Impact of Staff Learning and Coach Teaching Styles in Quality Improvement

描述（由申请人提供）：医疗质量改进协作将多个组织聚集在一起，努力改善特定领域客户的护理流程。 组织设置（例如，物质滥用）或特定疾病（例如，糖尿病或哮喘）。教练，一个关键的QIC组成部分，涉及教练与变革或实施领导人合作，教授质量改进技能，从而帮助参与者学习技能，以实现组织变革。了解教练的有效性和“师生”关系如何支持知识获取是质量改进研究中缺失的元素。在本研究中，我们将采用在教育研究领域开发和验证的量表来评估个人的学习和教学风格，并测试其适用性 在质量改进协作中识别实现的学习风格（即，改变）领导者和冠军（即，执行发起人）和外部变革代理或“教练”的教学风格。研究结果将导致新的潜在的前瞻性研究，匹配教练和组织，或允许质量改进或实施科学研究人员定制教练干预或基于QI协作设计的个人学习和教学风格的结构。这些研究将有助于质量改进和实施研究领域的探索如何改变领导者和执行赞助商的学习风格和教练的教学风格，提高预期的病人和组织的成果。

DESCRIPTION (provided by applicant): A healthcare quality improvement collaborative brings together multiple organizations in an effort to improve processes of care for clients in a specific organizational setting (e.g., substance misuse) or a particular disease (e.g., diabetes or asthma). Coaching, a key QIC component, involves a coach working with change or implementation leaders to teach quality improvement skills and thus helping participants learn skills to effect change in the organization. Understanding coach effectiveness and how the "teacher-student" relationship supports knowledge acquisition is a missing element in quality improvement research. In this study, we will adapt scales developed and validated in the field of educational research to assess individual learning and teaching styles and test their applicability in a quality improvement collaborative to identify learning styles of the implementation (i.e., change) leader and champion (i.e., executive sponsor) and teaching styles of the external change agent or "coach". Study findings will lead to new potential prospective studies that match coaches and organizations or allow quality improvement or implementation science researchers to tailor the coaching intervention or the structure of a QI collaborative design based individual learning and teaching styles. Such studies would contribute to the fields of quality improvement and implementation research by exploring how change leader and executive sponsor learning styles and the teaching style of the coach improve expected patient and organizational outcomes.