Team Psychological Safety and Knowledge Acquisition in Uganda Teaching Hospitals: The Moderating Effect of Reflection-in-action Team Learning Practices

The study examined the moderating effect of reflective action team learning practices on the association between team psychological safety and knowledge acquisition and creation in teaching hospitals. The study population comprised trainees and health professional staff teams. Using a cross-sectional survey design and sampling frame of teaching hospitals, a sample of 132 respondents was selected. Statistical Package for Social Scientists (SPSS) with a PROCESS macro procedure by Hayes was used for data analysis. Results indicated that reflective action team learning moderates the relationship between team psychological safety and knowledge acquisition. There was a statistically significant regression of team psychological safety and knowledge creation. The interaction effect between team psychological safety and reflective action team learning was significant. Thus, nurturing reflection-in-action team learning practice has high ramifications for knowledge acquisition and creation, which are prerequisites for clinical evidence-based practices