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Building Capacity in Health Professionals to Conduct Quality Improvement: Evaluation From a Collaborative
Carolyn Plummer1, Arlinda Ruco, Kerry-Ann Smith
1Haliburton Highlands Health Services, Haliburton, Ontario, Canada (Ms Plummer); Department of Surgery, St Michael's Hospital, Toronto, Ontario, Canada (Ms Ruco); Institute of Health Policy, Management and Evaluation (Ms Ruco), Department of Radiation Oncology (Ms Di Prospero), and Dalla Lana School of Public Health (Dr Nichol), University of Toronto, Toronto, Ontario, Canada; VHA Home HealthCare, Toronto, Ontario, Canada (Ms Ruco and Dr Nichol); Collaborative Academic Practice-Research and Innovation (Mss Smith and McMillan) and Collaborative Academic Practice-Strategy and Transformation (Mr Ash), University Health Network, Toronto, Ontario, Canada; Lawrence S Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada (Ms Smith); University Health Network, Toronto, Ontario, Canada (Ms Chandler); Practice-Based Research and Innovation and Education Research Unit (Ms Di Prospero) and Practice-Based Research and Innovation (Ms Morassaei), Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada; School of Rehabilitation Therapy, Queen's University, Kingston, Ontario, Canada (Ms Morassaei); and Centre for Research Expertise in Occupational Disease, Toronto, Ontario, Canada (Dr Nichol).
Background:
The Toronto Academic Health Sciences Network Health Professions Innovation Fellowship Program began in 2014 as a pilot initiative among 4 academic teaching hospitals in Toronto, Ontario. The purpose of the Program was to cultivate applied leadership, interprofessional collaboration, and quality improvement capacity among health professionals.
Purpose:
This article reports on the evaluation findings from the initial year as well as an update on current program status and sustainability.
Methods:
A formative evaluation was conducted focused on the impact on clinical practice, participant skill development, participant experience, and cross-organizational partnerships. Data were collected through a focus group, interviews, and pre- and postsurveys.
Results:
Data from the initial pilot showed increases in leadership practices, project management, and quality improvement knowledge, with changes in leadership practices being significant. Positive changes in clinical practice at both the individual and unit/team levels and capacity for building relationships were also reported. Since the pilot, more than 160 participants from 15 health professions and 9 organizations have participated. Several graduates have taken on leadership roles since their participation in the Program.
Conclusions:
Health care organizations wishing to advance academic practice may benefit from implementing a similar collaborative program to reap benefits beyond organizational silos.
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