Continuous Quality Improvement (CQI)

Timing (number of times per week, amount of time you meet, duration of program, time of day, etc.) 

Delivery (openness of facilitator, keeping order in a group, developmentally appropriate, location, staffing, etc.) 

Cultural adaptations (pictures used, word choices, acceptability by population served, etc.) 

Language (non-English, reading level, etc.) 

Measurement (instruments, follow-up timing, etc.) 

Ask a direct question about how things are going at every meeting (with grant team, partners, providers, families, advisory committees, etc.) and take good notes:  

• Have you received any feedback from participants about the length or frequency of meetings? 

In training surveys of providers: include questions about delivery, presentation, timing, utility, etc.:  

• The workshop I attended today will be relevant to my future work with children who have witnessed or experienced violence (strongly disagree, disagree, agree, strongly agree). 

In training surveys of providers: include open-ended directed questions about what works and what does not:  

• Please let us know what you thought about the overall presentation and the presenters. 
• What is a topic, skill, or practice you would like to learn more about? 

In group interviews/focus groups with providers: ask questions specific to the audience and get recommendations for change:  

• Did you find that this intervention was particularly effective with younger children or teens? Please explain. 

In group interviews/focus groups with clients/families: ask questions specific to the audience and get recommendations for change:  

• How long did you see your therapist?  Do you think that was too long, too short, or just right? 

In participant satisfaction surveys: ask specific questions about what works best and what might be a challenge, and provide space for open-ended responses:  

• What was the best part of today’s workshop? 

Conduct thematic analysis of all qualitative data sources – look for common responses and opportunities to make small changes 

(1) With the data you have collected about program implementation, determine what might need to be adapted. For example, in order to address low participant completion rate you might come up with many ideas that might increase participation. 

• Move the location of the service closer to public transportation 
• Extend the first session to include more family engagement strategies 
• Offer childcare and or meals to participants 
• Add additional culturally relevant activities to the program  

(2) Make a small time-limited change. Choose one of your ideas to try first. For example, move the location of the service closer to public transportation. 

(3) Check the efficacy of the change. For example, after three sessions that have taken place closer to public transportation, determine if participant numbers have changed compared to those meetings before the change. 

(4) Decide if the change makes sense as an adaptation to your program. For example, if the number of participants doubled after being moved closer to public transportation, then this might be a permanent change. If numbers have not increased, then maybe try another idea for change. 

(5) Repeat the process with other small changes as necessary. For example, offer childcare to participants to see if the number of participants increases. After three sessions, determine if the number of participants has increased enough to make this a permanent change. 

Create a culture of learning and innovation 

Data driven way to make program improvements that center the voices of survivors and program staff 

To show what the project is doing throughout the funding period 

Improve staff morale 

Build trust and increase accountability to the community/s being served 

To inform periodic check-ins with the funder