Table 1 Refined Theoretical Domains Framework adapted from Cane et al. 2012 [19] and Atkins et al. 2017 [20]
Theoretical Domains | Generic Definitions | Constructs |
|---|---|---|
Knowledge | An awareness of the existence of something | - Knowledge (including knowledge of condition/scientific rationale) - Procedural knowledge - Knowledge of task environment |
Skills | An ability or proficiency acquired through practice | - Skills - Skills development - Competence - Ability - Interpersonal skills - Practice - Skill assessment |
Social/Professional Role & Identity | A coherent set of behaviours and displayed personal qualities of an individual in a social or work setting | - Professional identity - Professional role - Social identity - Identity - Professional boundaries - Professional confidence - Group identity - Leadership - Organisational commitment |
Beliefs about capabilities | Acceptance of the truth, reality or validity about an ability, talent, or facility that a person can put to constructive use | - Self-confidence - Perceived competence - Self-efficacy - Perceived behavioural control - Beliefs - Self-esteem - Empowerment - Professional confidence |
Optimism | The confidence that things will happen for the best or that desired goals will be attained | - Optimism - Pessimism - Unrealistic optimism - Identity |
Beliefs about consequences | Acceptance of the truth, reality, or validity about outcomes of a behaviour in a given situation | - Beliefs - Outcome expectancies - Characteristics of outcome expectancies - Anticipated regret - Consequents |
Reinforcement | Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus | - Rewards (proximal/distal, valued/not valued, probable/improbable) - Incentives - Punishment - Consequents - Reinforcement - Contingencies - Sanctions |
Intentions | A conscious decision to perform a behavior or a resolve to act in a certain way | - Stability of intentions - Stages of change model - Transtheoretical model and stages of change |
Goals | Mental representations of outcomes or end states that an individual wants to achieve | - Goals (distal/proximal) - Goal priority - Goal/target setting - Goals (autonomous/controlled) - Action planning - Implementation intention |
Memory, attention, and decision processes | The ability to retain information, focus selectively on aspects of the environment and choose between two or more alternatives | - Memory - Attention - Attention control - Decision making - Cognitive overload/tiredness |
Environmental context and resources | Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence, and adaptive behaviour | - Environmental stressors - Resources/material resources - Organisational culture/climate - Salient events/critical incidents - Person × environment interaction - Barriers and facilitators |
Social influences | Those interpersonal processes that can cause individuals to change their thoughts, feelings or behaviours | - Social pressure - Social norms - Group conformity - Social comparisons - Group norms - Social support - Power - Intergroup conflict - Alienation - Group identity - Modelling |
Emotion | A complex reaction pattern, involving experiential, behavioural and physiological elements, by which the individual attempts to deal with a personally significant matter or event | - Fear - Anxiety - Affect - Stress - Depression - Positive/negative affect - Burn-out |
Behavioural regulation | Anything aimed at managing or changing objectively observed or measured actions | - Self-monitoring - Breaking habit - Action planning |