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Integrating a Reflective Learning Activity to Ensure Quality Improvement Project Success
Christine Horvat Davey1, Mary A Dolansky, Andrew T Harris
1About the Authors Christine Horvat Davey, PhD, RN, BSPS, is VA Quality Scholar, Cleveland VA Medical Center, and a research associate, Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio. Mary A. Dolansky, PhD, RN, is an associate professor and director, QSEN Institute, Cleveland VA Medical Center, and a senior faculty scholar, VA Quality Scholars Program, Frances Payne Bolton School of Nursing, Case Western Reserve University. Andrew T. Harris, MD, is a primary care physician, Cleveland VA Medical Center. Mamta K. Singh, MD, MA, is director, Center of Excellence in Primary Care, Cleveland VA Medical Center, and assistant dean for systems science, School of Medicine, Case Western Reserve University. The authors acknowledge the Veteran's Affairs Quality Scholar Program and the Cleveland Veteran's Affairs Transforming Outpatient Care Center of Excellence. For more information, contact Christine Horvat Davey at Cmh166@case.edu.
Abstract:
This article describes a brief learning activity that provided reflective time to identify barriers, facilitators, and action steps to ensure quality improvement (QI) project success. Learners from our program participated in an interactive 90-minute session that used Liberating Structures to reflect on current barriers to implementation of their QI projects. Analysis of the individual reflective cards identified 10 barriers to QI success. Facilitators were grouped into 16 themes. Action steps were placed into six categories. Integration of reflection promotes important identification of QI project barriers, facilitators, and the creation of action steps.
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