Table 3 Behaviour change techniques mapped to the Theoretical Domain Framework identified for intravenous insulin infusion barriers

Knowledge

Health consequences

Provide information (e.g. written, verbal, visual) about health consequences of performing the behaviour

Feedback on behaviour

Monitor and provide informative or evaluative feedback on performance of the behaviour (e.g. form, frequency, duration, intensity)

Behavioural rehearsal/practice

Prompt practice or rehearsal of the performance of the behaviour one or more times in a context or at a time when the performance may not be necessary, in order to increase habit and skill

Goal/target specified: behaviour or outcome

Set a goal defined in terms of the behaviour to be achieved

Self-monitoring

Establish method for the person to monitor and record their behaviour(s) as part of behaviour change strategy

Social/professional role and identity

Social support or encouragement

Advise on, arrange or provide social support (e.g. from friends, relatives, colleagues, ‘buddies’ or staff) or non-contingent praise or reward for performance of the behaviour. It includes encouragement and counselling, but only when it is directed at the behaviour

Salience of consequences

Use methods specifically designed to emphasise the consequences of performing the behaviour with the aim of making them more memorable (goes beyond informing about consequences)

Anticipated regret

Induce or raise awareness of expectations of future regret about performance of the unwanted behaviour

Social and environmental consequences

Provide information (e.g. written, verbal, visual) about social and environmental consequences of performing the behaviour

Comparative imagining of future outcome

Prompt or advise the imagining and comparing of future outcomes of changed versus unchanged behaviour

Pros and cons

Advise person to identify and compare reasons for wanting (pros) and not wanting (cons) to change behaviour

Persuasive communication

Credible source presents arguments in favour of the behaviour

Feedback on behaviour

Monitor and provide informative or evaluative feedback on performance of the behaviour (e.g. form, frequency, duration, intensity)

Goal setting (behaviour)

Set a goal defined in terms of the behaviour to be achieved

Action planning (including implementation intentions)

Prompt detailed planning of performance of behaviour (must include ≥ one of context, frequency, duration and intensity). Context may be environmental (physical or social) or internal (physical, emotional or cognitive)

Memory, Attention and Decision Processes

Planning, implementation

Prompt detailed planning of the behaviour goal (including at least one of context, frequency, intensity and duration of performance)

Prompts, triggers, cues

Use environmental, social or internal stimuli to prompt or cue performance of wanted behaviour or non-performance of unwanted behaviour

Environmental context and resources

Restructuring the social environment

Change, or advise to change the social environment in order to facilitate performance of the wanted behaviour or create barriers to the unwanted behaviour (other than prompts/cues, rewards and punishments)

Prompts/cues

Introduce or define environmental or social stimulus with the purpose of prompting or cueing the behaviour. The prompt or cue would normally occur at the time or place of performance

Avoidance/changing exposure to cues for the behaviour

Advise on how to avoid exposure to specific social and contextual/physical cues for the behaviour, including changing daily or weekly routines

Environmental changes (e.g. objects to facilitate behaviour)

Change the environment in order to facilitate the target behaviour (other than prompts, rewards and punishments, e.g. choice of food provided)

Social Influences

Social comparison

Explicitly draw attention to others’ performance to elicit comparisons

Social support or encouragement (general)

Advise on, facilitate or provide development of general social support for the behaviour (e.g. friends, relatives, colleagues, ‘buddies’ or staff)

Information about others approval

Provide information about what other people think about the behaviour. Clarifies whether others will like, approve or disapprove of what the person is doing or will do

Social support (emotional)

Advise on or facilitate development of emotional social support for performing the behaviour

Social support (practical)

Advise on or facilitate development of practical help for achieving the behaviour

Modelling or demonstrating the behaviour

Provide an example for people to aspire to or imitate

Emotion

Reduce negative emotions

Advise on ways of reducing negative emotions to facilitate performance of the behaviour

Coping skills

Analyse problem and generate or select solutions that include overcoming barriers and increasing facilitators

Behavioural Regulation

Self-monitoring of behaviour

Establish method for person to monitor and record their behaviour(s) as part of a behaviour change strategy