Page 94 - Preventing pertussis in early infancy - Visser

Chapter 6
Chapter 6
as key intervention targets. Determinants were selected based on the empirical data from the focus groups and survey studies that we conducted with three specific HCW groups (Visser et al. 2016, Visser et al. 2017), literature review of empirical studies on the determinants of (pertussis) vaccination uptake in HCWs (Goins et al. 2007, Peadon et al. 2007, Calderon et al. 2008, Wicker et al. 2008, Top et al. 2010, Baron-Epel et al. 2012, Guthmann et al. 2012, Mir et al. 2012, Pulcini et al. 2013, Lu et al. 2014, Vasilevska et al. 2014, MacDougall et al. 2015, Ryser et al. 2015, Tuckerman et al. 2015, Harrison et al. 2016, Paranthaman et al. 2016), social cognitive theories of human behaviour (Fishbein et al. 2010, Bartholomew-Eldredge et al. 2016), and discussions among the research group (OV, JH, MH, RR, KV). Direct empirical evidence was only available for part of PO 3 (intention to accept a pertussis vaccination) and PO 5 (pertussis vaccination acceptance among HCWs). Determinant selection for the other POs was based on a comparison with similar behavioural characteristics or target groups.
Subsequently, these performance objectives were connected to their most relevant and changeable determinants in a matrix, where each cell specifically states a change objective: “what has to change with regard to the selected determinant in order to achieve the performance objective?”. The matrix shows specifically what needs to change in order to achieve a performance objective, and therefore provides direct input for the intervention development (see Table 2).
IM Step 3: Programme design
In the third step of IM we selected theoretical methods and practical applications to achieve the change objectives that were put together in step 2. A theoretical method is a general technique or process for influencing changes in the determinants of behaviour and environmental conditions (e.g. learning by observation or modelling) (Bartholomew- Eldredge et al. 2016). A practical application describes the specific way the theoretical method is actually used, making sure that it fits in with the theoretically defined parameters for its use, the intervention group, and the context in which the intervention will be conducted (e.g. role-play activities or video role models) (Bartholomew-Eldredge et al. 2016).
First, we arranged all change objectives by determinant and identified which theoretical methods were potentially applicable for that determinant in order to achieve the change objective, answering the question “how can we influence the change objectives?”. For this purpose, we used the overview of theoretical methods and its parameters for use provided by Bartholomew-Eldredge and colleagues (2016). We selected methods based on our planning group discussions about feasibility and possible fit of the practical application of these methods with the needs and intervention context of the target group. This led to a summary of eligible theoretical methods, including the corresponding parameters. We then brainstormed with the planning group on how to translate these methods into their practical applications, again taking into account the characteristics of the target population
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