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Strengthening and Improving the HIV Care Continuum within Ryan White HIV/AIDS Program Part A Jurisdictions Health Resources and Services Administration HIV/AIDS Bureau Division of Metropolitan HIV/AIDS Programs Abt Associates. Content. Welcome

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  1. Strengthening and Improving the HIV Care Continuum within Ryan White HIV/AIDS Program Part A JurisdictionsHealth Resources and Services AdministrationHIV/AIDS BureauDivision of Metropolitan HIV/AIDS ProgramsAbt Associates

  2. Content • Welcome • Purpose of Technical Assistance Cooperative Agreement • Overview • Questions & Answers

  3. Purpose of the Cooperative Agreement • Affect positive outcomes along the HIV care continuum by providing guidance and technical assistance using a collaborative learning approach and rapid improvement principles and practices • Apply data driven evidence based strategies for improving population level health outcomes • Scale-up interventions to improve HIV outcomes by stimulating action across jurisdictions and among many partners

  4. U.S. HIV Care Continuum Source: http://aids.gov/federal-resources/policies/care-continuum/

  5. HHS HIV Common Indicators

  6. Unique and Critical Role of Part A Jurisdictions • Roughly 72% of PLWH in the 53 Part A jurisdictions • Ever-changing epidemic, clinical & financial paradigm • Not just a set of discrete services but a community-based system of care • Public health focus, data-driven, responsive procurement • HIV care continuum and evidence based/informed interventions

  7. Why Learning Collaborative? • Recipients learn from each other and from experts • Reliance on distance technology to grow and sustain “cyber teams” of self-selected individuals • Innovation fueled by frequent, non-hierarchical communication patterns • Work patterns characterized by transparency and openness to contributions from all participants

  8. Moving Forward • Technical guidance provided by Abt Associates and the National Expert Stakeholder Committee (NESC) members that will assist Part A jurisdictions with: • Identifying areas to address along the HIV Care Continuum • Developing targets and establishing baselines • Identifying specific populations and targeted interventions • Developing action plans and providing ongoing technical assistance • Host virtual consultation meetings • Recipients involved in learning collaborative will determine measures

  9. The Abt Team • Abt Associates • Michael Costa, Project Director • Liza Solomon, Senior Advisor • Alex Orr, Lead Liaison • National Alliance of State and Territorial AIDS Directors (NASTAD) • Ann Lefert, Lead (Expertise: RWHAP service providers, public health systems, data to care models, and targeted interventions) • Mission Analytics Group (MAG) • Peggy O’Brien-Strain, Lead (Expertise: RWHAP data collection, retrieval and submission, data quality control and quality improvement) • National Expert Stakeholder Committee (NESC) • Debbie Isenberg –Project Evaluator

  10. National Expert Stakeholder Committee (NESC)

  11. National Expert Stakeholder Committee (NESC)

  12. Glossary of Terms

  13. Glossary of Terms

  14. Part A Learning Collaborative Team • Suggested Learning Collaborative Team Members: • Part A Staff (e.g., Directors, CQM Staff, etc.) • Planning Council Members • Ryan White Part B Program Staff • State and/or local HIV Surveillance Staff • HIV Service Providers • Integrated HIV Prevention and Care Planning Body Members • Teams may look different across Learning Teams and may be comprised of varying numbers of individuals

  15. Possible Learning Collaborative Domains • Data to Care* practices involving: • Part A RSR and ADR jurisdictional provider data • HIV surveillance data • Data sources (e.g., Veterans Health Administration, Corrections, etc.) • Service utilization data • Evidence-based/evidence-informed interventions targeting subpopulations (e.g. MSM, racial/ethnic minority, transgender, women, youth, etc.) • ACA opportunities and challenges *Data To Care is a CDC “Effective Intervention” defined as using HIV surveillance data to identify HIV-diagnosed individuals not in care, link them to care, and support the HIV Care Continuum

  16. Learning Collaborative Platform • Online virtual platform that allows for bi-directional screen and video image sharing • Platform will serve as central mechanism for teams to interact, discuss, share, and collaborate • Functionality • Regular posting and sharing of information in “real time” • Synchronous and asynchronous communication • Online document repository • Expert moderated discussion boards • Peer to peer mentoring/ virtual site visit support • Request function for individualized TA

  17. Learning Collaborative (LC) Domain Selection

  18. Phase 1: Identification of Possible Domains • Virtual introductory meeting with pre-assigned Part A grouping • Conducted over 10-week period; no longer than 90-minutes • Topics for discussion offered (HAB Priority Areas) and informed by the NESC • Open floor for discussion and suggestions from Part A recipients • Notes recorded and analyzed January – March 2016

  19. Phase 2: Refine Domains • Notes from virtual introductory meetings synthesized and themes identified by Project Team (HAB, Abt, NASTAD, MAG) and the NESC • Themes and suggested domains posted to Virtual Platform • Recipients invited to review and respond to suggested domains within 10 days of posting • Final domains chosen by Project Team and NESC March - May 2016

  20. Phase 3: Learning Collaborative Selection • Recipients log into Virtual Platform and self- select domains of interest • Domain-specific readiness survey sent to recipient • Results added to recipient criteria matrix • Project Team and NESC review and finalize recipient domain groupings • Finalize technical content areas May - June 2016

  21. Phase 4: Pilot • Launch Pilot Learning Collaborative • Regular, interactive meetings • Learning collaborative-based organized training and technical assistance sessions • Training and Technical Assistance outreach • Virtual platform • Determine Measures July - August 2016

  22. Evaluating Success • Learning Collaborative Process • Rates of attendance and participation of Learning Collaborative teams • Learning team assessment of Learning Collaborative support (e.g. liaisons/facilitators, virtual platform function, training/TA, perceived value of LC participation in meeting goals) • Learning Collaborative Teams’ Goals • SMART Objectives tailored to each Learning Collaborative domain • Mixed methods: • Key Informant Discussions/ Interviews • Data Analysis (e.g. RSR, intervention-specific data collection) • Post Collaborative Activities (Sustainability)

  23. Next Steps • HIV Care Continuum Section of FY16 Part A Application • Identify themes from FY16 Part A applications around HCC • Shared with Abt Team AFTER Objective Review Committee (ORC) • Part A recipients participate in introductory sessions • Part A recipients self- select learning collaborative domain(s) based on areas of targeted improvement within the jurisdiction • Assign Learning Collaborative Team • Project Officer “check-in” during monthly monitoring calls

  24. Questions and Discussion

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