RESUMO
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.