Abstract
This is a conceptual analysis conducted to identify the concept and properties of clinical nurses' learning agility using a hybrid model. The concept is identified through a reviewing of literature in the theoretical phase, andthen, we conducted in-depth interview using focus group interview to using of fieldwork phase. As a result of this study, nurses' learning agility was classified into four dimensions: sensitivity to change, applicability of experiential learning, responsiveness in relationships, and cognitive flexibility, and was defined by four attributes and 11 indicators. In conclusion, the learning agility of clinical nurses was defined as the ability to quickly recognize situations, to flexibly respond, and to interactively perform nursing practice based on experiential learning in newly and challenging situations. The significance of this study is that it provides a basis for understanding and promoting learning agility by identifying conceptual attributes of learning agility in clinical nurses. Based on the findings of this study, it is suggested to develop a learning agility measurement tool that reflects nurses' learning agility attributes and indicators.
Published Version
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