ERIC Number: EJ1036101
Record Type: Journal
Publication Date: 2013-Oct
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-1890
EISSN: N/A
Evaluating a Learning Collaborative to Implement Evidence-Informed Engagement Strategies in Community-Based Services for Young Children
Haine-Schlagel, Rachel; Brookman-Frazee, Lauren; Janis, Beth; Gordon, Jeanne
Child & Youth Care Forum, v42 n5 p457-473 Oct 2013
Background: Given dismal attendance rates in community-based care for children and families, it is critical that evidence-informed attendance engagement strategies be implemented within community service systems. There is growing research on effective methods for training in evidence-based practices (EBPs), and one method that shows promise is the learning collaborative modeled after the Institute for Healthcare Improvement's Breakthrough Series Collaborative framework. Objective: This study examines implementation outcomes of a learning collaborative based on the Breakthrough Series Collaborative that was conducted to improve attendance engagement in community-based early childhood intervention programs using evidence-informed strategies. Methods: A total of 29 providers from four programs within a large regional hospital participated. Qualitative and quantitative data collected prior, during, and at the completion of the 9-month learning collaborative as part of a process evaluation. Data were analyzed to examine the feasibility, acceptability, adoption and fidelity, and planned sustainability of strategies to facilitate attendance engagement as a result of the learning collaborative. Results: Results indicate that: (1) using a learning collaborative implementation method with early intervention providers was feasible; (2) the method was acceptable based on perceived improvements in attendance and a significant increase in attitudes towards EBPs; (3) the method supported successful self-reported adoption and fidelity of engagement strategies; and (4) the method facilitated planned sustainability of practice changes. Conclusions The learning collaborative can be a useful implementation strategy within early childhood intervention programs to promote the use of EBPs, including enhancing attendance engagement through evidence-informed strategies.
Descriptors: Community Services, Attendance, Evidence, Best Practices, Training, Communities of Practice, Cooperative Learning, Intervention, Young Children, Hospitals, Early Intervention, Qualitative Research, Statistical Analysis, Program Effectiveness, Allied Health Personnel, Attitude Measures
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A