ABSTRACT
INTRODUCTION: The Structured Team-based Optimal Patient-Centered Care for Virus COVID-19 (STOP-VIRUS) Collaborative was a virtual adaptation to healthcare collaboration and quality improvement during COVID-19 pandemic. The learning that happens in this space is complex, nuanced, and multi-dimensional, best explained using Wenger's social learning theory of the Landscape of Practice, where one needs knowledgeability and the ability to identify and cross the boundaries to achieve learning. METHOD(S): We conducted a qualitative study using thematic analysis to explore STOP-VIRUS participants' perspective on their experience. We used identified themes to inform the creation of the continuum of readiness for change to better characterize common challenges that institutions face at different QI readiness stages. We used a blended framework of the ADKAR model for changes start at the individual level, McKinsey's 7S framework to focus our efforts on different components necessary for change at the organizational level, and the overarching theory of landscape of practice to guide analysis and development of our conceptual framework. RESULT(S): We constructed a blended conceptual framework based on the ADKAR stages of change and the necessary components for successful change implementation based on the McKinsey's 7S framework. The 7S framework effectively demonstrates a systematic and comprehensive approach to change on an organizational level, including the 7 constructs: staff, style/culture, skills, strategy, systems, structure, with shared culture at the center of change. However, change starts at the individual level. Within the STOP-VIRUS Collaborative, the participants from each site are the catalyst for change. As a result, this is reflected through the stages of change embodied in the ADKAR model: awareness, desire, knowledge, ability, and reinforcement. Together, they provided a continuum that enable individual healthcare providers to impact change on an organization level. CONCLUSION(S): STOP-VIRUS collaborative was a multicenter, interprofessional, and diverse learning environment that re-emphasized best-practice guidelines. It provides valuable support to institutions at various stages of readiness for quality improvement initiatives, with important lessons that can be applied to future virtual collaboratives.