Impact of Staff Learning and Coach Teaching Styles in Quality Improvement

员工学习和教练教学风格对质量改进的影响

基本信息

批准号：
8664829
负责人：
James H Ford
金额：
$ 7.53万
依托单位：
UNIVERSITY OF WISCONSIN-MADISON
依托单位国家：
美国
项目类别：
财政年份：
2013
资助国家：
美国
起止时间：
2013-06-01 至 2016-05-31
项目状态：
已结题

项目摘要

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.

描述（由申请人提供）：医疗保健质量改进协作组织将多个组织聚集在一起，努力改善特定客户的护理流程组织环境（例如物质滥用）或特定疾病（例如糖尿病或哮喘）。教练是 QIC 的一个关键组成部分，需要教练与变革或实施领导者合作，教授质量改进技能，从而帮助参与者学习在组织中实现变革的技能。了解教练的有效性以及“师生”关系如何支持知识获取是质量改进研究中缺失的要素。在这项研究中，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确定实施（即变革）领导者和倡导者（即执行发起人）的学习风格以及外部变革推动者或“教练”的教学风格。研究结果将带来新的潜在前瞻性研究，这些研究将教练和组织相匹配，或者允许质量改进或实施科学研究人员根据个人学习和教学风格定制教练干预或 QI 协作设计的结构。此类研究将通过探索如何改变领导者和执行发起人的学习风格以及教练的教学风格来改善预期的患者和组织结果，从而为质量改进和实施研究领域做出贡献。