Abstract
Background The AIDS Institute, through the Center for Quality Improvement and Innovation, provides technical assistance for federally funded HIV providers across the United States, using the learning collaborative model shaped after the Institute for Healthcare Improvement “Breakthrough Series.” Understanding factors that improve engagement of participating agencies in learning collaborative activities is important to maximizing their success and impact.
Objectives Engagement in quality improvement collaborative activities has created the opportunity for measurable improvements in quality of care for individuals living with HIV. Though prework activities are often built into the structure of learning collaboratives, there is not much knowledge as to whether prework activities improve organizational engagement and outcomes. This study seeks to examine the association between prework activities and early engagement in a quality improvement learning collaborative.
Methods Engagement in quality improvement collaborative activities has created the opportunity for measurable improvements in quality of care for individuals living with HIV. Though prework activities are often built into the structure of learning collaboratives, there is not much knowledge as to whether prework activities improve organizational engagement and outcomes. This study seeks to examine the association between prework activities and early engagement in a quality improvement learning collaborative.
Results Two of the three prework activities, attendance at the prework affinity group session and attendance at the prework quality improvement coaching session, had significant positive associations with four of the five key engagement multivariable logistic regression outcomes (table 1). In the Poisson regression models (table 2), attendance at both the prework affinity group session and attendance at the prework quality improvement coaching session was associated with increasing count of attendance at affinity sessions, attendance at the prework quality improvement coaching session was associated with increasing count of attendance at the quality improvement coaching sessions, and attendance at the prework affinity group session was associated with increasing counts of routine performance data submission.
Conclusions The results of this study – previously not fully explored in the literature – identified a strong relationship between participation in prework activities and early engagement in the create+equity Collaborative. Involvement in prework activities contributes to learning collaborative engagement and provides an effective strategy to maximize the investment in establishing communities of learning.
