Table 5 Aspects of theory used in studies

Theory used

Participatory action research design from a qualitative methodological perspective, using Checkland’s ‘Soft Systems’ theoretical framework

Participatory action research design

Rootman et al., Freire et al.

Linking new to past experiences, probing deeply in past experiences

The research study was undertaken via a constructivist paradigm.

The study was guided by the methodology of constructivism. This approach to qualitative inquiry is based on the assumption that in order to gain an understanding of the social world we need to examine it from the perspective of those who arc the active participants in that world.

The case study described in this paper used a ‘constructivist’ methodology, that is, a research technique that utilizes key actors’ and close observers’ understandings and interpretations of the implementation (Guba and Lincoln, 1989).

Constructivist paradigm

Aspects of theory used

Social environment plays a critical role in the development of knowledge.

Social environment plays a critical role in the development of knowledge.

Social environment plays a critical role in the development of knowledge.

Learning is a result of the individual’s interaction with the environment

Cognitive dissonance as the stimulus for learning

Learning is a result of the individual’s interaction with the environment

Learning is a result of the individual’s interaction with the environment

Learning is a result of the individual’s interaction with the environment

KTA phase

Step 4: Select, tailor and implement intervention

Step 4: Select, tailor and implement intervention

Step 4: Select, tailor and implement intervention

Step 3: Assessing barriers and facilitators

Step 3: Assessing barriers and facilitators

Step 3: Assessing barriers and facilitators

Step 2: Adapting knowledge to local context

Step 1: Identify problem

Primary author

Lipman, T[59]

Smith, C[42]

Tilleczek, K[43]

Varpio, L[82]

Greenslade, 2010[63]

McWilliam, 2009[79]

Rogers, 2011[64]

Schluter, 2011[60]

Theory used

Constructivism approach

Learning Constructivism Theory

Contructivism approach - general

Constructivist grounded theory

Constructivist approach with in-depth interviews and comparative analysis to develop and systemically organize data into four major interrelated themes and a connecting essential thread.

Constructivism approach

A constructivist grounded theory approach was adopted for this study on the basis that it would allow for the use of sensitising concepts or guiding interests derived from the conflict literature, as well as an investigation of the features of conflict unique to the OR team.

Situated within a constructivist methodology that considered individual experiences, abilities, and knowledge in the construction of scope of practice

Aspects of theory used

Social environment plays a critical role in the development of knowledge.

Learning is a result of the individual’s interaction with the environment

Learning is a result of the individual’s interaction with the environment

Learning is a result of the individual’s interaction with the environment

Learning is a result of the individual’s interaction with the environment

Learning is a result of the individual’s interaction with the environment

Social environment plays a critical role in the development of knowledge.

Learning is a result of the individual’s interaction with the environment

KTA phase

Step 1: Identify problem

Step 4: Select, tailor and implement intervention

Step 4: Select, tailor and implement intervention

Step 3: Assessing barriers and facilitators

Step 3: Assessing barriers and facilitators

Step 1: Identify problem

Step 2: Adapting knowledge to local context

Step 3: Assessing barriers and facilitators

Primary author

Adler, R[46]

Carr, S[54]

Field, D[55]

Greenhalgh,T[65]

Higgs, J[56]

Holtslander, L[77]

Hoshmand, L[51]

Hunter, J[40]

Theory used

Theories and definitions of evidence based on Descartes, Locke's theory of ‘tabula rasa; Hume, von Uexkull - Merk-Mal theory; Ginzburg; Glaserfeld's understanding of constructivism in knowledge; clinical examples to illustrate models of organisms (Richter; Wolf and Wolff)

Highlights the potential value and contribution of hermeneutic phenomenology and constructivist approaches to exploring and knowing nursing as a means to addressing some of the practice learning challenges

learning is a mental process, in terms of the con-structivist view of learning or whether it owes more to enculturation into social processes as with the situated learning and legitimate peripheral participation approaches to learning

Although we believe the constructivist approach has general validity, it is particularly appropriate for the promotion of the knowledge and skills for knowledge translation.

In this paper, the critical question of knowledge as the underpinning of clinical practice is examined. The nature of knowledge is explored in this paper, with support being given to the constructivisit perspective

Constructivism

Constructivism (Berger and Luckmann, 1966; Bruffee, 1986; K. J. Gergen, 1985) calls for multiple paradigms of knowledge. The potential of multiple rationalities and methods of construction is recognized by the cognitive interpretation of science

Constructivist learning theory was an appropriate conceptual framework for the course as it acknowledges multiple, socially constructed truths, perspectives, and realities versus a single reality

Aspects of theory used

All 3 aspects

Learning is a result of the individual’s interaction with the environment

Social environment plays a critical role in the development of knowledge.

Learning is a result of the individual’s interaction with the environment

All 3 aspect

All 3 aspects

All 3 aspects

All 3 aspects

KTA phase

Knowledge creation: knowledge synthesis

Knowledge creation: knowledge inquiry

Knowledge creation: knowledge synthesis

Step 4: Select, tailor and implement intervention

Knowledge creation: knowledge inquiry

Knowledge creation: knowledge synthesis

Step 1: Identify problem

Step 4: Select, tailor and implement intervention

Primary author

Kinsella, E[57]

Labonte, R[48]

Lyddon, W[78]

McGuckin, C[58]

Miller, K[50]

Neimeyer, R[80]

Plack, M[49]

Rogal, S[41]

Theory used

The constructivist perspective is founded on the idea that humans actively construct their personal realities and create their own representational models of the world’

This article argues further that a ‘constructivist’ research paradigm not only has the potential to resolve some of the tensions between research and practice in health promotion but also is inclusive of knowledge generated by the conventional paradigm.

Constructivism approach in general

Constructivist learning is based on an eclectic mix of ideas derived primarily from cognitive neuroscience including information processing theory.

Constructivism emphasizes the socially constructed nature of reality; it shifts attention away from the search for universal truths and toward an exploration of what is considered real within particular social contexts.

In sharp contrast to this worldview, social constructivism endorses a form of postmodernism (Anderson, 1990) that turns nearly every aspect of this modern psychological program on its head. Gone is the faith in an objectively knowable universe, and with it the hope that elimination of human bias, adherence to canons of methodology, and reliance on a pure language of observation would yield a ‘true’ human science, mirroring psychological reality without distortion.

The constructivist emphasizes the personal meaning made by the inquirer and the inquired.

Constructivism relates to the philosophy that the meaning of new learning is constructed upon current knowledge

Aspects of theory used

Cognitive dissonance as the stimulus for learning

Cognitive dissonance as the stimulus for learning

Cognitive dissonance as the stimulus for learning

Social environment plays a critical role in the development of knowledge

Learning is a result of the individual’s interaction with the environment

All 3

All 3

Learning is a result of the individual’s interaction with the environment

KTA phase

Knowledge creation: knowledge synthesis

Knowledge creation: knowledge synthesis

Knowledge creation: knowledge tools/products

Step 3: Assessing barriers and facilitators

Knowledge creation: knowledge inquiry

Knowledge creation: knowledge inquiry

Knowledge creation: knowledge synthesis

Step 4: Select, tailor and implement intervention

Primary author

Rolloff, M[81]

Wilson, H[51]

Appleton, J.[47]

Theory used

Constructivism assumes that learners construct knowledge as part of a process of making sense of their experiences: ‘Learners, therefore, are not empty vessels waiting to be filled, but rather active organisms seeking meaning’ (Driscoll, 2005, p. 387).

The underlying science here is located in a constructivist philosophy while other descriptive terms would be phenomenological, interpretivist or subjectivist

Philosophical underpinnings of constructivism, post-positivism, critical realism (in terms of realistic evaluation) and participatory inquiry

Aspects of theory used

Learning is a result of the individual’s interaction with the environment

Social environment plays a critical role in the development of knowledge.

All 3

KTA phase

Knowledge creation: knowledge synthesis

Step 3: Assessing barriers and facilitators

Knowledge creation: knowledge inquiry