Evaluation of a Theory-Informed Pediatric Rapid Response Training Program Using the Logic Model

Area of Science:

• Medical Education
• Healthcare Quality Improvement
• Pediatric Critical Care

Background:

• Rapid-response (RR) activators often lack formal training in recognizing and managing clinical decompensation.
• This training gap can lead to negative emotions and compromised team performance during critical events.
• A self-determination theory-based educational program was developed for pediatric RR activators.

Purpose of the Study:

• To develop and evaluate an educational program for pediatric rapid-response (RR) activators.
• To enhance knowledge, skills, and self-efficacy in managing clinical decompensation.
• To foster autonomy, competence, and relatedness among RR team members.

Main Methods:

• A logic model framework guided program development and evaluation in a quaternary pediatric hospital.
• Pre- and post-intervention surveys and interviews assessed program outcomes.
• Evaluation instruments were validated for reliability and internal consistency.

Main Results:

• 207 multidisciplinary RR activators were trained over 4 years.
• Significant improvements were observed in RR knowledge, self-efficacy, and self-determination.
• Participants reported applying knowledge, increased confidence, and improved RR clinical outcomes.

Conclusions:

• A self-determination theory-informed RR training program was successfully implemented for pediatric RR activators.
• The logic model framework facilitated comprehensive program evaluation.
• The training program contributed to improved patient care and professional development.