Learning as a way of achieving quality improvement in long-term care: A qualitative evaluation of The Story as a Quality Instrument

Abstract

Aim/ObjectiveThis study aimed to evaluate the use of the narrative quality instrument ‘The Story as a Quality Instrument’ (or SQI) for learning as a way of achieving quality improvement. BackgroundLearning is a widespread aim in long-term care. If professionals share detailed information about their views on the quality of care, they can see it from each other’s perspective and create a new joint perspective that may generate a broader meaning in total. One useful source for learning and improvement is the narratives of older adults. These narratives enable reflection and learning, which encourages action. In care organizations, there is a drive to find methods that can be used to facilitate learning and encourage quality improvement. DesignA qualitative evaluation design. MethodsData collection was performed in 2021–2022 at six field sites of four large care organizations providing long-term care to older adults in the Netherlands. At each field site, SQI was applied: an action plan was formulated in a quality meeting and, 8–12 weeks later, the progress was evaluated in a follow-up meeting. The data collected was participants’ responses during focus groups: the verbatim transcripts of both meetings and the observation reports of the researchers. 46 participants took part in the quality meetings and 34 participants were present at the follow-up meetings. The data was analyzed using thematic analysis. ResultsThe results are mechanisms that help learning, participant responses, and practical challenges and conditions. Four mechanisms became visible that encourage learning among participants for achieving quality improvements: in-depth discussions, exchange of perspectives, abstraction, and concretization. The participants listed several outcomes regarding individual learning such as change of attitude, viewing older adults more holistically and the realization that possibilities for working on quality improvement could be just a small and part of everyday work. Participants learned from each other as they came to understand each other’s perspectives. The added value lay in getting insights into the individual perceptions of clients, the concrete areas for improvement as an outcome, and getting a picture of the perspectives of diverse people and functions represented. Time was found to be the main challenge when applying SQI. ConclusionsSQI is deemed promising for practice, as it allows care professionals to learn in their workplace in a structured way from narratives of older adults in order to improve the quality of care.