Table 3 Alignment of distinct and overarching barriers and intuitive strategies with theoretical recommendations
| Â | Distinct barrier and intuitive strategy alignment with theoretical recommendations | |||||
Align with theory | Non-links | Inconclusive | No evidence | |||
TBA1 | 6/31 (19%) | • ‘Conserving mental resources’—memory, attention, and decision processes; used on two occasions • ‘Behavioural practice/rehearsal’—skills • ‘Social support (practical)’ —environmental context and resources; used on three occasions | 3/31 (10%) | • ‘Prompts and cues’—knowledge • ‘Conserving mental resources’—professional role and identity; used on two occasions | 5/31 (16%) | 17/31 (55%) |
TBA2 | 2/12 (17%) | • ‘Information about social and environmental consequences’—knowledge • ‘Social support (unspecified)’ —social influences | 2/12 (17%) | • ‘Problem solving’—professional role and identity • ‘Monitoring of outcomes of behaviour without feedback’—professional role and identity | 1/12 (8%) | 7/12 (58%) |
TBA3 | 2/6 (33%) | • ‘Conserving mental resources’—memory, attention, and decision processes • ‘Social support (unspecified)’—social influences | 1/6 (17%) | • ‘Action planning’—knowledge | 0/6 (0%) | 3/6 (50%) |
Totala | 10/49 (20%) | 6/49 (12%) | 6/49 (12%) | 27/49 (55%) | ||
| Â | Distinct/overarching barrier and intuitive strategy alignment with theoretical recommendations | |||||
Align with theory | Non-links | Inconclusive | No evidence | |||
TBA1 | 11/31 (35%) | • ‘Conserving mental resources’—memory, attention, and decision processes; used on two occasions • ‘Behavioural practice/rehearsal’—skills • ‘Social support (practical)’—environmental context and resources; used on three occasions • ‘Demonstration of the behaviour’—beliefs about capabilities • ‘Salience of consequences’—beliefs about consequences • ‘Behavioural practice/rehearsal’—beliefs about capabilities • ‘Problem solving’—beliefs about capabilities • ‘Graded task’—beliefs about capabilities | 3/31 (10%) | • ‘Prompts and cues’—knowledge • ‘Conserving mental resources’—professional role and identity; used on two occasions | 5/31 (16%) | 12/31 (39%) |
TBA2 | 4/12 (33%) | • ‘Information about social and environmental consequences’—knowledge • ‘Social support (unspecified)’ —social influences • ‘Information about others approval’—social influences • ‘Social comparison’—social influences | 4/12 (33%) | • ‘Problem solving’—professional role and identity; used on two occasions • ‘Monitoring of outcomes of behaviour without feedback’—professional role and identity • ‘Problem solving’—social influences | 2/12 (17%) | 2/12 (17%) |
TBA3 | 2/6 (33%) | • ‘Conserving mental resources’—memory, attention, and decision processes • ‘Social support (unspecified)’ —social influences | 1/6 (17%) | • ‘Action planning’—knowledge | 0/6 (0%) | 3/6 (50%) |
Total | 17/49 (35%) | 8/49 (16%) | 7/49 (14%) | 17/49 (35%) | ||