An Application of the Hospital-in-the-Home Unlearning Context

Abstract

Many researchers who have investigated health care organizations have indicated that health care professionals are replete with outdated knowledge, and some researchers go even further to argue that without the presence of a context that facilitates unlearning (forgetting) practitioners may lose the ability to recognize relevant changes with respect to knowledge pertaining to all aspects of the health care sector and they may decide to rely on potentially out-of-date knowledge and inappropriate ways of interpreting data with attendant loss of decision quality and attendant risks. This article presents an analysis and develops a model of the factors that influence unlearning which is focused on the health care industry and is comprised of three constituent components: (1) a framework characterizing the lens through which individuals view situations; (2) a framework for characterizing how individual habits change; and (3) a framework for characterizing the manner in which emergent understandings are consolidated into existing knowledge and knowledge structures. The model was developed and analyzed using qualitative data from the Hospital-in-the-Home Unit of a Spanish Regional Hospital. From a practical perspective the article provides for the identification of factors that influence the nature and effectiveness of the unlearning context in Hospital-in-the-Home-Units in regional hospitals. This not only valuably adds to the knowledge of the way these units function but also may enable actions to be taken to improve the learning processes associated with such units, resulting in an improvement in the quality of knowledge used in day-to-day decision making. It is to be assumed that, as a result of improving the quality of knowledge used in decision making, the quality of decisions will be improved.

The process of individual unlearning: A neglected topic in an under-researched field

“…However, the dominant perspective in the unlearning literature regarding the relationship between the sequencing of unlearning and learning (which follows the way Hedberg (1981) defines the relationship) is that unlearning is a unique stage and is a prerequisite to, and a precursor of, learning (Akgün et al, 2007b; Becker et al, 2006; Cegarra-Navarro et al, 2010b; Fotaki, 2007; MacDonald, 2002). For example, Cegarra-Navarro et al (2010b) define unlearning as ‘the elimination of obsolete knowledge’, which is regarded as a necessary precursor to learning, or ‘the creation and absorption of new knowledge’ (p. 901). However, an alternative way to conceptualize the relationship between unlearning and learning is to consider unlearning as a distinctive type of learning (Antonacopoulou, 2009).…”

“…Tsang and Zahra (2008) consider that unlearning may precede learning, occur simultaneously with, or independent of learning. However, the dominant perspective in the unlearning literature regarding the relationship between the sequencing of unlearning and learning (which follows the way Hedberg (1981) defines the relationship) is that unlearning is a unique stage and is a prerequisite to, and a precursor of, learning (Akgün et al, 2007b;Becker et al 2006;Cegarra-Navarro et al, 2010a;Fotaki 2007;MacDonald 2002). For example, Cegarra-Navarro et al (2010a, p. 901) define unlearning as, 'the elimination of obsolete knowledge', which is regarded as a necessary precursor to learning, or 'the creation and absorption of new knowledge'.…”

The Effect of Absorptive Capacity on Green Customer Capital under an Organizational Unlearning Context

“…Because knowledge becomes obsolete, fostering an organizational unlearning (OU) context is necessary to acquire new knowledge that is tailored to the environment [47]. According to Cegarra-Navarro et al [48], we define an OU context as the deliberate framework or setting that favors the necessary conditions for the elimination of that obsolete knowledge. In fact, acquiring new knowledge and discarding useless knowledge are the keys to achieving a competitive advantage [49].…”

“O Tempo Ruim Vai Passar”: O Risco De Morte E a Proteção De Jovens Moradores De Periferia Envolvidos Em Contextos De Violência

“…From the point of view of subject orientation, in common in the definitions of organizational unlearning, we find the obsolete, (Rezazademehrizi, 2011;Bagherzadeh et al, 2012), knowledge (Hedberg 1981;Newstrom 1983;Fernandez et al), the method (Starbuck, 1996), the habit (Newstrom, 1983;Zeng & Chen, 2010), the experience (McGill & Slocum, 1993), the standard (Sherwood, 2000), learning (Becker, 2003;Windernecht, 2004;Becker, 2007), the routine (Tsang & Zahra, 2008;Cegarra-Navarro et al, 2010;McKeown, 2012), the organizational structure (Akgün et al, 2007), the information structure (Cegarra-Navarro et al, 2010;Lee et al, 2011), the procedure (Lee et al, 2011), the assumption (Sherwood, 2000;Esa & Abdulsamad, 2011) and the mental structure (Esa & Abdulsamad, 2011).…”