Table 5 Theoretical Antecedents of i-PARIHS (adapted from [16])
Focus of implementation | Themes identified from theoretical analysis | Indicative references |
|---|---|---|
WHAT is being implemented: characteristics of the evidence, knowledge or innovation | Broad definitions of evidence, linked to wider literature on innovation and knowledge generation and application Embedded and emergent; influence and contribution of tacit knowledge Importance of experiential and situated learning Value of co-production | Rycroft-Malone et al. [6] Kolb [66] Lave and Wenger [67] Greenhalgh et al. [35] |
WHO is being targeted: characteristics of the target groups for implementation | Recognition of ‘want to’ and ‘can do’ factors (motivation and capability/capacity) Importance of collectivity and learning within communities Different responses to innovation and change Different learning styles Existence of boundaries between different groups/communities Increasingly complex boundaries as innovation increases in novelty Influence of social networks | Weiner [71] Michie et al. [70] Cane et al. [65] Wenger [87] Carlile [89] |
WHERE: characteristics of the setting in which implementation takes place | Organisations as complex, adaptive systems Emphasis on learning at the individual, team and organisational level Influence of culture and mental models Influence of prior knowledge and experience Importance of collaboration, coordination and networks for knowledge exchange | Plsek and Greenhalgh [72] Argyris and Schon [90] Senge [75] Schein [76] Grol et al. [79] Harvey et al. [74] |
HOW: implications for the process of implementation | Distributed learning – through teams and networks Importance of flexibility and adaptability Tailoring approaches to different needs and responses Reflective learning Credible and trusted leaders and teachers Distributed/shared leadership Building relationships Understanding and communicating practices | Rogers [82] May and Finch [77] Heron [83] Deming [84] McKee et al. [91] |