American Heart Association learning collaboratives: Bridging the evidence-to-practice gaps

Kathleen O’Neill, Kathleen Thomas, Michelle Congdon and Michele M. Bolles
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Kathleen O’Neill: American Heart Association, USA
Kathleen Thomas: American Heart Association, USA
Michelle Congdon: American Heart Association, USA
Michele M. Bolles: American Heart Association, USA

Management in Healthcare: A Peer-Reviewed Journal, 2025, vol. 10, issue 1, 68-82

Abstract: Reducing cardiovascular disease (CVD) disparities requires a concerted effort to adopt evidence-based practices (EBPs). Gaps in implementation of EBPs may partially explain persistent CVD disparities. The learning collaborative model provides a platform for discussing, understanding and sharing solutions for evidence-to-practice gaps. The American Heart Association (AHA) integrates multi-facility learning collaboration (LC) initiatives with quality improvement (QI) techniques to close gaps between research findings and clinical practice. The learning collaborative model (LCM) unites multidisciplinary stakeholders around a common goal by using an ’all teach, all learn’ philosophy. Learning collaboratives are designed following an assessment of evidence-to-practice gaps, qualitative and quantitative analysis of gaps in EBPs and the identification of the need and potential for measurable impact and engagement. Implementing the LCM for initiatives led by nationally recognised scientific organisations can improve guideline adherence, set the foundation for ideal care processes and improve patient outcomes. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.

Keywords: learning collaborative; learning collaborative model; cardiovascular disease; evidence-based practices; evidence-to-practice gaps; patient outcomes (search for similar items in EconPapers)
JEL-codes: I1 I10 (search for similar items in EconPapers)
Date: 2025
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