Batalden P B, Cronenwett L R, Brown L L, Moffatt C, Serrell N P
Center for Evaluative Clinical Sciences, Dartmouth Medical School, Lebanon, NH, USA.
Jt Comm J Qual Improv. 1998 Oct;24(10):609-18. doi: 10.1016/s1070-3241(16)30410-2.
Questions, or what the physicist and learning expert Reginald Revans called "insightful inquiry," are essential to learning. People remember and use what they discover themselves. But many habits and activities in front-line workplaces of patient care have not promoted frank discussions of what we haven't figured out yet about improving care for patients. Leaders are no longer defined by having the right answers. Leaders will be the ones who have the right questions and who promote local learning with the right questions. SUGGESTIONS FOR GETTING STARTED IN COLLABORATION. The authors suggest questions to ask to get collaborative inquiry going and cite examples they have collected. The questions and examples are grouped in seven thematic categories: Listening to and appreciating others; Thinking across disciplines and roles; Sharing ideas and linking those shared ideas to execution and deployment of change; Appreciating systems and interdependencies; Using research (including local research) to inform our practices; Using methods, skills, and techniques as facilitators of collaboration; and Working across organizational boundaries.
问题，或者物理学家兼学习专家雷金纳德·雷文斯所称的“深刻探究”，对于学习至关重要。人们会记住并运用他们自己发现的东西。但在患者护理的一线工作场所，许多习惯和活动并未促进对我们在改善患者护理方面尚未弄清楚的问题展开坦诚讨论。领导者不再以拥有正确答案来定义。领导者将是那些拥有正确问题并通过正确问题促进本地学习的人。合作起步的建议。作者提出了一些问题，以便推动合作探究，并列举了他们收集的例子。这些问题和例子分为七个主题类别：倾听和欣赏他人；跨学科和角色思考；分享想法并将这些共享想法与变革的执行和部署联系起来；理解系统和相互依存关系；利用研究（包括本地研究）为我们的实践提供信息；利用方法、技能和技巧促进合作；以及跨越组织边界开展工作。
