Comparing inductive and deductive analysis techniques to understand health service implementation problems: a case study of childhood vaccination barriers

Table 4 Relationship between inductive and deductive concepts

COM-B component	Deductive concepts (TDF domains)	Inductive concepts (data-driven barriers)
Capability	Knowledge	Lack of information about vaccination, false contraindications
	Skills	Staff are unpleasant or poor communication, language barriers
	Memory, Attention and Decision Processes	Reminder notice, missed opportunities, forgot
	*Behavioural Regulation	Not represented
Opportunity	Environmental Context and Resources	First child, low income, media, distance, supply, cost, time
Opportunity	Social influences	Social exclusion, peer influence, trust, compliance, natural immunity
Motivation	Social/professional role and identity	Traditional beliefs and customs, role of parent, lack of coordinated care
	Beliefs about Capabilities	Can control pathogens child is exposed to, lower parental satisfaction with care
	*Optimism	Not represented
	Beliefs about Consequences	Anticipated guilt, vaccine efficacy, disease severity/susceptibility, pain
	Reinforcement	Well-baby clinic counselling, benefit to others, vaccination delay at 3 months
	*Intentions	Practices about health and prevention (n=1 with lenient interpretation)
	*Goals	Lack of motivation (n=1 with lenient interpretation)
	Emotion	Anxiety about vaccination, fear of needles, psychosocial distress

*Note: These 4 domains were not included in the first round of coding. Intentions and goals were later included after discussion with a very lenient interpretation of the inductive barriers to maximise the number of domains covered, given the aim of the exercise was to generate questionnaire items covering all possible behavioural influences. No inductive barriers could be interpreted as behavioural regulation or optimism

ISSN: 2662-2211