Knowledge | Existing procedural knowledge, knowledge about guidelines, knowledge about evidence and how that influences what the participants do |
Skills | Competence and ability about the procedural techniques required to perform the behaviour |
Social/professional role and identity | Is the behaviour something the participant is supposed to do or someone else’s? (When discussing ‘we’/the collective) Boundaries between professional groups |
Beliefs about capabilities | Perceptions about competence and confidence in doing the behaviour |
Beliefs about consequences | Perceptions about outcomes and advantages and disadvantages of performing the behaviour or pervious experiences that have influenced whether the behaviour is performed or not |
Motivation and goals | Priorities, importance, commitment to a certain course of actions or behaviours Intentions |
Memory, attention and decision processes | Attention control, decision-making, memory, i.e. is the target behaviour problematic because people simply forget? |
Environmental context/resources | How factors related to the setting in which the behaviour is performed (e.g. people, organisational, cultural, political, physical and financial factors) influence the behaviour |
Social influences | External influence from other people, views of other professions, patients and families, doing what you are told and how that influences what you do |
Emotion | How feelings, affect (positive or negative) may influence behaviour |
Behavioural regulation | Ways of doing things that relate to pursuing and achieving desired goals, standards or targets |
Strategies the participants have in place to help them perform the behaviour | |
Strategies the participants would like to have in place to help them | |
Nature of the behaviours | What is the participant’s history of the behaviour, have they any experience (done it often or not at all in the past), is the behaviour routine or automatic? |