Building Capacity for Quality Improvement A National Approach

1. Building Capacity for Quality Improvement A National Approach Shona Cowan NHS Education for Scotland Quality Improvement Education Programme Manager

2. NHS Scotland: Education and Training Landscape Key programmes over the last few years: IST Collaboratives such as 18 Weeks RTT, Mental Health Collaborative IHI: SPSP Programme; SPSP Fellows; Improvement Advisors Releasing Time to Care Lean Transformation Programme Brought resources in the form of: Funding of external technical expertise eg IHI, GE Service Improvement posts Training and development resources Importantly…… Capacity building in quality improvement was a by-product of achieving programme aims

3. “Quality Improvement” The combined and unceasing efforts of everyone – healthcare professionals, patients and their families, researchers, payers, planners, administrators, educators – to make changes that will lead to better patient outcome, better system performance, and better professional development. Batalden P, Davidoff F. Qual. Saf. Health Care 2007;16;2-3

4. Build sustainable approaches to QI Integrate and develop capacity Deliver access to knowledge easily and effectively Quality Strategy Key Drivers QI Education Programme Drivers Examples of QI Programme Activities Person-centred care Mutually beneficial partnerships between patients, families and those delivering healthcare services, which respect individual needs and values and demonstrate compassion, continuity, clear communication and shared decision making. - Developing a QI curriculum/skills framework for all staff which links to KSF and SCQF frameworks -Develop targeted learning resources and tools Safe Care There will be no avoidable injury or harm to people from healthcare support or advice they receive, and an appropriate clean and safe environment will be provided for the delivery of healthcare services at all times. - Identifying and building on existing learning resources and expertise - Board on Board development - Supporting the development of local and national quality improvement communities of practice through the Hub Aim: Scotland as a world leader in healthcare quality Effective care The most appropriate treatments, interventions, support and services will be provided at the right time to everyone who will benefit, and wasteful or harmful variation will be eradicated. - Enable nation-wide access to QI resources t through knowledge management infrastructure

5. Quality Improvement Workforce Development Model Enable Knowledge Portal for QI LEAD BOARDS COMPETENCIES/ e.g. links to KSF PRACTITIONER NHS STAFF (ALL) - Frontline teams focus National Enable Leadership Programmes Local Enable Quality Measure (High Level Strategy) Enable Educational Providers/Commissioning

6. Quality Improvement Learning Journey Learning Outcomes: Foundation Practitioner Lead Board 2 3 4 5 1 ORGANISATIONAL CULTURE AND CONTEXT VALUE OF QI PLANNING IMPROVEMENT TESTING AND IMPLEMENTING IMPROVEMENT SUSTAINING IMPROVEMENT Stage Learning Outcomes: F, P, L, B Quality Improvement Curriculum Model Content and Learning Activities

7. 1 2 3 4 5 • TESTING AND IMPLEMENTING IMPROVEMENT Project Management Reporting progress Measurement for QI • Data analysis • Data interpretation • Data presentation Human dimensions of change Supporting teamwork Communication Change management • ORGANISATION CULTURE AND CONTEXT Our purpose Our values Our responsibilities HC systems and processes Our stakeholders • Patients • Carers • Staff Science of Improvement • VALUE OF QI HC Policy and Strategy Science of Improvement General principles • Systems/processes • Patient-centred care • Complex adaptive systems Reflecting on practice Learning for QI QI framework Resources Knowledge Management • PLANNING IMPROVEMENT Systems and Processes Organising information Measurement for QI • Data collection • Setting baselines • Data sampling Leadership for QI Human dimension of change Planning for sustainability Evaluation framework • SUSTAINING IMPROVEMENT Evaluation • Return on Investment Leadership for QI • Embedding QI • Business case for QI Human dimensions of change Knowledge dissemination Education and Mentoring LEARNING OUTCOMES • Foundation • Practitioner • Lead • Board F F F F F P P P P P L L L L L B B B B B Learning Outcomes Learning Outcomes Learning Outcomes Learning Outcomes Learning Outcomes SERVICE IMPROVEMENT The Scottish Quality Improvement Curriculum Key Subject Content

8. LEAD PRACTITIONER NHS STAFF (ALL) - Frontline teams focus Role Description: Lead Practitioner Group • Promote quality improvement at a strategic level within the organisation • Lead and support the delivery of high quality healthcare improvement within their workplace • Support the integration of quality improvement projects at all levels in the organisation • Advance innovative and new applications of health care improvement science in the workplace • Support the development of other practitioners in quality improvement science • Provide a potential resource to the Scottish Quality Improvement Hub • Contribute to shared learning from the implementation of quality improvement projects COMPETENCIES/ e.g. links to KSF

9. 1 2 3 4 5 • TESTING AND IMPLEMENTING IMPROVEMENT Project Management Reporting progress Measurement for QI • Data analysis • Data interpretation • Data presentation Human dimensions of change Supporting teamwork Communication Change management • ORGANISATION CULTURE AND CONTEXT Our purpose Our values Our responsibilities HC systems and processes Our stakeholders • Patients • Carers • Staff Science of Improvement • VALUE OF QI HC Policy and Strategy Science of Improvement General principles • Systems/processes • Patient-centred care • Complex adaptive systems Reflecting on practice Learning for QI QI framework Resources Knowledge Management • PLANNING IMPROVEMENT Systems and Processes Organising information Measurement for QI • Data collection • Setting baselines • Data sampling Leadership for QI Human dimension of change Planning for sustainability Evaluation framework SUSTAINING IMPROVEMENT Evaluation • Return on Investment Leadership for QI • Embedding QI • Business case for QI Human dimensions of change Knowledge dissemination Education and Mentoring LEARNING OUTCOMES • Foundation • Practitioner • Lead • Board F F F F F P P P P P L L L L L B B B B B Learning Outcomes Learning Outcomes Learning Outcomes Learning Outcomes Learning Outcomes SERVICE IMPROVEMENT Quality Improvement Sample Learning JourneyLeadPractitioner Level

10. Lead Final Learning Outcomes • utilise broad and deep knowledge of QI theories and methodologies to lead and support service improvement in healthcare; • apply deep understanding of relevant theories and professional practice to lead and support organisational change for the improvement of services; • advance understanding of the application of QI science to improve services; • critically appraise merits and limitations of QI methodologies in a healthcare context; • design, manage and facilitate QI projects; • coach and mentor colleagues in QI implementation; • engage with multi-disciplinary teams to deliver improvement of services; • influence strategy and policy development which champions and incorporates QI; • critically reflect on own role, capabilities and development needs for leading QI; • promote and demonstrate a collaborative approach to delivering QI; • promote and defend the value of data collection and analysis for improving services.

11. Next Steps • Confirm learner journey and subject approach • Map tools and resources to framework • Identify potential educational delivery modes • Commission targeted learning resources • Explicit links to KSF and SCQF • Develop self assessment tool – e-portfolio