Browsing by Author "Riley, Kathy"

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    Examining the emergence of a learning collaborative: a framework to support complex program implementation
    (Springer Nature, 2024-04) Karikari, Isaac; Walton, Betty; Ludeker-Seibert, Kristen; Riley, Kathy; School of Social Work
    To address unmet behavioral health needs of children and youth, the system of care (SOC) philosophy was developed and evolved into a framework to support community-based coordinated networks that provide an array of effective services and supports. There is limited elaboration of the actual implementation processes and intricacies of SOC development, particularly, in terms of the roles of local SOC coordinators (local coordinators). Limited published research has addressed the necessary knowledge and roles of local coordinators, and the theoretical underpinnings and structure of their learning, skill development, and capacity building. Utilizing an archival approach and reflexive thematic analysis, this qualitative study examined records of three forums involving 50 local SOC coordinators (11% male, 89% female, 93% white, ages between 27 and 66 years) between 2017 and 2018. The analysis revealed varying levels of experience, knowledge, and skills, and uncovered several SOC development strategies utilized by coordinators. The study illustrates the inception of a learning collaborative that served as a bridge and implementation driver for SOC development and socio-professional support for local coordinators. The findings provide an empirical base and emerging framework for SOC coordinators’ training and professional development. The value of learning collaboratives in facilitating exposure to a diverse knowledge base and the importance of fostering supportive spaces for coordinators as they strive to develop SOCs are evident. Incorporating supportive learning collaboratives for local change agents could be a dynamic strategy to support the effective implementation of system-wide changes or enhancements in behavioral health services.
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    OTHR-27. Narrative Medicine Applied: A Study Elucidating How One Neuro-Oncology Team Grapples With Distress
    (Oxford University Press, 2024-06-18) Riley, Kathy; Toback, Alison L.; Knight, Kelsey; Wimer, Tammy; Coven, Scott L.; Tailor, Jignesh K.; Lion, Alex H.; Medicine, School of Medicine
    BACKGROUND: Absorbing the cumulative weight of neuro-oncology patient stories in isolation leads providers to experience burnout and distress that some in our study called “debilitating.” Sands, Stanley, & Charon (2008) describe the field of pediatric oncology as one that “taunts professionals with the random unfairness” of grave childhood illness. They reason that clinicians in this demanding field may benefit from narrative training to build empathy, teamwork, and resilience. Narrative medicine is a rigorous and evidence-based field of study that utilizes the method of close reading of literature and art to engage providers in discussion and personal reflection. In narrative medicine workshops, participants immerse themselves in a text or image, contemplate their experiences and their relation to the text, write in response to a prompt, and share their writings with one another (Charon, et al., 2017). METHODS: This study sought to understand how narrative medicine workshops conducted in a pediatric neuro-oncology clinical setting impacted individual team members, as well as inter- and intra-team relationships. Data collection for the study included pre- and post-surveys, qualitative interviews, and observation notes recorded by workshop facilitators. Researchers applied Clark’s (2014) framework of three distinct levels – relationship to oneself, relationship to the patient, and relationship to others on the team – to development of pre- and post-survey and qualitative interview questions. RESULTS: Although quantitative data failed to demonstrate that the workshops reduced participant distress, qualitative research generated evidence that the very act of participating in narrative medicine workshops provided a safe space for providers to discuss job-related distress, breaking down hierarchical barriers and moving them toward what one participant called “professional intimacy.” CONCLUSIONS: This research suggests that engaging in narrative medicine practice as a healthcare team may in and of itself alleviate distress and foster healing dialogue in a stressful clinical environment suffused with pain and loss.