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Table 2 Division of selected behaviour change techniques between the different components of the training of primary care nurses

From: Unravelling effectiveness of a nurse-led behaviour change intervention to enhance physical activity in patients at risk for cardiovascular disease in primary care: study protocol for a cluster randomised controlled trial

Selected BCTs from BCTTv1 (examples of application of included BCTs) BCTs divided between component training
Preparation 1-day training Coaching sessions Available resources
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  
  1. Abbreviations: BCTTv1 Behaviour Change Technique Taxonomy v1, BCT Behaviour change technique