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

2021 ◽  
Author(s):  
Aarti C. Bavare ◽  
Jenilea K. Thomas ◽  
Denae Yeppez ◽  
Maria C. Gazzaneo ◽  
Danielle Guffey ◽  
...  
Keyword(s):  
Training Program ◽  
Comprehensive Evaluation ◽  
Real Life ◽  
Self Determination Theory ◽  
Logic Model ◽  
Rapid Response ◽  
Self Determination ◽  
Failure To Rescue ◽  
Model Framework

BACKGROUND AND OBJECTIVES The activators of rapid-response (RR) events tasked with recognition of clinical decompensation, initial management, and response activation seldom receive RR training. RR activators often experience negative emotions of “failure to rescue” that can compromise team performance during RRs. We used the logic model framework for development and evaluation of an educational program grounded in self-determination theory for pediatric RR activators. METHODS The program unfolded in a large quaternary pediatric hospital to impart knowledge and skills; foster autonomy, competence, and relatedness; and improve participants’ satisfaction with performance in RRs. Logic model–guided inputs-activities-outputs-outcomes-context for program evaluation. Preintervention-postintervention follow-up surveys and interviews generated data to determine outcomes and impact of the program. The evaluation instruments were tested for validity and internal consistency. RESULTS Over 4 years, 207 multidisciplinary RR activators were trained. Iterative modifications yielded a workshop that incorporated multiple learning modalities, a standardized learner-centered case bank, formalized evaluation tools, and a database to track participation. Significant improvements in RR-related knowledge, self-efficacy, and self- determination were noted. Workshop evaluation yielded a mean score of 4.85 (0.27) on a 5-point scale. At 6-months follow-up survey and interviews, participants reported application of the knowledge and increased confidence with participation in real-life RR events. The workshop gained traction across the hospital, was associated with improved RR clinical outcomes, and contributed to professional advancement of the educators. CONCLUSIONS We successfully implemented a self-determination theory–informed RR training program for pediatric RR activators, and the logic model framework was used to facilitate comprehensive evaluation.

Transfer of Training After an Organizational Intervention in Swedish Sports Clubs: A Self-Determination Theory Perspective

2016 ◽  
Vol 38 (5) ◽  
pp. 493-504 ◽  
Author(s):  
Andreas Stenling ◽  
Susanne Tafvelin
Keyword(s):  
Leadership Development ◽  
Training Program ◽  
Transfer Of Training ◽  
Development Program ◽  
Training Model ◽  
Training Transfer ◽  
Self Determination Theory ◽  
Self Determination ◽  
Sports Clubs ◽  
The Impact

Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs’ daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.

scholarly journals Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework

2016 ◽  
Vol 9 (4) ◽  
pp. 92 ◽  
Author(s):  
Liangxing Liu
Keyword(s):  
College Students ◽  
Statistical Analysis ◽  
Language Learning ◽  
Self Determination Theory ◽  
The Self ◽  
English For Specific Purposes ◽  
Self Determination ◽  
Chinese College Students ◽  
Learning English

<p>This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner’s (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects’ motivations. Drawing upon a follow-up statistical analysis, the research discovers the motivational propensities of the subjects. A discussion of corresponding motivational methods to help improve the subjects’ ESP learning is provided at the end of the article.</p>

Parenting, self-regulation, and treatment adherence in pediatric chronic headache: A self-determination theory perspective

2019 ◽  
pp. 135910531988459 ◽  
Author(s):  
Alessandra Caruso ◽  
Wendy Grolnick ◽  
Jonathan Rabner ◽  
Alyssa Lebel
Keyword(s):  
Treatment Adherence ◽  
Autonomy Support ◽  
Chronic Headache ◽  
Self Regulation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Lower Treatment ◽  
Headache Clinic ◽  
Maternal Autonomy

This study examined parenting factors associated with children’s self-regulation and physician-rated treatment adherence using a self-determination theory framework in pediatric chronic headache. Participants were 58 children and adolescents (aged 10–17 years), who underwent initial and follow-up multidisciplinary evaluation at a headache clinic, and their mothers. Regression analyses showed that higher maternal autonomy support and structure were significantly related to children’s lower treatment-related reactance and higher adherence. Maternal controllingness had associations in the opposite directions. Children’s fear of pain was related to maternal controllingness. Results suggest the importance of parents’ provision of clear expectations and engaging children in treatment problem-solving and decision-making.

scholarly journals The role of faculty autonomy in a course-integrated information literacy program

2014 ◽  
Vol 42 (4) ◽  
pp. 536-551 ◽  
Author(s):  
Anne Jumonville
Keyword(s):  
Information Literacy ◽  
Self Determination Theory ◽  
Assessment Methods ◽  
Faculty Members ◽  
Self Determination ◽  
Literacy Program ◽  
Content Type ◽  
Supportive Program

Purpose – The purpose of this paper is to explore the significance of faculty autonomy in sustaining a successful information literacy program. Design/methodology/approach – Faculty members were given the opportunity to create courses that integrated and assessed information literacy as part of a course grant program associated with an institutional assessment mandate. This case study analyzes course grant proposals, course assessment methods and results. It also presents results of a follow-up survey of faculty participants to see if they continued to integrate information literacy in other courses. Results are situated in the context of self-determination theory to better understand the role of autonomy in faculty motivation and participation in an assessment program. Findings – Defining and integrating information literacy themselves allowed faculty to align information literacy with their own course goals. Supporting faculty in choosing their own assessment methods for these integrations also provided program administrators with new information about faculty members’ teaching and learning practices and values. Results of a follow-up study confirmed that faculty continued to integrate information literacy in their courses of their own accord, underscoring the importance of an autonomy-supportive program structure. Originality/value – This paper provides evidence for information literacy advocates that faculty autonomy can be a strength, not an obstacle. It demonstrates ways to incorporate and allow for autonomy within program constraints and introduces librarians to self-determination theory, a way of thinking about motivation that can help librarians pursue more effective collaborations with faculty.

Self-Determination Theory and Outpatient Follow-Up After Psychiatric Hospitalization

2015 ◽  
Vol 52 (6) ◽  
pp. 662-666
Author(s):  
Rebecca K. Sripada ◽  
Nicholas W. Bowersox ◽  
Dara Ganoczy ◽  
Marcia Valenstein ◽  
Paul N. Pfeiffer
Keyword(s):  
Psychiatric Hospitalization ◽  
Self Determination Theory ◽  
Self Determination

scholarly journals Evaluation of an E-Learning Training Program to Support Implementation of a Group-Based, Theory-Driven, Self-Management Intervention For Osteoarthritis and Low-Back Pain: Pre-Post Study (Preprint)

2018 ◽  
Author(s):  
Deirdre A Hurley ◽  
Alison Keogh ◽  
Danielle Mc Ardle ◽  
Amanda M Hall ◽  
Helen Richmond ◽  
...  
Keyword(s):  
Primary Care ◽  
Training Program ◽  
Communication Strategies ◽  
Self Determination Theory ◽  
Interquartile Range ◽  
Self Determination ◽  
Self Management ◽  
Low Back ◽  
Face To Face ◽  
E Learning

BACKGROUND By adaptation of the face-to-face physiotherapist-training program previously used in the Self-management of Osteoarthritis and Low back pain through Activity and Skills (SOLAS) feasibility trial, an asynchronous, interactive, Web-based, e-learning training program (E-SOLAS) underpinned by behavior and learning theories was developed. OBJECTIVE This study investigated the effect of the E-SOLAS training program on relevant outcomes of effective training and implementation. METHODS Thirteen physiotherapists from across Ireland were trained via E-SOLAS by using mixed methods, and seven physiotherapists progressed to implementation of the 6-week group-based SOLAS intervention. The effectiveness of E-SOLAS was evaluated using the Kirkpatrick model at the levels of reaction (physiotherapist engagement and satisfaction with E-SOLAS training methods and content), learning (pre- to posttraining changes in physiotherapists’ confidence and knowledge in delivering SOLAS content and self-determination theory-based communication strategies, administered via a SurveyMonkey questionnaire), and behavior (fidelity to delivery of SOLAS content using physiotherapist-completed weekly checklists). During implementation, five physiotherapists audio recorded delivery of one class, and the communication between physiotherapists and clients was assessed using the Health Care Climate Questionnaire (HCCQ), the Controlling Coach Behaviour Scale (CCBS), and an intervention-specific measure (ISM; 7-point Likert scale). A range of implementation outcomes were evaluated during training and delivery (ie, acceptability, appropriateness, feasibility, fidelity, and sustainability of E-SOLAS) using a posttraining feedback questionnaire and individual semistructured telephone interviews. RESULTS With regard to their reaction, physiotherapists (n=13) were very satisfied with E-SOLAS posttraining (median 5.0; interquartile range 1.0; min-max 4.0-5.0) and completed training within 3-4 weeks. With regard to learning, there were significant increases in physiotherapists’ confidence and knowledge in delivery of all SOLAS intervention components (P<.05). Physiotherapists’ confidence in 7 of 10 self-determination theory-based communication strategies increased (P<.05), whereas physiotherapists’ knowledge of self-determination theory-based strategies remained high posttraining (P>.05). In terms of behavior, physiotherapists delivered SOLAS in a needs supportive manner (HCCQ: median 5.2, interquartile range 1.3, min-max 3.7-5.8; CCBS: median 6.6, interquartile range 1.0, min-max 5.6-7.0; ISM: median 4.5, interquartile range 1.2, min-max 2.8-4.8). Fidelity scores were high for SOLAS content delivery (total %mean fidelity score 93.5%; SD 4.9%). The posttraining questionnaire and postdelivery qualitative interviews showed that physiotherapists found E-SOLAS acceptable, appropriate, feasible, and sustainable within primary care services to support the implementation of the SOLAS intervention. CONCLUSIONS This study provides preliminary evidence of the effectiveness, acceptability, and feasibility of an e-learning program to train physiotherapists to deliver a group-based self-management complex intervention in primary care settings, which is equivalent to face-to-face training outcomes and would support inclusion of physiotherapists in a definitive trial of SOLAS.

scholarly journals Multidisciplinary training program for the promotion of physical activity and other healthy habits in adolescents: justification, design and methodology of PAP study

2019 ◽  
Author(s):  
Pedro Antonio Sánchez-Miguel ◽  
Mikel Vaquero-Solís ◽  
David Sánchez-Oliva ◽  
Juan José Pulido González ◽  
Miguel Angel Tapia Serrano
Keyword(s):  
Physical Activity ◽  
Training Program ◽  
Physical Inactivity ◽  
Controlled Trial ◽  
Self Determination Theory ◽  
Overweight And Obesity ◽  
The Self ◽  
Self Determination ◽  
Cross Sectional ◽  
Healthy Habits

Abstract Overweight and obesity are one of the most important health problems worldwide. Physical inactivity is indicated as one of the most determining factors of overweight and obesity. The Self-Determination Theory points out the importance of motivation in the patterns related to physical activity. The aims of this study were to show the reasons for performing and the methods of a randomised controlled trial o evaluate the effectiveness of a multidisciplinary physical activity programme to promote physical activity levels in inactive school children and encourage healthy lifestyles, carried out under the Self-Determination Theory postulates. The present paper presents a RCT for adolescents of 1st and 2nd grades of Secondary Compulsory School. The multidisciplinary training program consists of two parts: the first part is cross-sectional, and the second part, the Physical Activity Program, is of a longitudinal nature. This project takes into account the socio-economic impact that a healthy lifestyle will generate, as well as its potential to apply the results and transfer them to the productive sector. This study is of great interest to the scientific community as it will provide relevant information on physical inactivity issues, sedentary lifestyle, generation of healthy habits and physical exercise.

The impact of motivation on customer satisfaction formation: a self-determination perspective

2015 ◽  
Vol 49 (11/12) ◽  
pp. 1923-1940 ◽  
Author(s):  
Christopher White
Keyword(s):  
Customer Satisfaction ◽  
Service Quality ◽  
Positive Emotions ◽  
Self Determination Theory ◽  
Self Determination ◽  
Content Type ◽  
Two Stages ◽  
The Impact ◽  
First Time

Purpose – The purpose of the study is to examine the way different motivational types from Self-Determination Theory (SDT) influence antecedents of customer satisfaction. Design/methodology/approach – The findings in this study were generated with a quantitative design using path analysis on data collected at two stages during an extended service encounter. Findings – Each motivation type played a unique and important role in influencing the antecedents of satisfaction, namely, positive and negative emotions and perceptions of service quality. As hypothesised, motives associated with higher levels of autonomy were consistently stronger predictors of positive emotions and service quality. The influence of motives on the antecedents did not change significantly over time, whereas significant differences were noted between all antecedents and satisfaction. The model explained 54 and 63 per cent of the variance in satisfaction in times one and two, respectively. Originality/value – This is the first time that motivation as conceptualised from an SDT perspective has been applied to understanding the dynamic nature of customer satisfaction. The findings offer considerable opportunities for follow-up studies and the motivation types can provide practitioners with a stable and efficient segmentation option.

Evaluation of the volleyball coaches’ experience in a 3-dimensions environment

2022 ◽  
Author(s):  
Gilles Lombard ◽  
Benjamin Dejong ◽  
Alexandre Mouton ◽  
Marc Cloes
Keyword(s):  
Training Program ◽  
Learning Outcomes ◽  
Positive Emotions ◽  
New Technologies ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Lack Of Control ◽  
Coaching Training ◽  
Game Context

The new technologies in sport can help to reproduce a real game context. Therefore, we aim to characterize the experience of volleyball coaches immerged in a 3D volleyball game to see if the device could be a credible tool in a coaching training program. Seventeen volleyball coaches were immerged into three sequences of a 3D volleyball game with Oculus Rift headset before completing a perceptions’ questionnaire composed by 33 items concerning users’ experience factors and 3 open-ended questions. The results show positive scores for the immersion (M = 6.49, SD = 2.84), positive emotions (M = 5.24, SD = 2.69), judgment (M = 7.70, SD = 1.82) and flow (M = 5.83, SD = 2.75) even if this last result has to be taken carefully. The answers to the open-ended questions confirm those data. Despite some limitations, the link between the results and some important notions of the behaviour change as the intrinsic motivation, the self-determination theory and the learning outcomes seems to emphasize the benefits of an implementation of the device into a coaching training program. Nevertheless, this use has to be limited to the training of observations of the environment rather than the intervention training because of the lack of control on the environment and interaction allows by the 3D device.

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