Learning Health Systems A practical example from CAMHS

A recently published article in an international journal highlights an important achievement for the HSE, demonstrating how learning, data and collaboration can drive real improvement in services. The paper, led by Dr. Tom Foley, Clinical Lead for the Community Care Record (CCR), focuses on the development of a Learning Health System within the Inishowen Child and Adolescent Mental Health Service (CAMHS).

The article is notable not only for its findings, but for the breadth of collaboration involved. Almost the entire Inishowen CAMHS multidisciplinary team contributed as co‑authors, including administrative, clinical and non‑consultant hospital doctor colleagues. The work was also supported by academic partners from University College Dublin, George Washington University and Manchester Metropolitan University, reflecting strong links between frontline services, technology, and applied research.

A Learning Health System is based on the idea that data generated during normal care can be used to continuously improve services. In Inishowen CAMHS, this approach was introduced despite limited digital maturity and a reliance on paper‑based records. The team manually collected data on waiting times, caseloads, service activity and patient and family experience. This information was regularly reviewed through a structured learning community, allowing staff to reflect on performance and introduce practical improvements.

The outcomes were significant. Between 2020 and 2025, waiting times reduced substantially. From 2023 onwards, all young people were seen within three months, with the longest waits falling from almost two years to just over six weeks. Importantly, patient and family experience remained consistently positive throughout this period.

From a Digital for Care perspective, the article reinforces several key messages. While digital systems accelerate learning and improvement, strong foundations such as governance, shared ownership and a culture of learning are equally important. The study also clearly highlights the limitations of manual data collection and the risks associated with relying on staff capacity alone.

Crucially, the authors suggest that the improvement framework used in Inishowen is reproducible and transferable. They note that this approach could be even more powerful when supported by modern digital infrastructure, particularly the emerging Community Care Record. Access to electronic records, near real‑time data and dashboards would reduce administrative burden and enable faster learning cycles.

This work provides a strong, practical example of how Technology and Transformation can support better care, better experience and better outcomes. It also shows how digital investment, when combined with frontline engagement and collaboration, can enable sustainable improvement across community services.

If you would like to read the full report, please use this link.

This work aligns closely with existing HSE strategies. The HSE Digital Health Strategic Implementation Roadmap highlights the ambition to develop Learning Health and Care Systems, identified as a key future direction in its concluding section.

Similarly, the National Child and Youth Mental Health Office 3‑Year Action Plan positions Learning Health Systems as the way forward for research, evaluation, and continuous improvement.