Structured intervention utilizing state professional societies to foster quality improvement in practice.
Structured intervention utilizing state professional societies to foster quality improvement in practice.
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利用国家专业协会进行结构化干预，以促进实践质量的提高。
DOI：
10.1002/chp.184
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Lannon,CaroleM
中科院分区：
文献类型：
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作者：
Lazorick,Suzanne;Crowe,VirginiaLH;Dolins,JudithC;Lannon,CaroleM
简介：尽管存在注意力缺陷多动障碍 (ADHD) 的指南，但临床实践却存在很大差异。从业者可以应用质量改进（QI）策略来调整办公室流程和临床实践，以实现循证护理。我们确定了参与专业协会主导的结构化协作学习 QI 方法和改善护理的促进因素和障碍。方法：美国儿科学会的 10 个分会参与了这项工作。对分会领导的支持包括电话会议、列表服务、技术支持和数据聚合。各分会为参与的儿科医生提供的支持包括在线继续医学教育模块、研讨会、图表审查和 QI 辅导。定性数据是通过对 22 名项目负责人的访谈和项目进度报告的审查获得的。定量结果来自对 186 名医生参与者的调查。结果包括计划实施的促进者/障碍、持续章节 QI 基础设施的证据以及参与者对护理改进的评估。结果：促进者包括医生意见领袖、研讨会、电话会议、QI 支持和共享学习的机会。障碍包括缺乏时间、相互竞争的临床优先事项、使用在线模块的挑战以及列表服务的利用不足。七个分会计划了围绕注意力缺陷多动障碍 (ADHD) 开展的持续活动，八个分会制定了将 QI 基础设施用于其他临床主题的具体计划，三个分会开发了重要的 QI 基础设施。医生们相信护理质量得到了改善。讨论：随着参与 QI 以维持认证的要求不断增长，国家和州级专业协会对支持质量改进感兴趣并可以开发基础设施。来自国家组织和 QI 专家的指导、工具和支持有助于促进工作。
Introduction:Despite the existence of guidelines for attention deficit hyperactivity disorder (ADHD), clinical practices vary substantially. Practitioners can apply quality improvement (QI) strategies to adapt office processes and clinical practice towards evidence‐based care. We identified facilitators and barriers to participation in a professional society–led structured collaborative to learn QI methods and improve care.Methods:Ten chapters of the American Academy of Pediatrics participated in the effort. Support to chapter leaders included conference calls, listserv, technical support, and data aggregation. Support from the chapters to participating pediatricians included online continuing medical education modules, a workshop, chart reviews, and QI coaching. Qualitative data were obtained through interviews of 22 project leaders and reviews of project progress reports. Quantitative results were obtained from surveys of 186 physician participants. Outcomes included facilitators/barriers to program implementation, evidence for sustained chapter QI infrastructure, and participant assessment of improvements in care.Results:Facilitators included physician opinion leaders, a workshop, conference calls, QI support, and opportunities for shared learning. Barriers included lack of time, competing clinical priorities, challenges of using the online module, and underutilization of listservs. Seven chapters planned ongoing activities around attention deficit hyperactivity disorder (ADHD), eight had specific plans to use QI infrastructure for additional clinical topics, and three developed significant QI infrastructure. Physicians believed care improved.Discussion:As requirements grow for participation in QI for maintenance of certification, national and state‐level professional societies are interested in and can develop infrastructure to support quality improvement. Coaching, tools, and support from the national organization and QI experts are helpful in facilitating efforts.