Zuneera Khurshid1, Aoife De Brún, Jennifer Martin, Eilish McAuliffe. 1. Ms. Khurshid: Six Sigma Yellow Belt Certification, UCD Centre for Interdisciplinary Research, Education and Innovation in Health Systems (UCD IRIS) at the School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland. Dr. Brún: British Psychological Society, Assistant Professor, Registered Chartered Psychologist, UCD Centre for Interdisciplinary Research, Education and Innovation in Health Systems (UCD IRIS) at the School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland. Dr. Martin: Royal College of Physicians of Ireland/Scottish Patient Safety Fellowship in Quality Improvement, Measurement for Improvement Lead, Quality Improvement Division at Health Service Executive, Ireland. Ms. McAuliffe: Professor of Health Systems, Head of UCD Health Systems Research Group, Health Research Board Research Leader's Award 2015/Principal Investigator on the Collective Leadership and Safety Cultures (Co-Lead) Research Programme at UCD, UCD Centre for Interdisciplinary Research, Education and Innovation in Health Systems (UCD IRIS) at the School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland.
Abstract
INTRODUCTION: The ability of health care professionals to measure change is critical for successful quality improvement (QI) efforts. Currently, there are no systematic reviews focusing on continuing education for health care professionals in data skills for QI. The purpose of this systematic review is to define effectiveness and sustainability of QI programs for health care professionals containing a measurement skills component and to identify barriers and facilitators to effectiveness and sustainability. METHODS: The systematic review involved study identification, screening, full text review, and data extraction. Four electronics databases and grey literature sources were searched to identify studies published between 2009 and 2019 (11 years). A customized data extraction form was developed. Mixed methods appraisal tool was used for quality assessment and a thematic analysis was conducted for narrative synthesis. RESULTS: Fifty-three studies from 11 countries were included. Most study designs were quantitative descriptive (17/53) and used a blended learning approach (25/53) combining face-to face and distance learning modes. The programs included basic, intermediate, and advanced data skills concepts. Overall, studies reported positive outcomes for participant reaction, learning, and behavior, but reported variable success in sustainability and spread of QI. DISCUSSION: Studies discussed measurement as a key competency for clinical QI. Effectiveness definitions focused on the short-term impact of the programs, whereas sustainability definitions emphasized maintenance of outcomes and skills in the long-term. Factors that influenced effectiveness and sustainability of the included studies were strategic approach to QI, organizational support, intervention design, communication, accountability, leadership support, and learning networks.
INTRODUCTION: The ability of health care professionals to measure change is critical for successful quality improvement (QI) efforts. Currently, there are no systematic reviews focusing on continuing education for health care professionals in data skills for QI. The purpose of this systematic review is to define effectiveness and sustainability of QI programs for health care professionals containing a measurement skills component and to identify barriers and facilitators to effectiveness and sustainability. METHODS: The systematic review involved study identification, screening, full text review, and data extraction. Four electronics databases and grey literature sources were searched to identify studies published between 2009 and 2019 (11 years). A customized data extraction form was developed. Mixed methods appraisal tool was used for quality assessment and a thematic analysis was conducted for narrative synthesis. RESULTS: Fifty-three studies from 11 countries were included. Most study designs were quantitative descriptive (17/53) and used a blended learning approach (25/53) combining face-to face and distance learning modes. The programs included basic, intermediate, and advanced data skills concepts. Overall, studies reported positive outcomes for participant reaction, learning, and behavior, but reported variable success in sustainability and spread of QI. DISCUSSION: Studies discussed measurement as a key competency for clinical QI. Effectiveness definitions focused on the short-term impact of the programs, whereas sustainability definitions emphasized maintenance of outcomes and skills in the long-term. Factors that influenced effectiveness and sustainability of the included studies were strategic approach to QI, organizational support, intervention design, communication, accountability, leadership support, and learning networks.