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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
MCHbest. Well-Woman Visit.

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Strategy. University-Based Quality Improvement Initiatives

Approach. Work with academic institutions to develop and adopt multicomponent QI initiatives to increase annual well-woman visits and preventive screening on college campuses

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Overview. Studies show that multicomponent, quality improvement (QI) initiatives such as college campus health campaigns, university-based learning collaboratives, and the recruitment of medical students to staff student clinics are effective in increasing well woman visits and preventive screening.

Evidence. Moderate Evidence. Strategies with this rating are likely to work...

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Potential Data Sources. Data to support this strategy can be accessed through:

  • MOUs and partnership agreements
  • Implementation Timelines and progress reports
  • Survey and focus group data

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Access to/Receipt of Care. This strategy increases the ability for individuals to obtain healthcare services when needed, including preventive, diagnostic, and treatment services.
  • Patient Experience of Care. This study improves individuals' perceptions, feelings, and satisfaction with the healthcare services they receive.
  • Utilization. This strategy improves the extent to which individuals and communities use available healthcare services.

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Coalition-Building (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Community-Focused

Examples from the Field. Access descriptions of ESMs that use this strategy or aligned components.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

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

  • Number of academic institutions engaged in partnerships with Title V agencies to develop QI initiatives for well-woman visits and preventive screening. (Measures the extent of collaboration with the higher education sector)
  • Number of university campus health campaigns launched to promote well-woman visits and preventive services, utilizing evidence-based strategies. (Measures the implementation of tailored outreach efforts)

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

  • Percent of QI initiatives that are designed using participatory approaches, engaging university students, faculty, and staff in the planning and implementation process. (Measures the level of community engagement and ownership)
  • Percent of student clinics that have implemented standardized protocols and quality benchmarks for the delivery of well-woman visits and preventive services. (Measures the integration of evidence-based practices into campus healthcare settings)

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

  • Number of academic-community partnerships formed to expand access to well-woman visits and preventive services for college students. (Measures the initiatives' reach to university settings)
  • Number of policy changes enacted by academic institutions to prioritize and integrate well-woman visits and preventive screening into their student health services. (Measures the internal institutionalization of the QI initiatives)
  • Number of university students receiving their first-ever well-woman visit or preventive screening as a result of the QI initiatives. (Measures the impact on engaging students who have historically lacked access to preventive care)
  • Number of medical students and other health professions trainees reporting increased skills and commitment to providing high-quality well-woman care as a result of their involvement in the QI initiatives. (Measures the impact on the future healthcare workforce)

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

  • Percent of academic institutions that have implemented QI initiatives specifically designed to address well-woman visit and preventive screening rates among university students from communities with less access. (Measures the adoption of need-focused interventions)
  • Percent of QI initiatives that include a robust evaluation component to assess their impact on health outcomes, patient experience, and population health indicators. (Measures the use of data-driven approaches to continuous quality improvement)
  • Percent of university students who report adopting positive health behaviors and seeking regular preventive care as a result of their engagement with the QI initiatives. (Measures the long-term impact on students' health-related attitudes and practices)
  • Percent improvement in population health indicators (e.g., vaccination rates, early detection of chronic conditions) among the university student population, as a result of increased access to and utilization of well-woman visits and preventive services through the QI initiatives. (Measures the initiatives' contribution to overall campus health and well-being)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

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

References

[1] Fu, L., Smith, A., Ciotoli, C., Dannenbaum, M., & Jacobs, M. (2021). An immunization quality improvement learning collaborative in the college health setting. Journal of American college health: J of ACH, 1–10. Advance online publication.

[2] Kiser, L. H., & Butler, J. (2020). Improving Equitable Access to Cervical Cancer Screening and Management. The American journal of nursing, 120(11), 58–67.

[3] Dorrington, M. S., Herceg, A., Douglas, K., Tongs, J., & Bookallil, M. (2015). Increasing Pap smear rates at an urban Aboriginal Community Controlled Health Service through translational research and continuous quality improvement. Australian journal of primary health, 21(4), 417–422. https://doi.org/10.1071/PY14088

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.