Evaluating a Learning Collaborative to Implement Evidence-Informed Engagement Strategies in Community-Based Services for Young Children.

Background: Given dismal attendance rates in community-based care for children and families, it is critical that evidence-informed attendance engagement strategies be implemented within community service systems. There is growing research on effective methods for training in evidence-based practices (EBPs), and one method that shows promise is the learning collaborative modeled after the Institute for Healthcare Improvement's Breakthrough Series Collaborative framework. Objective: This study examines implementation outcomes of a learning collaborative based on the Breakthrough Series Collaborative that was conducted to improve attendance engagement in community-based early childhood intervention programs using evidence-informed strategies. Methods: A total of 29 providers from four programs within a large regional hospital participated. Qualitative and quantitative data collected prior, during, and at the completion of the 9-month learning collaborative as part of a process evaluation. Data were analyzed to examine the feasibility, acceptability, adoption and fidelity, and planned sustainability of strategies to facilitate attendance engagement as a result of the learning collaborative. Results: Results indicate that: (1) using a learning collaborative implementation method with early intervention providers was feasible; (2) the method was acceptable based on perceived improvements in attendance and a significant increase in attitudes towards EBPs; (3) the method supported successful self-reported adoption and fidelity of engagement strategies; and (4) the method facilitated planned sustainability of practice changes. Conclusions: The learning collaborative can be a useful implementation strategy within early childhood intervention programs to promote the use of EBPs, including enhancing attendance engagement through evidence-informed strategies. [ABSTRACT FROM AUTHOR]