Our collaborative model is based on the IHI Breakthrough collaboratives, and includes:
- In-person learning sessions (at least annually)
- Monthly virtual sessions (teleconference/webinars), which alternate providing educational content and providing coaching support to project teams
- Quarterly individualized coaching calls with project teams, and data analysis and feedback to track progress
- An expert panel of clinicians and other relevant stakeholders with expertise in the area being addressed is convened to review current literature on the issue and to develop recommendations for improvement. These experts also serve as consultants to the project, providing leadership in training sessions, webinars, review of content, and coaching of participant teams or individuals.
- A collaborative charter is written with input from the expert panel, clearly stating the problem statement, mission, goals and objectives, methods, expectations and timeline of the project.
Participant organizations recruit internal project teams with representation from relevant disciplines, quality improvement, patient safety, executive sponsor, unit leadership, patient/family advisory groups and include a data contact and a team leader, usually a unit manager.
Interventions and practice changes are suggested based on available evidence and experience. Project teams test and implement these changes using Plan-Do-Study-Act cycles. Data is submitted regularly throughout the collaborative and feedback reports are provided quarterly to the project teams. Within the confidentiality of the collaborative, participants transparently share data, results, tools and solutions to barriers that may arise, developing collegial learning relationships. Tools, resources and solutions that prove to be successful are then shared statewide outside the collaborative. In addition to any technical or clinical components, cultural change is addressed in each collaborative through education on Just Culture, TeamSTEPPS, Comprehensive Unit Based Safety Programs, reliability and process improvement.
Learning Networks Defined
A learning network is an educational model in which there is an organized effort of joint learning by a network of sites. In addition to in-person learning sessions (at least annually), follow-up teleconferences are provided to enhance learning and respond to participant needs. A website is provided to the network for the dissemination of resources and materials, and a secure website is provided for data submission. A venue for participant interaction, such as a list serv, is provided and monitored to enhance significant knowledge sharing between participating organizations.
Learning networks set improvement goals and support participants in developing internal project teams to implement work toward achieving those goals. Within the network, participants transparently share data, results, tools, and solutions to barriers that may arise, developing collegial learning relationships. Tools, resources and solutions that prove to be successful are then shared statewide outside the network. In addition to any technical or clinical components, cultural change is addressed in each learning network through integration of supplemental educational concepts from Just Culture, TeamSTEPPS, Comprehensive Unit Based Safety Programs, reliability and process improvement.