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Learning to Learn: towards a Relational and Transformational Model of Learning for Improved Integrated Care Delivery

Author

Listed:
  • Peter Tsasis

    (School of Health Policy and Management, York University, Toronto, Ontario M3J1P3, Canada)

  • Jenna M. Evans

    (Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Ontario M5T3M6, Canada)

  • Linda Rush

    (School of Education, University of Manchester, Manchester, England M139PL, UK)

  • John Diamond

    (Business School, Edge Hill University, Ormskirk, England L394QP, UK)

Abstract

Health and social care systems are implementing fundamental changes to organizational structures and work practices in an effort to achieve integrated care. While some integration initiatives have produced positive outcomes, many have not. We reframe the concept of integration as a learning process fueled by knowledge exchange across diverse professional and organizational communities. We thus focus on the cognitive and social dynamics of learning in complex adaptive systems, and on learning behaviours and conditions that foster collective learning and improved collaboration. We suggest that the capacity to learn how to learn shapes the extent to which diverse professional groups effectively exchange knowledge and self-organize for integrated care delivery.

Suggested Citation

  • Peter Tsasis & Jenna M. Evans & Linda Rush & John Diamond, 2013. "Learning to Learn: towards a Relational and Transformational Model of Learning for Improved Integrated Care Delivery," Administrative Sciences, MDPI, vol. 3(2), pages 1-23, June.
    • Handle: RePEc:gam:jadmsc:v:3:y:2013:i:2:p:9-31:d:26610
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    References listed on IDEAS

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