Results from the MLC Evaluation
Ruth Wetta-Hall, RN, PhD, MPH, MSN
Kansas Public Health Conference
September 20, 2011
Multi-State Learning Collaborative
Focus Group Study
Purpose:
 Assess the MLC training (design, implementation, and short-term outputs)
 Impact on accreditation preparation and in developing a QI culture
Methods:
3 telephone-based focus groups conducted with MLC training participants
Northwest BT Region (frontier)
West Central Public Health Initiative (rural)
Kansas South Central Metro Region (urban)
Wildcat Region (rural)
Participants:
Aged 41-50 years
Predominantly female
Employed in a public health setting for 6-10 years.
Held administrative or emergency preparedness positions
Themes Associated with
the MLC Initiative in Kansas
Perceived Strengths and Weaknesses
of Training by MLC Group
Theme
Availability of Technical Assistance
QI Tools
Training Great
Previous County/Region Collaboration
Valuable
Familiarity with Neighboring Programs to ID
Overlap and Gaps in Services
Interactive Face-to-Face Training
Project Timeline & Deadlines
Site Visits
Team Leader Training
Website and Resources
Combination of Urban & Rural Counties
Previous Selection of Performance Indicators
Storyboards
Familiarity with Basic QI Concepts Helpful to
Progress
MLC-2
MLC-3 MCH MLC-3 CHA
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N/A
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N/A
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Note: + positive views, - negative views, +/- mixed views, N/A not applicable
Conclusions
A working definition of QI in public health settings
• “small qi” is associated with project level QI is associated
• “Big QI” is linked to an organization-wide commitment to QI
Findings suggest that the Kansas MLC project
• helped to initiate “small qi” within the state’s public health
infrastructure.
• has fostered the desire to build toward “Big QI” among
participants.
Leadership at both the local and state level play a key role
in the accreditation and QI effort.
Recommendations
1. Identify resources for ongoing technical support for QI training,
including experts and practitioners with applied experience
2. Identify resources to support QI training expenses
3. Training programs should incorporate interactive, peer-to-peer
experiential learning methods
4. Design a “generic” QI training and implementation plan to support
standardization of forms, guidelines and policies
5. Incorporate QI/Accreditation training into existing conferences and
within required training for public health practitioners
6. Create forums for multi-disciplinary and cross-functional teams that
would include social service agencies, other NGOs in addition to local and
state public health departments
7. Design and implement a plan for training dissemination on use of QI
tools within participants’ organizations and public health system
Recommendations
8. Offer QI training in all four quadrants of the state or combined public
health regions
9. Convene bi-annual learning congresses either live or by webcast, to
present and discuss “Lessons Learned” associated with QI activities.
Schedule time between meetings to absorb and apply material learned
10. Explore opportunities to promote continued collaborations
11. Design, implement and assess facilitator training for unit, department
and community facilitation
12. Explore methods to provide ongoing training on data types, data
collection, methods and analysis
13. Identify, organize and disseminate website information that organizes
existing data sources for use by LHDs and communities
14. Extend community health assessment training to include community
health planning and implementation content and activities.