| Program resources | Policies or population needs | Practice settings | Practitioner capacities and reactions | Outcomes | ||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Theory 1a: Using tools or frameworks | Theory 1b: Learning to improve end-of life communications | Theory 2: Creating plans that reflect needs & values | Lack of resources | Patient population perceptions | Communication of plans | Lack of time or changing practice routines | End of Life Care culture | Creation of space trusting relationships | Discomfort with End of Life | Prior training, education, or disciplinary backgrounds | Better provider/caregiver communication | Improved care of patient and caregivers | |
Percent contribution to program theory | 25% | 46% | 32% | 25% | 32% | 4% | 25% | 14% | 54% | 21% | 39% | 36% | 46% |
Study ID | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Aoun, 2015 | 1 | Â | Â | Â | Â | Â | 1 | Â | Â | Â | 1 | 1 | Â |
Bainbridge, 2016 | Â | Â | 1 | 1 | Â | 1 | Â | Â | Â | Â | Â | Â | 1 |
Bischoff, 2013 | Â | Â | 1 | Â | 1 | Â | Â | Â | Â | Â | Â | 1 | 1 |
Blackford, 2012 | Â | Â | 1 | 1 | 1 | Â | Â | Â | Â | Â | Â | Â | Â |
Blackford, 2013 | Â | 1 | Â | Â | Â | Â | Â | Â | Â | Â | 1 | Â | Â |
Coventry, 2005 | 1 | Â | Â | Â | Â | Â | Â | Â | Â | 1 | 1 | 1 | Â |
DeVleminck, 2013 | Â | Â | 1 | 1 | 1 | Â | 1 | Â | 1 | 1 | Â | Â | Â |
Dingley, 2016 | Â | 1 | Â | Â | Â | Â | Â | Â | 1 | Â | Â | 1 | 1 |
Ewing, 2016 | 1 | Â | Â | Â | Â | Â | Â | Â | 1 | Â | Â | 1 | 1 |
Gallagher, 2012 | 1 | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Gardiner, 2015 | Â | 1 | Â | Â | 1 | Â | Â | Â | Â | Â | Â | Â | 1 |
Holdsworth, 2011 | Â | 1 | Â | Â | 1 | Â | Â | Â | 1 | Â | 1 | 1 | 1 |
Howard, 2018 | Â | Â | 1 | 1 | 1 | Â | 1 | Â | Â | Â | 1 | Â | Â |
Jacobsen, 2017 | 1 | Â | Â | Â | Â | Â | Â | Â | 1 | Â | Â | 1 | 1 |
Johnston, 2009 | Â | 1 | Â | Â | 1 | Â | Â | Â | 1 | Â | Â | Â | 1 |
Jones, 2014 | 1 | Â | Â | 1 | 1 | Â | 1 | Â | Â | 1 | Â | 1 | Â |
Kelley, 2013 | Â | 1 | Â | Â | Â | Â | Â | Â | Â | 1 | Â | Â | 1 |
Kramer, 2013 | Â | 1 | Â | Â | Â | Â | Â | Â | Â | Â | 1 | Â | 1 |
Le, 2017 | Â | 1 | Â | Â | Â | Â | 1 | Â | Â | Â | 1 | Â | Â |
Linderholm, 2010 | Â | 1 | Â | Â | Â | Â | Â | 1 | 1 | Â | Â | Â | Â |
Lum, 2017 | Â | Â | 1 | Â | 1 | Â | Â | 1 | 1 | Â | Â | Â | 1 |
OudeEngberink, 2017 | Â | 1 | Â | Â | Â | Â | Â | Â | 1 | 1 | 1 | Â | Â |
Sanders, 2008 | Â | Â | 1 | 1 | Â | Â | Â | Â | 1 | Â | 1 | Â | Â |
Seymour, 2010 | Â | Â | 1 | 1 | Â | Â | Â | 1 | 1 | 1 | 1 | 1 | 1 |
Sudore, 2017 | Â | Â | 1 | Â | Â | Â | Â | Â | 1 | Â | Â | Â | Â |
Thomas, 2010 | Â | 1 | Â | Â | Â | Â | Â | Â | 1 | Â | Â | Â | Â |
Ventura, 2014 | Â | 1 | Â | Â | Â | Â | 1 | Â | Â | Â | Â | Â | Â |
Wharton, 2015 | 1 | Â | Â | Â | Â | Â | 1 | 1 | 1 | Â | Â | Â | Â |
Wittenberg-Lyles, 2011 | Â | 1 | Â | Â | Â | Â | Â | Â | 1 | Â | Â | 1 | 1 |