Table 2 Implementation strategies and related behaviour change methods [27, 35]
Determinants | Theory | Method | Strategy | Components |
|---|---|---|---|---|
Dissemination and accessibility of the guideline | Theories of Social Networks and Social Support Theory of Learning | Mobilizing social networks Repeated exposure | Mobilizing social networks: Ask social networks to disseminate the guideline Repeated exposure: Make a stimulus repeatedly accessible | Website Social media Summary of the guideline |
Knowledge | Social Cognitive Theory Trans-Theoretical Model | Active Learning Tailoring Individualization | Active learning: Learning based on goal-driven and activity-based experience Tailoring: Matching the components of the program to characteristics of the participants Individualization: Providing the opportunity for ambassadors to have personal questions answered | Ambassador for restraint-free home care Peer coaching sessions Summary of the guideline Physical restraints checklist Flyer Tutorials Telephone follow-up |
Awareness | Theory of Planned Behavior Health Belief Model Theories of Social Networks and Social Support | Belief selection Consciousness raising Mobilizing social networks | Belief selection: Using messages designed to strengthen positive beliefs and weaken negative beliefs about physical restraint use in home care Consciousness raising: Providing information, feedback on a problem/situation Mobilizing social networks: Ask social networks to disseminate the guideline | Promo video Flyer Peer coaching sessions Social media |
Attitude and motivation | Theory of Learning Theory of Planned Behavior | Repeated exposure Belief selection | Repeated exposure: Making a stimulus repeatedly accessible Belief selection: Using messages designed to strengthen positive beliefs and weaken negative beliefs about physical restraint use in home care | Stepwise exposure to the different components of the program by email and social media Promo video |
Self-efficacy | Social Cognitive Theory | Guided practice | Guided practice: Rehearse and repeat behavior various times, discuss and give feedback | Ambassador for restraint-free home care Peer coaching sessions |
Communication | Models of Community Organization | Community development | Community development: Community in which power is shared and members engage together | Creating a network of ambassadors for restraint-free home care |
Qualified staff | Social Cognitive Theory Theory of Planned Behavior | Modeling Resistance to social pressure | Modeling: Providing an appropriate role-model Resistance to social pressure: Building skills for resistance to social pressure | Ambassador for restraint-free home care Peer coaching sessions |