A logic model or program theory is a description or model frequently pictorial of how a program is supposed to achieve its expected outcomes and solve the identified problem for which it wa
A logic model or program theory is a description or model frequently pictorial of how a program is supposed to achieve its expected outcomes and solve the identified problem for which it was created. It creates a logical links between expected outcomes and the activities designed to achieve them and incorporates the evidence-based theoretical assumptions that explain how the activities will lead to outcomes. A program theory or logic model is NOT the theoretical framework on which your project is based although it may be related to a theoretical framework. A theoretical or conceptual framework is a general theory that explains why some things happen. A program theory or logic model is unique to your project and explains how it is supposed to work.
Assignment Prompt
- Develop a one-page diagram of theoretical foundation for your project/program, describing how and why your project should achieve the desired outcome. Add references on the second page. You may arrange items in the diagram in any way you choose, but the diagrams should include each of the following components and show the logical connections between them:
- The need or problem to be addressed by the project/program with supporting data
- The context for the project/program (attach a reference list with your diagram)
- The strategy (ies) proposed to address the need/problem
- The evidence base for the proposed strategies (attached a reference list with your diagram)
- Factors that will influence the use of strategy
- The expected outcomes of the project/program
- The resulting impact of the project/program if the outcomes are achieved.
Expectations
- Length: Two pages (1st page for diagram, 2nd page for references)
- Format: APA Style (7th ed.), one-inch margins with double spacing, proper APA formatting
- Research: Scholarly (peer-reviewed) contemporary reference(s) within the last 5 years
- Writing: Use correct grammar and sentence construction: Clear expression of ideas
Evidence
1. Inadequate analgesia of children in emergency department a, b, c
2. Received analgesia: 48% on ages six months to 24 months; 65% on ages six years to 10 years a
3. Factors affecting pain assessment in children d
4. Documentation of pain scale was 47% on < 4 years old; 34% on < 1 year old e
5. Pain assessment tool specific to children ages 3mos-6yrs f, g, h
6. Pain education program significantly increased both pain score and pain assessment practice i, j, k, l
7. ED Pain data will be available once collected
Outcomes Short Term
Improve documentation of pain assessment
Long Term Improve administration
of pain medication Impact Adequate
pain control
Poor pain control of children
ages 3mos to 6yrs old seen in ED 1
ED Pain Data 7
Inadequate pain management 2, 3
Pain education of nurses 6
Pain assessment, FLACC Scale 5
Lack of triage protocol
Lack of assessment tools -age specific 5
Barriers/myths to treatment of pain 3
Fear of drug addiction
Children not feeling pain
Cultural and sex differences
Personal beliefs and values
Physical setting
Parental influence
Lack of knowledge of providers 5
References
a.Alexander, J. & Manno, M. (2003). Underuse of analgesia in very young pediatric patients with isolated local painful injuries, Annals of Emergency Medicine, 41, 617-622. b.Brown, J., Klein, E., Lewis, C., Johnston, B., & Cummings, P. (2003). Emergency department analgesia for fracture pain, Annals of Emergency Medicine, 42, 197-205. c.Rupp, T., & Delaney, K. (2004). Inadequate analgesia in emergency medicine, Annals of Emergency Medicine, 43, 494-503. d.Bauman, B., & McManus, J. (2005). Pediatric pain management in the emergency department, Emergency Medicine Clinical North America, 23, 394-414. e.Drendel, A., Brousseau, D., & Gorelick, M. (2006). Pain assessment for pediatric patients in the emergency department, Pediatrics, 117, 1511-1518. f.Manworren, R.C., & Hynan, L.C. (2003). Clinical validation of FLACC: Preverbal patient pain scale, Pediatric Nursing, 29, 140-146. g.Kaplan, C., Sison, C., & Platt, S. (2008). Does a pain scale improve pain assessment in the pediatric emergency department? Pediatric Emergency Care, 24, 605-608. h.Probst, B., Lyons, E., Leonard, D., & Esposito, T. (2005). Factors affecting emergency department assessment and management of pain in children, Pediatric Emergency Care, 21, 298-305. i.Twycross, A. (2010). Managing pain in children: Where to from here? Journal of Clinical Nursing, 19, 2090-2099. j.Chiang, L., Chen, H., & Huang , L. (2006). Student nurses’ knowledge, attitudes, and self efficacy of children’s pain management: Evaluation of an education program in Taiwan, Journal of Pain and Symptom Management, 32(1), 82-89. k.LeMay, S., Johnston, C., Choiniere, M., Fortin, C., Kudirka, D., Murray, L., & Chalut, D. (2009). Pain management practices in a pediatric emergency room study: Intervention with nurses, Pediatric Emergency Care, 25, 498-503. l.Rieman, M., Gordon, M., & Marvin, J. (2007). Pediatric nurses’ knowledge and attitudes survey regarding pain: a competency tool modification, Pediatric Nursing, 33, 303-306.
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