Purpose: We describe the perceived usefulness of a learning collaborative for translating obesity prevention science into practice at YMCA after-school programs.
Approach: We conducted mixed-methods research to identify beneficial aspects of the collaborative and to assess perceived effect of the collaborative on ability to meet goals.
Setting: Sixty-one YMCA after-school programs serving roughly 2500 children in 21 states.
Participants: After-school program staff attending learning sessions for the collaborative.
Intervention: YMCA learning collaboratives comprise a structured organizational change process delivered during 9 to 12 months that aim to empower staff to find local methods for achieving specific program outcomes related to diet and physical activity.
Research Method: Eight focus groups conducted during the collaboratives assessed their usefulness. A post hoc Web-based follow-up survey (39 respondents; response rate, 40.6%) assessed final perceived effect.
Results: Qualitative and quantitative data were highly positive about the usefulness of the collaborative. The collaboratives' duration, peer learning, multilevel staff involvement, focus on creating a supportive organization, and regular coaching support enabled many respondents to make program and policy changes consistent with project goals. There was consensus that executive-level commitment to the work was critical.
Conclusion: Learning collaboratives are a promising tool for embedding health promotion practices in existing after-school programs through a structured organizational change process.
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