Quality Improvement Learning Research Articles

The Impact of Learning Experiences on Meeting Teacher Accreditation Standards: A Mixed-Methods Study

Professional Accreditation for teacher education programs is a quality assurance measure for normal universities. To clarify the factors affecting student teachers' learning and their mechanisms, a mixed-methods study was conducted on government-funded student teachers. The study found that learning experiences in areas such as clear goals, student support, appropriate assessment, teaching quality, and course organisation have varying degrees of influence on learning outcomes. The mechanisms of influence include: the combined effect of misaligned learning goals and simplified exam content hinders the improvement of learning quality; gaps in subject systems and structural shortages of teacher resources undermine the distinctive features of teacher education; and an imbalance between increasing learning challenges and insufficient student support obstructs the development of professional competencies. Therefore, universities should leverage participation in professional accreditation as an opportunity to reform teacher education curricula, build high-quality teaching teams, optimize the structure of teacher resources, and improve student support services to create an excellent training environment

Experiences of Newly Qualified Nurses' Engagement with Quality Improvement in Practice: A Qualitative Follow-Up Study.

Nurse education plays an essential role in preparing future nurses to engage with quality improvement (QI) initiatives in their organisations and improve patient care. However, frontline nurses continue to report that a lack of QI knowledge hinders their abilities to engage in improvement work. In the UK, student nurses are now trained in QI within their degree to enable them to contribute to improvements once qualified. This qualitative follow-up study investigated the sustainability of QI engagement in nurses who undertook QI training and a QI project during their degree and explored the factors influencing their engagement in QI once qualified. This paper followed the COREQ criteria to report upon 10 semi-structured interviews undertaken with registered nurses and focuses on their experiences of QI engagement post-registration. The data were investigated using an inductive thematic analysis and Nvivo 14. Five themes emerged: transition to a newly qualified nurse, QI knowledge decline, influencing factors (hierarchy, leadership, COVID-19 pandemic, data access and location), and skill transferability. This study showed that qualified nurses can sustain their QI knowledge and remain engaged with QI where they experience positive QI leadership and were exposed to ongoing QI activity in their preceptorship year. However, a lack of QI opportunities and a culture which does not consider QI a responsibility of new nurses is seen to hinder engagement. Educational institutions and practice partners require careful collaboration to assess and develop ongoing QI learning activities that support new nurses to engage in QI.

Adapting a Game Guide for HIV Care to Facilitate Interactive Learning in Quality Improvement

Adapting a Game Guide for HIV Care to Facilitate Interactive Learning in Quality Improvement

Meningkatkan Hasil Belajar Pendidikan Agama Katolik Melalui Model Problem Based Learning Berbantukan Media Wordwall Game Kelas 5 SD Santo Yoseph 1 Medan

This study aims to improve the learning outcomes of Catholic Religious Education for 5th-grade students at SD Santo Yoseph 1 Medan through the implementation of the Problem Based Learning (PBL) model supported by the interactive media Wordwall Game. The research method used is Classroom Action Research (CAR), conducted in two cycles, with each cycle comprising planning, action, observation, and reflection. Data collection was carried out through learning outcome tests, observation, and documentation. The results indicate an improvement in student learning outcomes from Cycle 1 to Cycle 2. In Cycle 1, the average student score was 81.5, while in Cycle 2, it increased to 91. The application of the PBL model with the Wordwall Game media proved to be effective in enhancing student engagement and learning outcomes. This improvement was driven by a more engaging and interactive learning process, as well as the students' ability to think critically and solve problems. Therefore, the PBL model with the support of Wordwall Game can be widely implemented to improve learning quality.

Leveraging Quality Improvement and Shared Learning to Improve Infant Well-Child Visit Rates in Texas.

Texas Medicaid improved infant well-child visit rates by participating in a national learning collaborative. The two-year program encouraged creativity and innovation in care for Medicaid recipients through partnerships with managed care organizations (MCOs). The MCO projects discovered valuable practices in member outreach and were disseminated in shared learning experiences. At the completion of the learning collaborative, Texas Medicaid surveyed the MCO participants to assess the impact of their projects on Medicaid beneficiaries in Texas as well as the quality improvement project format. Collectively, the MCOs raised the infant well-child visit rate year-over-year. All of the partner MCOs stated they plan to continue focused work on improving infant well-child visit rates after the learning collaborative.

Learning experiences from an online QI fellowship programme during COVID-19 – a qualitative study

BackgroundDuring the COVID-19 pandemic in the United Kingdom, multiple aspects of everyday human existence were disrupted. In contrast, almost all levels of educational learning continued, albeit with modifications, including adaptation to virtual—or online—classroom experiences. This pedagogic transition also occurred in the National Institute of Health and Care Research Applied Research Collaboration Northwest London’s (NIHR ARC NWL) Improvement Leader Fellowship, an annual programme focusing on quality improvement (QI). This qualitative study aimed to understand how these changes impacted the Fellows’ learning experience.MethodsWe explored the experiences of two cohorts of programme Fellows (n = 18, 2020–2021 and n = 15, 2021–2022) with focus groups, analysed under a constructivist qualitative research paradigm.ResultsThe two primary and four sub-themes that emerged were: Online QI learning experience (benefits and challenges) and Implementing online QI learning (facilitators and barriers). While benefits had three further sub-themes (i.e., digital flexibility, connection between learners, and respite from impact of COVID-19), challenges had four (i.e., lack of interaction, technological challenges and digital exclusion, human dimension, and digital fatigue). While the facilitators had three sub-themes (i.e., mutual and programmatic support, online resource access, and personal resilience), barriers had one (i.e., preventing implementation and lack of protected time).ConclusionDespite challenges to in-person ways of working, online learning generally worked for action-orientated QI learning, but changes are needed to ensure the effectiveness of future use of virtual learning for QI. Understanding the challenges of the translation of learning into action is crucial for implementation learning, gaining insight into how improvement Fellows navigated this translation when learning remotely and implementing directly in their workplace is key to understanding the evolving nature of implementation over the pandemic years and beyond.

Analisis Penerimaan Pengguna Aplikasi Kipin School Menggunakan Metode Technology Acceptance Model (TAM)

This study aims to analyze user acceptance of the Kipin School application in educational settings using the Technology Acceptance Model (TAM) approach. In the era of digital transformation, educational applications like Kipin School play a crucial role in enhancing the effectiveness, efficiency, and quality of learning. This application provides advanced features such as student management, lesson scheduling, academic reporting, and communication between teachers, students, and parents. The study evaluates perceived usefulness and perceived ease of use as the main dimensions influencing user attitude, behavioral intention to use, and actual system use of the application. The results of this research are expected to provide valuable insights for application developers to design more effective, innovative solutions that support the improvement of learning quality and educational management in the future. Additionally, this research is also expected to serve as a foundation for further studies in the field of technology acceptance in education.

Father Engagement in Home Visiting: Findings From a Continuous Quality Improvement Learning Collaborative.

The present study describes the efforts of a home visiting (HV) continuous quality improvement learning collaborative aimed at increasing father engagement in HV and parenting. Local implementing agencies (n=11) delivering 3 evidence-based HV models participated in the collaborative. Each agency developed and implemented 3 rapid-cycle Plan-Do-Study-Act (PDSA) projects to increase father engagement. Specific, Measurable, Achievable, Realistic, Time-bound (SMART) aims were used to guide development of change strategies and meaningful measurement goals. HV providers collected data from enrolled families (n=714) about fathers' level of parenting and HV involvement. Mean father engagement scores increased 39% from the first to the second assessment and over 60% of the PDSAs met or exceeded their SMART aim goal. Data suggest that fathers are open to participating in HV and are responsive to parenting guidance. In the current paper, we share engagement strategies and lessons learned during the collaborative.

Changing practice in cystic fibrosis: Implementing objective medication adherence data at every consultation, a learning health system and quality improvement collaborative

AbstractBackgroundMedication adherence data are an important quality indicator in cystic fibrosis (CF) care, yet real‐time objective data are not routinely available. An online application (CFHealthHub) has been designed to deliver these data to people with CF and their clinical team. Adoption of this innovation is the focus of an National Health Service England‐funded learning health system and Quality Improvement Collaborative (QIC). This study applies the capability, opportunity, and motivation model of behavior change to assess whether the QIC had supported healthcare professionals' uptake of accessing patient adherence data.MethodThis was a mixed‐method study, treating each multidisciplinary team as an individual case. Click analytic data from CFHealthHub were collected between January 1, 2018, and September 22, 2019. Thirteen healthcare practitioners participated in semi‐structured interviews, before and after establishing the QIC. Qualitative data were analyzed using the behavior change model.ResultsThe cases showed varied improvement trajectories. While two cases reported reduced barriers, one faced persistent challenges. Participation in the QIC led to enhanced confidence in the platform's utility. Reduced capability, opportunity, and motivation barriers correlated with increased uptake, demonstrating value in integrating behavior change theory into QICs.ConclusionQICs can successfully reduce barriers and enable uptake of e‐health innovations such as adherence monitoring technology. However, ongoing multi‐level strategies are needed to embed changes. Further research should explore sustainability mechanisms and their impact on patient outcomes.

Meeting Quality Improvement Learning Outcomes: Applying the Plan-Do-Study-Act Cycle.

Meeting Quality Improvement Learning Outcomes: Applying the Plan-Do-Study-Act Cycle.

The Effect of Teachers' Level of Self-Regulated Learning and Internet Self-Efficacy on Teaching Innovation in the Constructivist Curriculum

In the era of modern education, innovation in teaching is a crucial aspect for improving learning quality. This study aims to find out the extent to which Internet Self-Efficacy (ISE) of teachers affects learning innovation in the constructivist curriculum and the extent to which Self-Regulated Learning (SRL) affects teachers in making learning innovations in the constructivist curriculum. The research method used is quantitative with a survey approach. Data was collected through a questionnaire filled out by 97 junior high school teachers in Central Java who implemented a constructivist curriculum. Based on the results of the regression analysis, it was found that in the condition that teachers have a high level of Internet self-efficacy, self-regulated learning (SRL) has a significant effect on the learning innovations that are carried out by teachers. Another condition is the influence of SRL with low teacher ISE on teacher learning innovation. In the condition of low self-efficacy levels, SRL indicators of metacognitive skills, time management, and environmental settings did not have a significant effect on teachers' learning innovation. These findings indicate that teachers with high levels of self-regulated learning (SRL) and internet self-efficacy tend to be more innovative in implementing teaching methods that are in accordance with the principles of constructivism. The implications of this study emphasize the importance of developing teachers' self-regulated learning (SRL) and internet self-efficacy skills through continuous training and professional development programs to improve the quality of teaching in constructivist curricula.

Strategy and Implementation of Project-based Learning: Improving Learning Quality in Polytechnic

Strategy and Implementation of Project-based Learning: Improving Learning Quality in Polytechnic

Application of Learning Technology as a Strategy for New School Principals to Gain Acceptance

This research aims to describe the use of learning technology as a strategy used by novice principals to gain acceptance in the elementary school environment by novice principals to increase their acceptance in elementary schools. Learning technology includes a variety of tools and platforms that can improve learning quality, administrative efficiency, collaboration with parents, and teacher professional development. By implementing learning technology, novice principals can demonstrate visionary leadership, increase student motivation and engagement, and strengthen relationships with all stakeholders. This research approach uses a qualitative descriptive method with data analysis through in-depth interviews and participant observation at three elementary schools in Mojokerto Regency, namely SDN Tanjungkenongo 2 Pacet, SDN Ketapanrame 2 Trawas, and SDN Pagerluyung 1 Gedeg. The main informant for this research was the school principal and was triangulated with teachers and the school committee. The research results show that the use of learning technology as an innovation by novice school principals has great potential to increase their acceptance in elementary schools. By implementing learning technology, school principals can demonstrate visionary leadership, increase administrative efficiency, support teacher professional development, increase collaboration with parents, and increase student motivation and engagement. These findings provide important insights for educational leaders to improve their leadership effectiveness.

Formation of individual educational trajectory of university student based on modified ant colony optimization algorithm

Individual educational trajectory allows to provide each learner with a sequence of learning materials in accordance with their pace, learning style and existing gaps in knowledge. Under the conditions of education digitalization, there is an opportunity to use modern ways to improve learning quality to create an individual educational trajectory. The article presents a model of learning content adaptation which contains an algorithm for building an individual educational trajectory based on a modified ant colony optimization algorithm that provides a personalized selection of a sequence of educational materials. The model of learning content adaptation is illustrated on the example of learning SQL within the framework of the course “Databases”. The proposed modification of the ant colony optimization algorithm allows to increase in the efficiency of competence formation in the course of academic disciplines which have a significant duration and consist of loosely related modules by assigning each student to the most appropriate subgroup in accordance with the chosen professional role and organizing full­fledged repetition throughout the discipline. It is proposed to use the desired qualification level of mastering the SQL (basic or professional) or the direction of training (specialty) as specifiers of student groups. The repetition of the basics of problem solving in the process of studying the discipline is proposed to be performed based on pheromone values determined by the ant colony optimization algorithm. The calculating formula for these values provides a high probability of redirecting the student to the solution of problems from the list for repetition when exceeding the permissible number of taken hints or attempts to solve.

Improving Learning Quality through Implementation of Merdeka Curriculum in Elementary Schools

Improving Learning Quality through Implementation of Merdeka Curriculum in Elementary Schools

Improving Linkages Between Sexual and Reproductive Health and Substance Use Providers: The Partnership to Advance Integrated Referrals.

Women of reproductive age with substance use (SU) disorders have lower rates of contraceptive use and higher rates of unintended pregnancy than women without SU disorders and are less likely to access treatment than men. Integration of SU and sexual and reproductive health (SRH) services, using a model known as Screening, Brief Intervention, and Referral to Treatment (SBIRT), has been proven effective in reducing SU and improving health care equity. The SBIRT model includes screening, brief intervention (a short client-centered conversation providing an opportunity to identify/discuss concerns), and referral to treatment. The purpose of this study was to test whether an established quality improvement (QI) learning collaborative model could be used to support SU and SRH sites in implementing an SBIRT/SBIRT-like model to improve health outcomes for women. Five SRH sites and 4 SU sites across New York State participated in the Partnership to Advance Integrated Referrals (PAIR), an 18-month QI learning collaborative designed and implemented by Public Health Solutions. Six standardized mixed-methods data collection tools were used over 18months to gather process and outcome data from over 130 QI team members and site staff and over 5000 clients. By the end of PAIR, QI team members and site staff showed a reduction in bias, increased knowledge and comfort, increased rating of organizational practices related to client-centered care, and increased access to peer learning, information about best practices, and training and technical assistance. SU sites increased SRH screening from 47.9% in the first quarter of data collection to 67.4% in the final quarter and increased brief interventions from 92.5% in the first quarter to 100.0% in the final quarter. Similarly, SRH sites increased SU screening from 51.6% to 75.6% and increased brief interventions from 81.3% to 85.1%. The processes and outcomes were very different for the SU and SRH sites, and their varying successes and challenges are discussed. Making and verifying referrals remained challenging. The results of PAIR demonstrated the feasibility of SU and SRH sites implementing an SBIRT/SBIRT-like model when supported by a QI learning collaborative. Larger community and organizational challenges (COVID-19, staff turnover) still present barriers to improved reproductive health and SU outcomes for women.

Improving learning quality through the implementation of electronic teaching materials

Improving learning quality through the implementation of electronic teaching materials

Leadership and Knowledge Sharing: Key Factors in Enhancing School Learning Outcomes

This study examines the role of school principals and knowledge-sharing practices in enhancing the quality of learning within schools. The research aims to analyze the role of principals in executing leadership functions, overseeing, and motivating teachers and educational staff to improve the quality of learning as expected by the school. Additionally, the study investigates knowledge-sharing practices between principals and teachers, as well as among teachers. The knowledge shared by principals, teachers, and educational staff is expected to help address challenges in improving learning quality. The research employs a content analysis approach, which involves identifying, categorizing, and interpreting meanings from various written sources such as scholarly journals, books, news articles, and official documents. Literature searches were conducted using leading academic databases like Google Scholar. The findings indicate that the role of school principals and knowledge-sharing practices, both between principals and teachers and among teachers and staff, contribute to the improvement of learning quality. This study highlights the need for leadership training for principals to develop skills in designing and managing effective knowledge-sharing programs.

Influence of Fathers Participation in Parenting on the Learning Quality of 3-6-Year-Old Children

Learning quality is related to children's future academic achievement, and it is the first step for children to enter the learning hall. 3-6 years old is the stage of rapid development of children's learning quality, and the father's participation in parenting is an important part of children's family education, and it will also have an important impact on children's learning quality. Therefore, this study explores the relationship between father's participation in parenting and children's learning quality. The purpose of this study is to summarize the development characteristics and influencing factors of 3-6 years old children's learning quality, analyze the characteristics of father's participation in education and the influence on the development of 3-6 years old children's learning quality, and put forward educational suggestions, aiming to call for more fathers to participate in early childhood education with high quality and improve the quality of early childhood learning. According to the conclusion of the study, this paper puts forward some suggestions from three aspects of father, family, and society, aiming at giving fathers effective parenting guidance and promoting the improvement of children's learning quality.

SUPERVISI FORMATIF TERHADAP PENINGKATAN KUALITAS PEMBELAJARAN DI MADRASAH TSANAWIYAH NEGERI 1 ACEH UTARA

The improvement of teaching and learning quality at Madrasah Tsanawiyah Negeri 1 Aceh Utara is an urgent need to strengthen the Islamic education system. In this context, the implementation of formative supervision strategy becomes the main focus in enhancing the effectiveness of learning. This research aims to analyze the impact of implementing formative supervision strategy on the quality of teaching and learning at the madrasah. The research method used is qualitative research with a case study approach. Data were obtained through classroom observations, interviews with teachers and educational staff, as well as analysis of curriculum-related documents and learning evaluations. The results show that formative supervision is effective in improving the quality of teaching and learning at Madrasah Tsanawiyah Negeri 1 Aceh Utara. With formative supervision, teachers can receive constructive feedback, support in competency development, and enhance student engagement in the learning process. However, this research also identifies several challenges faced in implementing formative supervision, including the availability of adequate resources and managerial support. Therefore, recommendations are provided to enhance teacher training in formative supervision, improve collaboration between management and educational staff, and strengthen educational infrastructure to support sustainable implementation