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Scoping wkshp_Quality improvement_CELCIS

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Evidence Example -presentation from SWSSF Vision and Strategy Improving use of evidence scoping workshop 4th November 2015, Strathclyde University, Glasgow

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Scoping wkshp_Quality improvement_CELCIS

  1. 1. Improving the use of evidence using Quality Improvement Name Job Title / Organisation Dominique Harvey 04 November 2015Organisation www.celcis.org www.celcis.org
  2. 2. www.celcis.org CELCIS Permanence and Care Team (PaCT) • Aim – to develop and deliver a permanence improvement programme for Scotland • Vision - to secure sustainable improvements for looked after children, achieved through systemic, strategic and practice changes • Delivery of Permanence and Care Excellence (PACE) programme
  3. 3. www.celcis.org Aims of today’s session 1. Applying the Quality Improvement (QI) model to improving use of evidence in practice 2. What is different about QI? 3. Learning from the use of QI
  4. 4. www.celcis.org Challenges to using evidence to improve practice 1. Competing priorities 2. Lack of skills, knowledge and training 3. Differentiating between good quality and less rigorous research 4. Lack of fit between research and practice 5. Need for continuous practice development and supervision See Wike, Bledsoe, Manuel et al. (2014)
  5. 5. www.celcis.org Improving the use of evidence in practice in Argyll and Bute Stage 1: Aim setting Stage 2: Identifying barriers and enablers Stage 3: Develop change theory Stage 4: Testing Stage 5: Implementation
  6. 6. www.celcis.org Improving the use of evidence in practice in Argyll and Bute Aim By XXX, the number of practitioners using evidence to improve their practice will increase by XXX%
  7. 7. www.celcis.org Force field analysis By XX, the number of practitioners using evidence to improve their practice will increase by XX% Creativity and confidence Scope to include evidence in reports Assessment not restrictive People’s interest – some workers will be interested and motivated PDR system is good for identifying areas staff want to build on and helps them to take responsibility Good links with other agencies Quite a lot of staff get the opportunity to develop and join strategic groups so practitioners feel energised to take developmental opportunities Accessibility (perhaps this should not be a barrier but is perhaps more difficult for people who are longer out of university) Time constraints/ competing demands Applying relevance to a task (e.g. incorporating the research into a Hearing or CP report) Ongoing debate re format of assessment (this has changed a number of times in one year). Format may be a barrier to creatively incorporating evidence as some practitioners use it prescriptively Systems do not always promote innovation Forces for Forces against Good team-working – having discussions and looking at topics more analytically helps to inform assessment and creates good environment for healthy discussion Condensing information for people Information is easily accessible From an organisational perspective, the service is based on a corporate business model, and therefore some people are not always encouraged unless there is a dynamic management culture.
  8. 8. www.celcis.org Force field analysis By XX, the number of practitioners using evidence to improve their practice will increase by XX% Ongoing debate re format of assessment (this has changed a number of times in one year). Format may be a barrier to creatively incorporating evidence as some practitioners use it prescriptively Forces for Forces against Good team-working – having discussions and looking at topics more analytically helps to inform assessment and creates good environment for healthy discussion
  9. 9. www.celcis.org Driver Diagram
  10. 10. www.celcis.org What is different about QI? • Aim setting – creating shared understanding across whole-system • Clear understanding of current performance • Measurement of improvement • Building up evidence base before moving to implementation
  11. 11. www.celcis.org : … I wouldn’t have understood methodology, I wouldn’t have understood the need to do the PDSA’s et cetera et cetera, so there was the education element of it … to challenge entrenched views of how things have to be done and allows those involved the freedom to try new ways of working and think about what will actually improve outcomes for children rather than sticking rigidly to processes … a new way of thinking… the most important part is that it allows you to test changes that may seem quite radical in a safe and informed environment … understanding that we could do small things to effect change, that we didn’t have to, you know, go away and spend months and months and months talking about what we wanted to do
  12. 12. www.celcis.org : Questions?

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