Elements addressed in delivery of IPAF | Applications of Concepts from Theory* | Theory | |
---|---|---|---|
I. Introduction | |||
 A | Show respect for staff, creating positive interpersonal environment. | Building relatedness, interacting in a humanistic manner | SDT |
 B | Share that facilitator will use a written guide for consistency. | Knowing what to expect can give staff realistic expectations and reduce uncertainty | SRT |
II. Clarifying purpose of meeting | |||
 A | Clarify overall purpose of meeting with IPAF. | Being transparent can give staff clarity of expectations for their behaviors. | SRT |
 B | Specify purpose is not to judge staff’s job performance. | Reduce anxiety, improve attention; Non-judgement interaction can support staff participation. | SRT, SDT |
 C | Share topics for meeting; To gain feedback from staff about their experience implementing target behaviors and to provide staff feedback on target behaviors. | Treating staff as colleague facilitates relatedness and perceived competence and can support corresponding staff behavior. |  |
 D | Review altruistic purpose (e.g., screening & referral for CVD risk), the intervention goals | Sharing rationale can assist staff to endorse long-term goal of study to which they can align their specific goals and behaviors. | SRT |
 E | Facilitator invites discussion of contextual factors that influence target behaviors and Invites exchange of information. | Staff likely to believe leaders understand their situation, supporting motivation for behavior. | SDT |
III. Offering choice | |||
 A | Offer meaningful choices re: what to discuss first: staff feedback to facilitator or facilitator’s feedback to staff. | Maintaining relatedness, respect and autonomy can support staff participation. | SDT |
IV. Obtaining feedback from staff | |||
 A | Request feedback from staff on facilitators to engaging in target behaviors. | Focus on staff capability and desirable behavior can facilitate relatedness and perceived competence; Focus staff’s attention on their recent behaviors in comparison to intended outcomes; Elicits participation. | SRT SDT |
 B | Request feedback from staff on barriers to engaging in target behaviors. (barriers identification) | As above. Avoids undermining staff perceived competence. Recognition of contextual influences on behaviors can improve staff motivation for target behaviors. | SRT SDT |
V. Sharing feedback on performance data with staff | |||
 A | Focus staff’s attention on their recent behaviors. | Can stimulate comparison of current behavior vs. reference point; Can result in discrepancy or congruence, which can stimulate motivation to improve or maintain behavior. | SRT |
 B | Offer choices for staff setting their short-term behavioral goals. (goal setting) | Facilitating participation. Supporting autonomy. Directing attention to short-term goals and intervention outcomes can be motivating. | SRT SDT |
VII. Planning action steps | |||
 A | Offering choice of action plans, setting up situation for building perceived competence to improve target behaviors and intervention goals. (action planning) | Facilitating participation. Supporting autonomy, perceived competence, and motivation for adoption of target behaviors. | SDT SRT |