(O-F3) Quality Improvement Collaboration: Virtual Learning Platforms Enhance Effective Information and Knowledge Sharing Between Teams to Improve Patient Care

Objectives: This prospective, applied mono-method convenience survey (7%MOE, 95%CIs) aimed to identify gaps in staff perceptions across an NHS trust (three DGHs) on the adjunct use of virtual learning platforms to share quality improvement successes across organisational boundaries.

Background: The Covid-19 pandemic posed challenges. Logistical best-fit practice compartmentalisation of healthcare quality improvement (QI) communication dissemination resulted in potential knowledge sharing losses between teams and organisations. Failure to achieve collective utilisation of appropriate, relevant and timely clinical governance systems negatively affects patient care and experience.

Methods: Open to all staff, 215 colleagues (145 females, 68 males, 2 unidentified sex) participated in online MSForms questionnaire completion over a designated two-week period following ethical and governance approval. 
 
Demographic data was collated on age, sex, job role and work speciality. 
 
Likert scale referenced statements on perceived utility, functionality, confidence in and availability of VLPs were transcribed into metric data for analysis (1-strongly disagree,2-partially disagree,3-neither agree or disagree,4-partially agree,5-strongly agree).

Results: Survey participants reflected workforce spectra.  Respondents believed VLPs are useful, enhance empowered collaborative knowledge sharing capabilities, supporting improvement change and opportunity (4.09-4.64,p < 0.001). Collectively acknowledging face-to-face preferences (4.01,p < 0.01), VLP improvement hub aspirations  (4.04,p < 0.01) directed sustainable, digitally-capable independent inter-speciality successes  (3.96–4.53,p < 0.001).  Written feedback evidenced enhanced team-working with progressive VLP utilisation, standardising under supportive organisational cultural shifts.
 
Subgroup analysis demonstrated EM colleagues believed online availability facilitated collaborative potentials under supportive digital QI approaches (3.93–4.52, p< 0.001). Senior EM nurses collectively expressed confidence in joining wider ED and organisational teams to improve patient care (p=0.03).  Qualitative collective junior doctor feedback evidenced strategic QI planning facilitates curriculum progression (p < 0.01).

Conclusions: Overall, themes regarding VLPs as adjunct tools to organising sustainable QI information sharing potentials were positive. This survey adds to current emerging evidence, providing a valid, transferable platform for exploring balanced VLP usage as part of sustainable QI systems considering their ‘new era’ use more broadly in Healthcare.

References (Optional): Côrte-Real, N., 2021. Clinical Governance in Pandemic Times. Lusiadas Scientific Journal, 2(1), pp.5-9.

Haxby, E., Hunter, D. and Jaggar, S. eds., 2010. An introduction to clinical governance and patient safety. OUP Oxford.

Thakur, A., Soklaridis, S., Crawford, A., Mulsant, B. and Sockalingam, S., 2020. Using Rapid Design Thinking to Overcome COVID-19 Challenges in Medical Education. Academic Medicine, 96(1), pp.56-61.

Funding (Optional): N/A