Brehaut et al. [11] | Ivers et al. [5] | CP-FIT variables |
---|---|---|
Address credibility of the information. | Data are valid | Accuracy Source—knowledge and skill Function |
Delivery comes from a trusted source | Source—knowledge and skill | |
Provide feedback as soon as possible and at a frequency informed by the number of new patient cases | Data are based on recent performance | Timeliness |
Provide individual rather than general data. | Data are about the individual/team’s own behaviour(s) | Specificity |
Provide multiple instances of feedback. | Audit cycles are repeated, with new data presented over time | Multiple instances of feedback are inherent to the feedback cycle (Fig. 3). |
Provide feedback in more than 1 way. | Presentation is multi-modal including either text and talking or text and graphical materials | Active delivery |
Choose comparators that reinforce desired behaviour change | The target performance is provided | Benchmarking Trend |
Feedback includes comparison data with relevant others | ||
Recommend actions that can improve and are under the recipient’s control. | Targeted behaviour is likely to be amenable to feedback | Controllability Performance level |
Recipients are capable and responsible for improvement | ||
Recommend actions that are consistent with established goals and priorities | Goals set for the target behaviour are aligned with personal and organisational priorities | Importance Relevance Workflow alignment |
Recommend specific actions | Goals for target behaviour are specific, measurable, achievable, relevant, time-bound | Action planning Problem solving Peer discussion |
A clear action plan is provided when discrepancies are evident | ||
Closely link the visual display and summary message | N/A | Usability |
Minimise extraneous cognitive load for feed- back recipients. | N/A | Prioritisation Usability |
Provide short, actionable messages followed by optional detail. | N/A | Patient lists Prioritisation |
Address barriers to feedback use. | N/A | CP-FIT in its entirety can be used to address barriers |
Prevent defensive reactions to feedback. | N/A | Function |
Construct feedback through social interaction. | N/A | Peer discussion |