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Am J Med Qual ; 32(3): 313-321, 2017.
Article in English | MEDLINE | ID: mdl-27117636

ABSTRACT

Successful quality improvement (QI) requires a supportive context. The goal was to determine whether a structured curriculum could help QI teams improve the context supporting their QI work. An exploratory field study was conducted of 43 teams participating in a neonatal intensive care unit QI collaborative. Using a curriculum based on the Model for Understanding Success in Quality, teams identified gaps in their context and tested interventions to modify context. Surveys and self-reflective journals were analyzed to understand how teams developed changes to modify context. More than half (55%) targeted contextual improvements within the microsystem, focusing on motivation and culture. "Information sharing" interventions to communicate information about the project as a strategy to engage more staff were the most common interventions tested. Further study is needed to determine if efforts to modify context consistently lead to greater outcome improvements.


Subject(s)
Intensive Care Units, Neonatal/organization & administration , Quality Improvement/organization & administration , Staff Development/organization & administration , Cooperative Behavior , Curriculum , Humans , Infant, Newborn , Intensive Care Units, Neonatal/standards , Prospective Studies , Quality Assurance, Health Care
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