Aim To explore the validity of and expand upon a model of organisational learning in hospitals. Background Organisational learning is a positive change in an organisation's collective knowledge, cognition and/or action, leading to improved hospital performance. A current model offers an evidence‐based, theoretical representation of organisational learning in hospitals, yet the intricacies of organisational learning in clinical practice are not fully understood. Additional guidance is needed to effectively foster and study organisational learning. Method Semi‐structured interviews were used to gather 15 first‐hand experiences of organisational learning from 14 nurses. Data were analysed via deductive thematic analysis. Results Organisational learning was more effective when aligned closely with the model and less effective when alignment was poor. The nurses’ experiences illustrate relationships among elements of the model and underscore the importance of leadership and psychological safety in organisational learning. Conclusion This study helps validate the model and offers new insights into organisational learning. Additional research is needed to explore the role of leadership and psychological safety in organisational learning. Implications for Nursing Management Nurse managers can use the Organisational Learning in Hospitals model to evaluate organisational learning. Nurse managers have the opportunity to develop effective leadership practices designed to cultivate psychological safety within their teams.

Through organizational learning, health care teams can consistently provide excellent patient care in a complex and changing environment. Nurse managers, educators, and other leaders can facilitate organizational learning within their teams by promoting certain contextual factors in the clinical work environment. This article provides an overview of contextual factors associated with organizational learning, includes practice-based examples of these factors, and offers evidence-based recommendations for creating a learning-focused work environment. [ J Contin Educ Nurs . 2021;52(6):281–285.]