Table 2 I-PARIHS recipients construct characteristics, recipients subcodes, and subcode definitions
From: Development of a qualitative data analysis codebook informed by the i-PARIHS framework
Characteristics of recipients [7] | Recipients subcodes | Recipients subcode definitions |
|---|---|---|
Motivation | Personal attributesa | Personal traits or characteristics of any recipient(s). This can include tolerance of ambiguity, general intellectual ability, motivation to change, values, goals, competence, innovativeness, seniority or tenure, learning style, being self-aware, reliable, and other personality traits. |
Values and beliefs | ||
Goals | ||
Skills and knowledge | Skills and knowledge | What recipients know and understand about the innovation and/or whether recipients have the ability/expertise to perform the tasks required for implementation. |
Time, resources, support | How time, resources, and support affect recipientsb | How the presence or absence of sufficient time, resources, and support is affecting/affected by the ability of a specific recipient (individual or team) to implement or receive the innovation. |
Collaboration and teamwork | Collaboration and teamwork | Group processes and team-related issues, including the presence or absence of interprofessional collaboration, communication, and teamwork within teams, between teams and managers, and/or between individuals who work together toward a common goal; team building activities; areas of disagreement/conflict between team members or stakeholder groups; and available conflict management/resolution strategies. |
Existing networks | How existing networks affect recipientsb | How formal or informal networks and/or relationships are affecting/affected the ability and/or motivation of a specific recipient (individual or team) to implement or receive the innovation. Networks/relationships may be professional, task-related, or social and may occur at any level or across levels of the context. Examples of formal networks/relationships include memberships, listservs, communities of practice, learning communities, learning collaboratives, and practice-based research networks. Examples of informal networks/relationships include social practices such as getting together with colleagues for lunch, regular hallway conversations with certain colleagues, friendships, and “huddles” among clinical providers/teams. |
Power and authority | Power, authority, and autonomyb | The capacity or ability of an individual or team to direct or influence their own actions and/or the actions of others. Power and/or authority may be derived from organizational role (e.g., leadership), professional role (e.g., physician, nurse), expertise, relationships to powerful others, and/or ability to offer or deny rewards or use the threat of force to gain compliance. |
Presence of boundaries | Presence of boundaries | Experience with boundaries between groups (e.g., professions/occupations, work units, service lines, roles) that influence implementation. Examples include discussion about the lack of communication between primary care and mental health providers and how clinicians’ scopes of practice or discipline/unit-specific restrictions limit the provision of/access to services. |
N/A | General attitudec | How the interview participant thinks or feels about the innovation generally, e.g., that they like it or do not like it, it is helpful, or they enjoy using it. |
Local opinion leadersd | N/A |