Items assessing workforce development of Child Safety Learning Collaborative (CSLC) teams
| Domain | Items | No or a little development | Some, much, or a great deal of development |
| Knowledge development across CSLC quality improvement strategies and tools* | Data collection strategies | 22.2% | 77.8% |
| Improvement monitoring processes (eg, PDSA) | 27.8% | 72.2% | |
| Systems thinking framework | 11.1% | 88.9% | |
| SMART objectives | 22.2% | 77.8% | |
| Accessing and implementing evidence-driven practices, programmes, and policies | 22.2% | 77.8% | |
| Scaling-up evidence-driven practices, programmes, and policies | 27.8% | 72.2% | |
| Knowledge development across all strategies/tools | 22.2% | 77.8% | |
| Not at all or a little improvement | Some, much, or a great deal of improvement | ||
| Effectiveness of CSLC quality improvement strategies and tools to improve aspects of workforce development† | Child safety system | 58.8% | 41.2% |
| Data collection and analysis process | 47.1% | 52.9% | |
| Partnership with other agencies on common goals | 41.2% | 58.8% | |
| Organisation/department’s strategic plan | 41.2% | 58.8% | |
| Programmatic decisions in programme implementation and spread | 44.1% | 55.9% | |
| Programme/project organisation | 35.3% | 64.7% | |
| Effectiveness across all workforce development areas | 44.5% | 55.5% | |
| Not at all or a little helpfulness | Some, much, or a great deal of helpfulness | ||
| Helpfulness of specific CSLC strategies to spread programmes/strategies† | Child safety | ||
| Change packages | 33.3% | 66.7% | |
| Topic experts teaching about accessing, implementing, and spreading evidence-driven practices, programmes, and policies | 30.6% | 69.4% | |
| Leadership and management | |||
| Interactions with other teams | 44.4% | 55.6% | |
| Sharing resources with other teams | 47.2% | 52.8% | |
| Systems improvement | |||
| Virtual meetings and learning sessions | 16.7% | 83.3% | |
| SMART objectives and PDSA cycles | 41.7% | 58.3% | |
| Systems thinking framework | 33.3% | 66.7% | |
| Topic experts teaching about systems improvement, data collection and measurement strategies, and improvement techniques | 27.8% | 72.2% | |
| Helpfulness across all CSLC strategies to spread programmes/strategies | 33.3% | 66.7% | |
*Knowledge development across CSLC child safety strategies and tools was measured on a 5-point Likert scale: 1=Developed no knowledge; 2=Developed a little knowledge; 3=Developed some knowledge; 4=Developed much knowledge; 5=Developed a great deal of knowledge; and dichotomised as No/A little versus Some/Much/A great deal of knowledge developed.
†Effectiveness of CSLC strategies and tools to improve aspects of workforce development and helpfulness of specific CSLC strategies to spread programmes/strategies were measured on a 5-point Likert scale: 1=Not at all; 2=A little; 3=Somewhat; 4=Much; 5=A great deal; and dichotomised as Not at all/A little versus Somewhat/Much/A great deal.
PDSA, plan-do-study-act.