From: Using an intervention mapping approach to develop a discharge protocol for intensive care patients
Determinant | Method (Related theory and reference) | Description (In Bartholomew et al. [30] | Examples of practical applications |
---|---|---|---|
Basic conditions | Participation (Diffusion of Innovations Theory [52]) | Assuring high level engagement of the participants´ group in problem solving, decision making, and change activities. | Active involvement of three groups of stakeholders, using feedback of all participants, development of protocol through project group members. |
 | Persuasive communication (Persuasion -Communication Matrix [66], Elaboration Likelihood Method [51]) | Guiding individuals and environmental agents toward the adoption of an idea, attitude, or action by using arguments or other means. | The discharge protocol is relevant, practical, and not too discrepant from the nurses’ beliefs and values. |
Knowledge | Knowledge transfer (Elaboration Likelihood Method [51]) | Stimulating the learner to add meaning to the information that is processed. | Bridge the nurses’ knowledge gap in PICS by providing information in written material, oral explanations, and digital means. |
 | Active learning (Social cognitive Theory [67]) | Encouraging learning from goal-driven and activity-based experience. Need for time and information. | Group discussion on optimal discharge actions from ICU. Teacher stimulates nurses to ask questions and think of preventing PICS. |
Attitude | Implementation intention (Theories of Goal Directed Behavior [68]) | Prompting making if-then plans that link situational cues with responses that are effective in attaining goals or desired outcomes. | If the intended discharge becomes final, then the ICU nurse calls the contact person, starts oral conversation with the patient according to the checklist, and provides written material on PICS. |
 | Discussion and elaboration (Elaboration Likelihood Model [51]) | Listening to arguments and opinions to ensure that the correct mental schemas are activated. | Organize team discussions on facilitators and barriers with the discharge protocol. |
Self-efficacy | Skill training (Social Cognitive Theory [67]) | Learning by practicing the needed skills. | Nurses feel satisfied and competent by practicing the discharge talk with an ICU patient. |
 | Feedback | Giving information to nurses regarding the extent to which they are accomplishing learning. | Showing results of a pretest and posttest on PCIS. |
Perceived social influence | Stimulate communication to mobilize social support (Diffusion of Innovations Theory [52], Theories of Social Networks and Social Support [70]) | Combines caring, trust, openness, and acceptance with support for behavioral change, positive support is available in the environment. | Champions and nursing leaders discuss and promote performing the discharge protocol. Teachers help nurses to assimilate knowledge on PICS. |
 | Increasing stakeholder influence (Stakeholder theory [71]) | Increase stakeholder power, legitimacy, and urgency, often by forming coalitions and using community development and social action to change an organization’s policies. | Storytelling by experts from Foundation FCIC. Patients included in focus group discussions on relevant topics |