Community engagement to pilot electronic patient-reported outcomes (e-PROs) in early intervention: Lessons learned.
Community engagement to pilot electronic patient-reported outcomes (e-PROs) in early intervention: Lessons learned.
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DOI：
10.1017/cts.2018.15
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发表时间：
2018-03
影响因子：
2.6
通讯作者：
Khetani MA
中科院分区：
文献类型：
--
作者：
Rigau BL;Scully EA;Dooling-Litfin JK;Murphy NJ;McManus BM;Khetani MA
电子数据采集对于推进早期干预 (EI) 中以家庭为中心的协调护理至关重要。本文的目的是报告 EI 服务协调员对试点电子家长报告结果 (e-PRO) 评估的反应，作为其日常工作流程的一部分，包括可能为 e-PRO 实施的未来阶段提供信息的经验教训。第二项试点研究涉及参加大型 EI 计划的家庭（n = 1040 个家庭），并配合实施全州范围内的护理计划制定和结果报告质量改进计划。共有 22 名 EI 服务协调员和主管参与了 3 个阶段：初始 e-PRO 干预、同伴导师增强和标准招聘协议。实施 e-PRO 干预和加强同伴指导后，前 6 个月的入学率较低 (n=17)。标准招募方案已使入学人数 (n=83) 朝着目标入学率 (n=832) 的方向增长。本研究报告了建立和维持富有成效的学术界伙伴关系以实施 e-PRO 的早期见解，以支持以家庭为中心的协调护理。我们讨论了从学术界与社区伙伴关系中汲取的关于增强社区重要性、协作、回报和控制的策略的经验教训，因为它们为在扩大规模之前进一步发展这种干预措施提供了信息。
Electronic data capture is essential to advancing family-centered coordinated care in early intervention (EI). The purpose of this paper is to report on EI service coordinator response to piloting an electronic parent-reported outcome (e-PRO) assessment as part of their routine workflow, including lessons learned that may inform future phases of e-PRO implementation. This second pilot study involved families enrolled in a large EI program (n=1040 families) in concert with their implementation of a statewide quality improvement initiative for care plan development and outcomes reporting. A total of 22 EI service coordinators and supervisors were engaged in 3 phases: initial e-PRO intervention, peer-mentor enhancement, and standard recruitment protocol. Implementation of the e-PRO intervention and peer-mentoring enhancement yielded low enrollment rates over the first 6 months (n=17). A standard recruitment protocol has resulted in enrollment growth (n=83) towards the targeted enrollment rate (n=832). This study reports on early insights for building and sustaining a productive academic-community partnership for e-PRO implementation to support family-centered coordinated care. Lessons learned from this academic-community partnership with respect to strategies for enhancing community significance, collaboration, return, and control are discussed as they inform further development of this intervention before scale-up.