Table 3 Barriers and facilitators associated with co-design
Categories | Barriers | Facilitators |
|---|---|---|
Frameworks & Methodologies | • Lack of literature on co-creation governance and frameworks [53] • Requiring participants to complete interventions before participating in co-design [68] • Complexity of data collection measures [36] | • Combining appreciative action and reflection, or an integrated knowledge translation approach with normalization process theory [50, 62] • User experience honeycomb model [43] • Participatory action research [51] • Photo-elicitation [69] • Training workshop and focus group facilitators in co-creation [52] • Fieldwork tasks [53] • Involving participants early, frequently, and throughout various stages [55, 59] |
Logistics | • Open-ended questions [60] • Novice facilitators [60] • Hypothetical scenarios [39, 60] • Strategies to ensure members who belong to minority or socially disadvantaged groups are time intensive [57] | • Role and workshop aim clarification [53, 55, 62] • Debrief sessions for facilitators [62] • Sharing workshop summaries with participants [43, 52] • Utilizing community organizations or creating community advisory boards to assist with recruitment [51, 57] • Formal committee name and constitution [56] |
Relationships | • Time and resources required to build trust within community of interest [57] • Bias arises from a desire to please and maintain group dynamics [36, 46] • Participatory Action Research approach may create a power differential [51] • Seniors require longer interviews [36] | • Building group dynamics (meeting in person, allowing time to socialize, and demonstrating appreciation for participation) [38, 55, 59] |
Participation | • Fatigue/loss of concentration [39] • Participants who are more physically active may develop a louder voice than inactive participants taking away the perspective of the target population [37] • Cognitive, sensory, or physical disabilities may hinder participation [46] • Administrative costs associated with ongoing involvement [56] • Unfamiliarity with technology [47] | • Short sessions to prevent fatigue [36] • Homework tasks [62] • Small groups [61] • Comfortable location [57] • Active facilitator involvement [36, 37] • Assisting older adults to fill out questionnaires [36] |
Generalizability | • Volunteers are more outspoken and active members of the community [57] • Variation in resources between communities [65] | • Purposive sampling [43] • Recruiting both experienced and novice technology users [63] |