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

Aarti C Bavare1, Jenilea K Thomas1, Denae Yeppez1

  • 1Section of Critical Care Medicine, Department of Pediatrics, Texas Children's Hospital and Baylor College of Medicine, Houston, Texas.

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Summary
This summary is machine-generated.

Pediatric rapid-response (RR) activators received training to improve clinical decompensation recognition and management. The program enhanced knowledge, confidence, and performance, leading to better patient outcomes and professional growth.

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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.