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Despite decades of progress in global child health, neonatal mortality remains high, accounting for nearly half of all under-five deaths worldwide.1 Most of these deaths occur in low- and middle-income countries and are preventable with timely, high-quality care for small and sick newborns.2 The WHO has called for every newborn to receive essential, high-impact interventions,3 yet the challenge lies not only in knowing what works, but in implementing those interventions at scale, with quality, and within real-world health systems. Quality improvement (QI) and implementation science (IS) offer complementary strategies to address this challenge. QI focuses on local, iterative problem solving to adapt and improve evidence-based or locally generated care processes,4 5 while IS provides structured, theory-driven methods to promote their uptake and sustainability.6 7 Yet too often, these fields operate independently rather than in a synergistic manner. This is because QI and IS are historically distinct approaches. QI emerged from systems engineering traditions, emphasising local, iterative problem solving driven by frontline teams. IS, by contrast, is more recent, emerging from health services research with a focus on theory-informed strategies delivered by skilled facilitators to promote the uptake of evidence-based interventions.