Relationship between Organizational Silence and Organizational Innovation among Staff Nurses | ||||
| Menoufia Nursing Journal | ||||
| Volume 10, Issue 1, January 2025, Page 193-211 PDF (534.38 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/menj.2025.426495 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Esraa G. Abdelmawla1; Nermin M. Eid2; Sohair M. Allam2; Hayam A. Elshrief3 | ||||
| 1Master Degree at Nursing Administration. | ||||
| 2Professor of Nursing Administration, Faculty of Nursing- Menoufia University | ||||
| 3Assistant Professor of Nursing Administration, Faculty of Nursing- Menoufia University | ||||
| Abstract | ||||
| Abstract: Background: The concept of learning silence has been linked to organizational innovation and performance in organizations. The capacity for change and continuous improvement to meet the challenges in the environment in which organizations operate has been associated with the capability of organizations to allow nurses to talk and communicate. Purpose: To determine the relationship between organizational silence and organizational innovation. Design: A descriptive correlational design was used. Sampling: Convenient sample of 300 staff nurses was included. Setting: Menoufia University Hospital. Instruments: Two instruments were used (organizational silence questionnaire and organizational innovation questionnaire). Results: The result of current study shows that more than two thirds of studied nurses (69.4%) had a high level of organizational silence and nearly two thirds of studied nurses (62.4%) had a low level of organizational innovation. Conclusion: There was a negative correlation between organizational silence and organizational innovation. Recommendation: Nurses should have periodic meetings to encourage them to talk and express their opinions, and training courses should be conducted to improve their critical thinking, creativity and their innovative behavior. | ||||
| Keywords | ||||
| Organizational silence; organizational innovation; nurses | ||||
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