|
1.
|
Information about health consequences (e.g., inform about health benefits of physical activity using the background video, presentation during the 1-day training and the workbook)
|
x
|
x
| |
x
|
|
2.
|
Information about social and environmental consequences (e.g., inform about the social and environmental consequences of increasing physical activity using the background video, a presentation during the 1-day training and the workbook)
|
x
|
x
| |
x
|
|
3.
|
Prompts/cues (e.g., advise to use the Post-Its and the pen with the study logo, send monthly newsletter, have regular contact with nurses)
| |
x
| |
x
|
|
4.
|
Feedback on the behaviour (e.g., provide feedback on nurses’ performance during the role-plays and their audiotapes of the consultations)
| |
x
|
x
| |
|
5.
|
Information about others’ approval (e.g., inform nurses about professionals’ and patients’ approval of their performance of their learned skills)
| |
x
|
x
| |
|
6.
|
Credible source (e.g., all training components are developed and delivered by experts)
|
x
|
x
|
x
|
x
|
|
7.
|
Focus on past success (e.g., focus on what went well while [practising] delivering the consultations)
| |
x
|
x
| |
|
8.
|
Verbal persuasion about capability (e.g., tell that nurses can successfully deliver the consultations, improve their skills by practising and feedback, and coach on self-doubts)
| |
x
|
x
| |
|
9.
|
Reward (outcome) (e.g., nurses improve their coaching skills by participating in the study and the training is accredited)
| |
x
|
x
| |
|
10.
|
Monitoring of behaviour by others without feedback (e.g., observe role-plays and listen to the audiotapes without feedback)
| |
x
|
x
| |
|
11.
|
Monitoring outcome of behaviour by others without feedback (e.g., results from questionnaires, interviews with patients)
| |
x
| | |
|
12.
|
Instruction on how to perform the behaviour (e.g., train how to apply the BCTs using role-plays)
|
x
|
x
|
x
|
x
|
|
13.
|
Demonstration of the behaviour (e.g., demonstrate how to apply the BCTs using the instruction videos)
| |
x
|
x
|
x
|
|
14.
|
Behavioural practice/rehearsal (e.g., prompt practice of applying the BCTs during the role-plays and the actual consultations)
| |
x
|
x
|
x
|
|
15.
|
Habit formation (e.g., prompt repetition of applying the BCTs by including several eligible patients)
| |
x
|
x
|
x
|
|
16.
|
Adding objects to the environment (e.g., provide a handbook with example sentences, Post-Its and a pen with the study logo, use patient’s daily activity log)
| |
x
|
x
|
x
|
|
17.
|
Restructuring the physical environment (e.g., facilitate consultations to focus on solely physical activity, encourage use of the handbook with example sentences during the consultations, use patient’s daily activity log)
| |
x
|
x
|
x
|
|
18.
|
Social support (unspecified) (e.g., encourage and coach regularly by mail and telephone, provide monthly newsletter)
| |
x
|
x
| |
|
19.
|
Social support (practical) (e.g., provide nurses with all study materials and answer questions and remarks)
| |
x
|
x
| |
|
20.
|
Problem solving (includes barrier identification and relapse prevention) (e.g., prompt to deal with lack of motivation and adherence to the study protocol)
| |
x
|
x
|
x
|
|
21.
|
Self-monitoring of behaviour (e.g., prompt making audiotapes of consultations)
| |
x
|
x
| |
