strength of the collected data were evaluated based on Lincoln and Goba criteria.
Result: The findings led to the identification of 27 components, in the form of a paradigm pattern, that include the central phenomenon (organizational knowledge creation), "causal components" with sub-factors (sovereign will to creating knowledge, educational system of military nursing, individual and skill competencies and motivational factors), "contextual components" with sub-factors (demographic characteristics, infrastructures and equipment, information technology and scientific resources, research structure, organizational culture, management factors, educational organization strategies), "intervening components" with sub-factors (organizational conflict, security factors, economic resources, environmental factors, Educational inter organizational interactions), "strategic components" with sub-factors ( Creating a knowledge creation system, experiences recording, content production and publications, meta-technology of learning, improvement and promotion of curriculum, targeted recruitment of human resources, empowerment of professors and specialized training of nursing students) and "Consequent components" with sub-factors (acquiring scientific authority and responding to the needs of the organization and society).
Conclusion: The presented pattern shows managerial, scientific, technological, and organizational importance for the realization of knowledge creation in the field of military nursing education. Careful monitoring, extensive measures, and the implementation of appropriate programs and policies in the above fields can lead to increasing scientific authority and responding to the needs of the organization and society.
Methods: This qualitative study was performed using the systematic strategy of grounded theory by Strauss and Corbin (2015) approach. The data were collected through semi-structured interviews with 16 experts and university professors with experience in the field of military nursing and continued until theoretical saturation. Participants were selected by the theoretical sampling method. Data analysis was done by constant comparative method and theoretical coding, and then the paradigm pattern was explained. The correctness and strength of the collected data were evaluated based on Lincoln and Goba criteria.
Result: The findings led to the identification of 27 components, in the form of a paradigm pattern, that include the central phenomenon (organizational knowledge creation), "causal components" with sub-factors (sovereign will to creating knowledge, educational system of military nursing, individual and skill competencies and motivational factors), "contextual components" with sub-factors (demographic characteristics, infrastructures and equipment, information technology and scientific resources, research structure, organizational culture, management factors, educational organization strategies), "intervening components" with sub-factors (organizational conflict, security factors, economic resources, environmental factors, Educational inter organizational interactions), "strategic components" with sub-factors ( Creating a knowledge creation system, experiences recording, content production and publications, meta-technology of learning, improvement and promotion of curriculum, targeted recruitment of human resources, empowerment of professors and specialized training of nursing students) and "Consequent components" with sub-factors (acquiring scientific authority and responding to the needs of the organization and society).
Conclusion: The presented pattern shows managerial, scientific, technological, and organizational importance for the realization of knowledge creation in the field of military nursing education. Careful monitoring, extensive measures, and the implementation of appropriate programs and policies in the above fields can lead to increasing scientific authority and responding to the needs of the organization and society.
Type of Study: Applicable |
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Received: 2023/06/12 | Accepted: 2023/11/6 | Published: 2024/02/24
Received: 2023/06/12 | Accepted: 2023/11/6 | Published: 2024/02/24
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