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Table 3 Theoretical domains[24]
| Domain (definition) | Constructs included |
|---|---|
| Knowledge (An awareness of the existence of something) | Knowledge (including knowledge of condition/scientific rationale) |
| Procedural knowledge | |
| Knowledge of task environment | |
| Skills (An ability or proficiency acquired through practice) | Skills |
| Skills development | |
| Competence | |
| Ability | |
| Interpersonal skills | |
| Practice | |
| Skill assessment | |
| Social/Professional Role and Identity (A coherent set of behaviours and displayed personal qualities of an individual in a social or work setting) | Professional identity |
| Professional role | |
| Social identity | |
| Identity | |
| Professional boundaries | |
| Professional confidence | |
| Group identity | |
| Leadership | |
| Organisational commitment | |
| Beliefs about Capabilities (Acceptance of the truth, reality, or validity about an ability, talent, or facility that a person can put to constructive use) | Self-confidence |
| Perceived competence | |
| Self-efficacy | |
| Perceived behavioural control | |
| Beliefs | |
| Self-esteem | |
| Empowerment | |
| Professional confidence | |
| Optimism (The confidence that things will happen for the best or that desired goals will be attained) | Optimism |
| Pessimism | |
| Unrealistic optimism | |
| Identity | |
| Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behaviour in a given situation) | Beliefs |
| Outcome expectancies | |
| Characteristics of outcome expectancies | |
| Anticipated regret | |
| Consequents | |
| Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | Rewards (proximal / distal, valued / not valued, probable / improbable) |
| Incentives | |
| Punishment | |
| Consequents | |
| Reinforcement | |
| Contingencies | |
| Sanctions | |
| Intentions (A conscious decision to perform a behaviour or a resolve to act in a certain way) | Stability of intentions |
| Stages of change model | |
| Transtheoretical model and stages of change | |
| Goals (Mental representations of outcomes or end states that an individual wants to achieve) | Goals (distal / proximal) |
| Goal priority | |
| Goal / target setting | |
| Goals (autonomous / controlled) | |
| Action planning | |
| Implementation intention | |
| Memory, Attention and Decision Processes (The ability to retain information, focus selectively on aspects of the environment and choose between two or more alternatives) | Memory |
| Attention | |
| Attention control | |
| Decision making | |
| Cognitive overload / tiredness | |
| Environmental Context and Resources (Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence, and adaptive behaviour) | Environmental stressors |
| Resources / material resources | |
| Organisational culture /climate | |
| Salient events / critical incidents | |
| Person x environment interaction | |
| Barriers and facilitators | |
| Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviours) | Social pressure |
| Social norms | |
| Group conformity | |
| Social comparisons | |
| Group norms | |
| Social support | |
| Power | |
| Intergroup conflict | |
| Alienation | |
| Group identity | |
| Modelling | |
| Emotion (A complex reaction pattern, involving experiential, behavioural, and physiological elements, by which the individual attempts to deal with a personally significant matter or event) | Fear |
| Anxiety | |
| Affect | |
| Stress | |
| Depression | |
| Positive / negative affect | |
| Burn-out | |
| Behavioural Regulation (Anything aimed at managing or changing objectively observed or measured actions) | Self-monitoring |
| Breaking habit | |
| Action planning |
