Improving client engagement and retention in treatment: The Los Angeles County experience

Rutkowski, Beth A.; Gallon, Steven L.; Rawson, Richard A.; Freese, Thomas E.; Bruehl, Alexandra; Crèvecoeur-MacPhail, Desirée; Sugita, Wayne; Molfenter, Todd; Cotter, Frances

doi:10.1016/j.jsat.2010.03.015

Cited by 19 publications

(15 citation statements)

References 9 publications

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“…However, there were a few studies that did provide some detail about the use of QI methods. In those LCs, the faculty set forth possible improvement areas from which site could develop their PDSAs or provided hands on coaching and support (7, 17, 18, 29–31, 34, 37, 38). One study, did not include PDSAs, but rather provided teams with a template to develop “work plans” to facilitate the integration of mental health and primary care in school based health centers (39).…”

Section: Resultsmentioning

confidence: 99%

“…Two studies reported holding “all collaborative” calls to facilitate sharing and problem solving (7, 37). Other described “affinity group” calls targeted towards clinical supervisors, change leaders, or executive leadership, or calls focused on specific clinical issues and other special topics (7, 38). Studies using the NIATx model also described holding individual site coaching calls focused on the use of process improvement methods (34, 38).…”

Section: Resultsmentioning

confidence: 99%

“…Nine studies reported external support with data collection and feedback. With a few exceptions (7, 30, 33, 34, 38), most articles provided very little information about the data collected, how it was used, or how it informed quality improvement activities.…”

Section: Resultsmentioning

confidence: 99%

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A Literature Review of Learning Collaboratives in Mental Health Care: Used but Untested

Nadeem

Olin

Hill

et al. 2014

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Objective Policymakers have increasingly turned to Learning Collaboratives (LCs) as a strategy for improving usual care through the dissemination of evidence-based practices. The purpose of this review is to characterize the state of the evidence on LCs in mental health care. Methods A systematic search of major academic databases for peer-reviewed articles on LCs in mental health care generated 421 unique articles across a range of disciplines; 28 mental health articles were selected for full-text review, and 20 articles comprising 16 distinct studies met criteria for final inclusion. Articles were coded to identify the LC components reported, the focus of the research, and key findings. Results The majority of the articles included baseline to post-collaborative assessments of provider- or patient-level variables; there was only one study with a comparison condition. The LC targets ranged tremendously, from the use of a depression screener to implementation of evidence-based treatments. Fourteen crosscutting LC components (e.g., in-person learning sessions, phone meetings, data reporting, leadership involvement, training in QI methods) were identified from a systematic review of the extant literature on LCs. The LCs in this review reported including, on average, 7 components, most commonly in-person learning sessions, Plan-Do-Study-Act (PDSA) cycles, multidisciplinary QI teams, and data collection for QI. Conclusions LCs are being used widely in mental health care with minimal evidence of their effectiveness and unclear reporting on specific components. There is a great need for rigorous observational and controlled research studies on the impact of LCs on targeted provider- and patient-level outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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A Literature Review of Learning Collaboratives in Mental Health Care: Used but Untested

Nadeem

Olin

Hill

et al. 2014

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“…The Breakthrough Series Collaborative method has been used extensively within physical health care systems to enhance quality improvement (Mittman, 2004; Schouten, Hulscher, van Everdingen, Huijsman, & Grol, 2008), and is starting to be used more widely with some success within the adult mental health field to enhance attendance (Roosa, Scripa, Zastowny, & Ford, 2011; Rutkowski et al, 2010), implement EBPs (Roosa et al, 2011), and increase overall quality (Solberg et al, 2001; Strating, Broer, van Rooijen, Bal, & Nieboer, 2012). However, very few studies have examined this implementation method within the field of child mental health.…”

mentioning

confidence: 99%

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

Haine‐Schlagel

Brookman‐Frazee

Janis

et al. 2013

Child Youth Care Forum

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“…The use of a learning collaborative to improve the quality of care can exist at the local, regional, or national level. States have used a regional learning collaborative approach to improve services in mental health (Cohen, Adams, Dougherty, Clark, & Taylor, 2007); the public health department (Kushion, Tews, & Parker, 2007; Riley et al, 2009) and substance abuse treatment agencies (Rutkowski et al, 2010). However, fewer examples illustrate how county-based or local learning collaboratives improve services.…”

Section: Introductionmentioning

confidence: 99%

Using a NIATx based local learning collaborative for performance improvement

Roosa

Scripa

Zastowny

et al. 2011

Evaluation and Program Planning

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Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county’s experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations.

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Improving client engagement and retention in treatment: The Los Angeles County experience

Cited by 19 publications

References 9 publications

A Literature Review of Learning Collaboratives in Mental Health Care: Used but Untested

A Literature Review of Learning Collaboratives in Mental Health Care: Used but Untested

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

Using a NIATx based local learning collaborative for performance improvement

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