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Strengthening the evidence base for maternal and child health programs

New: MCH Best strategies database for sample ESMs

Evidence Tools
MCH Best. NPM 12: Health Care Transition

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Strategy. Peer Support and Mentorship

Approach. Create a peer support and mentorship program or adolescent advisory council to discuss issues around health care transition.

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Overview. Current research is looking for consistent ways to measure transition success. Recent studies have measured an increase in transition readiness scores for participants in peer support and mentorship programs, indicating an increase in self-efficacy which should lead to use of transition services outside of the program.1

Evidence. Emerging Evidence. There is emerging, recent evidence on the effectiveness of peer support and mentorship on transition. However, more research is needed for conclusive results. Access the peer-reviewed evidence through Outcome Evidence for Structured Pediatric to Adult Health Care Transition Interventions: A Systematic Review and Outcomes of pediatric to adult health care transition interventions: An updated systematic review (Got Transition/Center for Health Care Transition Improvement). (Read more about understanding evidence ratings).

Target Audience. Adolescents with special health care needs.

Outcome. Adolescents with special health care needs who received services necessary to make transitions to adult health care. See the AMCHP/Got Transition NPM 12 Implementation Toolkit: Measurement and Assessment Strategic Approaches for tools to download.

Examples from the Field. There are currently 10 ESMs across all states/jurisdictions that use this strategy directly or intervention components that align with this strategy. Access descriptions of these ESMs through the MCH Digital Library. You can use these ESMs to see how other Title V agencies are addressing the NPM. For detailed outcomes related to each study supporting this strategy, click on the peer-reviewed evidence link above and read the "Intervention Results" for each study.

Sample ESMs. Using the approach “Create a peer support and mentorship program or adolescent advisory council to discuss issues of self-advocacy, independent behaviors, health lifestyle issues, and health care access strategies,” here are sample ESMs you can use as a model for your own measures using the Results-Based Accountability framework. An example of a transition program that incorporates these functions is the Good 2 Go Transition Program (for suggestions on how to develop programs to support this strategy, see The Role of Title V in Adapting Strategies):

Quadrant 1:
Measuring Quantity of Effort
("What/how much did we do?")

  • Number of adolescents with special health care needs who receive peer support.

Quadrant 2:
Measuring Quality of Effort
("How well did we do it?")

  • Percentage of adolescents with special health care needs who receive peer support and indicate satisfaction with services.

Quadrant 3:
Measuring Quantity of Effect
("Is anyone better off?")

  • Number of adolescents in peer support and mentorship programs who show an increase in transition readiness scores.
  • Number of adolescents in support group/advisory council who indicate that they have the self-efficacy to transition to adult health care.
  • Number of adolescents in support group/advisory council who indicate that they have successfully transitioned to adult health care.

Quadrant 4:
Measuring Quality of Effect
("How are they better off?")

  • Percent of adolescents in peer support and mentorship programs who show an increase in transition readiness scores.
  • Percentage of adolescents in support group/advisory council who indicate that they have the self-efficacy to transition to adult health care.
  • Percentage of adolescents in support group/advisory council who indicate that they have successfully transitioned to adult health care.

Note. ESMs become stronger as they move from measuring quantity to measuring quality (moving from Quadrants 1 and 3, respectively, to Quadrants 2 and 4) and from measuring effort to measuring effect (moving from Quadrants 1 and 2, respectively, to Quadrants 3 and 4).

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.


Reference:

1McPheeters M, Davis AM, Taylor JL, Brown RF, Potter SA, Epstein RA. Transition Care for Children With Special Health Needs. Technical Brief No. 15 (Prepared by the Vanderbilt University Evidence-based Practice Center under Contract No. 290-2012-00009-I). AHRQ Publication No.14-EHC027-EF. Rockville, MD: Agency for Healthcare Research and Quality. June 2014.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.