As part of CLAHRC’s Public Health and Information Intelligence Cross Cutting Theme (PHII), we aim to build capacity and capability of measurement by teaching those in our community why it is important to measure; what to measure; how to measure; and understanding variation and change.

Why we measure…

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Reproduced from ‘Guide to Measurement for Improvement, NHS Elect, February 2017

Introducing two members of the CLAHRC NWL PHII Team:

Yewande Adeleke – Information Officer for Public Health and Information Intelligence Theme

Yewande is currently working on a Health Foundation funded project to develop an online, interactive Measurement Plan Assessment Tool. This tool will support teams to design measures that are scientifically valid, feasible and promote successful improvement in quality of care. In addition to this, she delivers measurement training and support to five healthcare Quality Improvement teams across Northwest London. Prior to joining CLAHRC NWL, she was a Clinical Research Facilitator at the Imperial College London Neuroepidemiology and Ageing Research Unit, working on clinical studies aimed at better understanding risk and protective factors for age-related neurodegenerative diseases. She holds a BSc in Pathology and Microbiology with Study in Industry from the University of Bristol and a Master of Public Health from Imperial College London. Yewande has a keen interest in translational science and health service improvement.

Dr Mable Nakubulwa – Research Associate for Public Health and Information Intelligence Theme

Mable is currently working on evaluating the effectiveness of public health interventions. Mable is an Associate Fellow of the Higher Education Academy. Prior to joining CLAHRC in 2016, she worked as a teaching fellow on the ‘Studying Psychology in Higher Education’ module and lab lead for 1st and 2nd year undergraduate ‘Research Methods and Advanced Statistics’ module at Aston University. She holds an M.A in Psychology and Statistics (University of Glasgow), M.Sc. in Foundations of Clinical Psychology (Bangor University), and a Ph.D. in Cognitive & Affective Neurosciences, where concepts from graph theory were adapted to support the characterisation of functional brain networks in atypical and delayed neurodevelopment, specifically Attention-Deficit/Hyperactivity Disorder (ADHD) and Dyslexia. Her interests are in applying advanced statistical approaches to improve our understanding of healthcare translational science.

CLAHRC NWL is committed to learning and development, by building capacity with our academic partners and facilitating knowledge exchange.  One of the ways we do this is by having our expert team members teach on different modules at various universities across the country.

Yewande and Mable had the opportunity to do so at Buckinghamshire New University on 12 December 2017 and will be teaching again soon in the new year. They were asked to run a session introducing ‘Measurement of Improvement’ for the ‘Innovation Module’ for Imperial Partners.

A total of 19 students were enrolled on this course, with key learning outcomes being:
a) Understanding the main reasons why we measure
b) Understanding the key steps involved in measurement for improvement
c) Understanding variation and using this to inform decision making

 

MI Model.PNG
The Model for Improvement is our guiding framework for accelerating improvement efforts.

 

Here was what they had to say about their teaching experience:

“Teaching at Buckinghamshire New University was an educational experience; we received interesting questions from students which gave us food for thought. For instance, students asked about impact of seasonality on control charts. Other questions included, how much baseline data is required for the SPC charts and how to deal with low denominator sizes. Talking to students reinforced the need for greater spread of knowledge around measurement for improvement at a more industrial scale. Furthermore, it was an opportunity to reflect on practices that we typically take for granted, but are often considered challenging for frontline staff despite being crucial for enabling success in Quality Improvement. When the word ‘measurement’ was uttered, visually one could tell this had a negative connotation amongst students. This is similar to what we experience working with novice healthcare QI teams. The students appeared to be willing to learn and were engaged with the content delivered. Also, repetition helped students to grasp the core concepts. We have received interest from staff to return in the new year and provide guidance to students as they apply the measurement for improvement concepts to their own projects (i.e. business case assignment).”

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