Can We Move the Needle on School Mental Health Quality Through Systematic Quality Improvement Collaboratives?
Can We Move the Needle on School Mental Health Quality Through Systematic Quality Improvement Collaboratives?
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DOI：
10.1007/s12310-020-09374-x
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发表时间：
2020-09
影响因子：
2.6
通讯作者：
Hoover SA
中科院分区：
文献类型：
--
作者：
Connors EH;Smith-Millman M;Bohnenkamp JH;Carter T;Lever N;Hoover SA
学习合作者（LCs）经常被用来提高医院和其他医疗环境中的躯体健康护理质量，并在一定程度上改善社会服务和行为健康护理。这一举措是第一次展示了一个国家，系统的LC，以提高学区团队之间的综合学校心理健康系统的质量。代表14个州的城市、农村和郊区社区的24个地区参加了两个为期15个月的LC之一。电话出勤率（M = 73%）和每月数据提交率（PDSA周期M = 98%，进度措施M = 65%）表明积极参与和这种方法的可行性。参与者报告说，LC方法，特别是数据提交，帮助他们确定，监测和改善学校的心理健康质量在他们的地区。定性反馈通过详细说明参与者报告的具体益处和挑战来扩展定量结果，并为未来学校心理健康LC研究提出建议。改善的快速循环测试允许团队追求具有挑战性和有意义的学校心理健康质量的努力，包括在学校进行心理健康筛查，跟踪接受早期干预（第2层）和治疗（第3层）服务的学生人数，并监测所服务学生的心理社会和学业改善。
Learning collaboratives (LCs) have often been used to improve somatic health care quality in hospitals and other medical settings, and to some extent to improve social services and behavioral health care. This initiative is the first demonstration of a national, systematic LC to advance comprehensive school mental health system quality among school district teams. Twenty-four districts representing urban, rural, and suburban communities in 14 states participated in one of two 15-month LCs. Call attendance (M = 73%) and monthly data submission (M = 98% for PDSA cycles and M = 65% for progress measures) indicated active engagement in and feasibility of this approach. Participants reported that LC methods, particularly data submission, helped them identify, monitor and improve school mental health quality in their district. Qualitative feedback expands quantitative findings by detailing specific benefits and challenges reported by participants and informs recommendations for future research on school mental health LCs. Rapid-cycle tests of improvement allowed teams to pursue challenging and meaningful school mental health quality efforts, including mental health screening in schools, tracking the number of students receiving early intervention (Tier 2) and treatment (Tier 3) services, and monitoring psychosocial and academic improvement for students served.
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