scholarly journals Success for All: Professor Slavin and the Improvement of Evidence-Based Schools and Its Enlightenment to China

2021 ◽  
Vol 8 (1) ◽  
pp. 1029-1040
Author(s):  
Longjun Zhou ◽  
Hui Gu
Keyword(s):  
School Improvement ◽  
Development Process ◽  
Basic Education ◽  
Reference Value ◽  
Success For All ◽  
Evidence Based ◽  
Improvement Project ◽  
Education Project ◽  
Johns Hopkins University

Success for All (SFA) is a school improvement project promoted by the team of Professor Robert Slavin of Johns Hopkins University. This paper reviewed the development process of SFA and analyzed its characteristics. By comparing with China’s “New Basic Education” project, we summarized the reference value of SFA for China, and further discussed the possible path of China’s evidence-based school improvement.

scholarly journals Evidence-Based Practice Implementation: Case Report of the Evolution of a Quality Improvement Program in a Multicenter Physical Therapy Organization

2015 ◽  
Vol 95 (4) ◽  
pp. 588-599 ◽  
Author(s):  
Joel M. Stevans ◽  
Christopher G. Bise ◽  
John C. McGee ◽  
Debora L. Miller ◽  
Paul Rockar ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Case Report ◽  
Physical Therapy ◽  
Care Quality ◽  
Routine Practice ◽  
Evidence Based ◽  
Implementation Barriers ◽  
Improvement Program ◽  
Improvement Project ◽  
Systems Perspective

Background and Purpose Our nation's suboptimal health care quality and unsustainable costs can be linked to the failure to implement evidence-based interventions. Implementation is the bridge between the decision to adopt a strategy and its sustained use in practice. The purpose of this case report is threefold: (1) to outline the historical implementation of an evidence-based quality improvement project, (2) to describe the program's future direction using a systems perspective to identify implementation barriers, and (3) to provide implications for the profession as it works toward closing the evidence-to-practice gap. Case Description The University of Pittsburgh Medical Center (UPMC) Centers for Rehab Services is a large, multicenter physical therapy organization. In 2005, they implemented a Low Back Initiative utilizing evidence-based protocols to guide clinical decision making. Outcomes The initial implementation strategy used a multifaceted approach. Formative evaluations were used repeatedly to identify barriers to implementation. Barriers may exist outside the organization, they can be created internally, they may result from personnel, or they may be a direct function of the research evidence. Since the program launch, 3 distinct improvement cycles have been utilized to address identified implementation barriers. Discussion Implementation is an iterative process requiring evaluation, measurement, and refinement. During this period, behavior change is actualized as clinicians become increasingly proficient and committed to their use of new evidence. Successfully incorporating evidence into routine practice requires a systems perspective to account for the complexity of the clinical setting. The value the profession provides can be enhanced by improving the implementation of evidence-based strategies. Achieving this outcome will require a concerted effort in all areas of the profession. New skills will be needed by leaders, researchers, managers, and clinicians.

How school leadership development evolves: crossing timescales and settings

2016 ◽  
Vol 28 (6) ◽  
pp. 338-354 ◽  
Author(s):  
Ruth Jensen ◽  
Kirsten Foshaug Vennebo
Keyword(s):  
Leadership Development ◽  
School Improvement ◽  
School Leadership ◽  
Multiple Time ◽  
Improvement Project ◽  
Content Type ◽  
Qualitative Research Design ◽  
School Leadership Development ◽  
Video And Audio ◽  
Cultural Historical Activity

Purpose This paper aims to address workplace learning in terms of investigating school leadership development in an inter-professional team (the team) in which principals, administrators and researchers work together on a local school improvement project. The purpose is to provide an enriched understanding of how school leadership development evolves in a team during two years as the team works on different problem-spaces and the implications for leadership in schools. Design/methodology/approach The paper is based on a larger study with a qualitative research design with longitudinal, interventional, interactional and multiple-time level approaches. Empirically, the paper draws on tools, video and audio data from the teams’ work. By using cultural–historical activity theory (CHAT), school leadership development is examined as an object-oriented and tool-mediated activity. CHAT allows analyses of activities across timescales and workplaces. It examines leadership development by tracing objects in tool-mediated work and the ways in which they evolved. The object refers to what motivates and directs activity. Findings The findings suggest that the objects evolved both within and across episodes and the two-year trajectory of the team. Longitudinal trajectories of tools, schools and universities seem to intersect with episodes of leadership development. Some episodes seem to be conducive for changes in the principals’ schools during the collaboration. Research limitations/implications There is a need for a broader study that includes more cases in other contexts, thus expanding the existing knowledge. Originality/value By switching lenses of zooming, it has been possible to examine leadership development in a way that is not possible through surveys and interviews.

A quality improvement project to reduce restrictive interventions in a mental health service

2021 ◽  
pp. 1-12
Author(s):  
Darren Savarimuthu ◽  
Katja Jung
Keyword(s):  
Mental Health ◽  
Quality Improvement ◽  
Positive Impact ◽  
Essential Elements ◽  
Quality Improvement Project ◽  
Psychiatric Ward ◽  
Quality Improvement Initiative ◽  
Successful Implementation ◽  
Evidence Based ◽  
Improvement Project

Background/aims This article describes a quality improvement project that aimed to reduce restrictive interventions on an acute psychiatric ward. In light of a service level agreement and based on a trust-wide target, the purpose of the project was to reduce restrictive interventions by 20% within a period of 6 months. It was also anticipated that a least restrictive environment could have a positive impact on patient experience. Methods Three evidence-based interventions were introduced to the ward during the quality improvement project. These included positive behaviour support, the Safewards model and the productive ward initiative. Results There was a 63% reduction in restrictive interventions over a 6-month period through the successful implementation of a series of evidence-based interventions to manage behaviours that challenge on the mental health ward. Conclusions The project identified collaborative team working, staff training and adequate resources as essential elements in the success of the quality improvement initiative. However, co-production was found to be crucially significant in bringing sustainable changes in ward environment and in addressing restrictive practices.

Leading a Sea Change in Naval Ship Design: Toward Collaborative Product Development

2005 ◽  
Author(s):  
Robert G. Keane ◽  
Howard Fireman ◽  
Daniel W. Billingsley
Keyword(s):  
Product Development ◽  
Process Improvement ◽  
Development Process ◽  
Ship Design ◽  
Naval Research ◽  
Total Quality ◽  
Collaborative Product Development ◽  
Development Environment ◽  
Improvement Project ◽  
Naval Ship

In October 1989, the Naval Sea Systems Command (NAVSEA) conducted the Ship Design for Producibility Workshop with broad participation from the Navy, Shipbuilders, Ship Design Agents and Academia. The Workshop was one of NAVSEA’s first Total Quality Leadership (TQL) initiatives and was subsequently expanded by NAVSEA’s Chief Engineer (CHENG) and the Deputy Assistant Secretary of the Navy (DASN) for Ships into the Ship Design, Acquisition, and Construction (DAC) Process Improvement Project. In addition, the National Shipbuilding Research Program (NSRP) initiated a number of thrusts in Concurrent Engineering and Increased Throughput. The authors describe one of these major process improvement initiatives, NAVSEA’s 3D “Product Model” Strategy to extend throughout the enterprise-wide process of warship development a primary focus on the bridge between ship design and shipbuilding. The Workshop and subsequent process improvement initiatives have had a profound impact on the Naval Ship Design Process. Yet, as reported to Congress in 2002 by the Secretary of the Navy, the unbudgeted cost growth and increased cycle times for Detail Design of new warships have “reached an untenable level”. This necessitated the October 2004 ASN (RDA) policy memorandum on Integrated Digital Data Environment (IDDE). To realize transformational innovations in our ship designs, as well as transformational innovations in the entire warship development process, the National Naval Responsibility in Naval Engineering (NNR-NE) was recently established by the Navy. To support NNR-NE the Office of Naval Research (ONR) and the Naval Sea Systems Command (NAVSEA) created the Center for Innovation in Ship Design (CISD). A summary of some recent CISD Innovation Cells and how CISD can contribute to breaking down the existing organizational cultures and institutionalizing a collaborative product development environment are also discussed. As we begin a new century, it is appropriate that our naval ship design and shipbuilding community review its progress, look at the cross-cut principles of leading change, determine what it takes to bring about dramatic cultural transformation, and discuss the critical need for Navy, Shipbuilder, Design Agent and Academia leadership to continue developing a new collaborative product development environment which fosters a sea change in the whole naval ship development process.

Investigating the Role of Data-Driven Decision-Making Within School Improvement Processes

2021 ◽  
pp. 1707-1725
Author(s):  
Venesser Fernandes
Keyword(s):  
Decision Making ◽  
Organizational Change ◽  
School Improvement ◽  
Critical Role ◽  
Data Driven ◽  
Evidence Based ◽  
Data Driven Decision Making ◽  
Continuous School Improvement ◽  
Decision Making Processes

This chapter provides a detailed literature review exploring the importance of data-driven decision-making processes in current Australian school improvement processes within a context of evidence-based organizational change and development. An investigation into the concept of decision-making and its effect on organizational culture is conducted as change and development are considered to be the new constants in the current discourse around continuous school improvement in schools. In a close examination of literature, this chapter investigates how key factors such as collaboration, communication, and organizational trust are achieved through data-driven decision-making within continuous school improvement processes. The critical role of leadership in sustaining data cultures is also examined for its direct impact on continuous school improvement processes based on evidence-based organizational change and development practices. Future implications of data-driven decision-making to sustain continuous school improvement and accountability processes in Australian schools are discussed.

Achieving Quality Health Outcomes Through the Implementation of a Spontaneous Awakening and Spontaneous Breathing Trial Protocol

2014 ◽  
Vol 25 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Kimmith Jones ◽  
Robin Newhouse ◽  
Karen Johnson ◽  
Kristin Seidl
Keyword(s):  
Spontaneous Breathing ◽  
Spontaneous Breathing Trial ◽  
Secondary Data ◽  
Prolonged Treatment ◽  
Evidence Based ◽  
Duration Of Treatment ◽  
Convenience Sample ◽  
Improvement Project ◽  
Continuous Sedation ◽  
Quality Health

Background: Continuous sedation infusions can lead to prolonged treatment with mechanical ventilation (MV), resulting in serious complications. Spontaneous awakening trials (SATs) and spontaneous breathing trials (SBTs) are strategies that limit the amount of sedative agents a patient receives and promote extubation. Objective: The objective of this performance improvement project was to evaluate the outcomes of an evidence-based practice protocol that included SATs and SBTs on the duration of treatment with MV, ventilator utilization ratio (VUR), intensive care unit (ICU) length of stay (LOS), and incidence of self-extubations and reintubations. Methods: A convenience sample of 112 discharged patients’ medical records was used for this descriptive, comparative secondary data analysis. An evidence-based SAT/SBT practice protocol was designed by a multidisciplinary team and implemented. Three months after the implementation, a retrospective medical record review was conducted to evaluate patient outcomes. Results: The median duration of treatment with MV was significantly lower in the postprotocol group (3.8 days vs 2.7 days, U = 1222, Z = −2.013, P = .04, r = 0.19). A significant decrease was found in the VUR (0.68 vs 0.52, U = 2.5, Z = −2.293, P = .02, r = 0.69). No difference was found in the ICU LOS and frequency of self-extubation or reintubation after a self-extubation between the preprotocol and postprotocol groups. Ten of 45 SAT opportunities (22%) and 67 of 130 SBT opportunities (52%) were missed by the nurse or the respiratory therapist. Conclusion: The duration of treatment with MV and the VUR were reduced in patients who received the SAT/SBT protocol. The incidence of self-extubation was not different when an SAT was implemented. The ICU LOS was not reduced in patients who received SATs and SBTs.

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