Table 1 Definition of TDF constructs by domain, and as applied to the childcare setting and the implementation of menu dietary guidelines
Domain | Definition of constructs [18] | Application to the childcare setting |
|---|---|---|
Knowledge | Knowledge (including knowledge of condition/scientific rationale), Procedural knowledge, Knowledge of task environment | The service cooks awareness and familiarity with implementing the menu dietary guidelines |
Skills | Skills, Skills development, Competence, Ability, Interpersonal skills, Practice, Skill assessment, Coping strategies | Training, skills and practice in implementing the menu dietary guidelines |
Professional role and identity | Professional identity, Professional role, Social identity, Professional boundaries, Professional confidence, Group identity, Leadership, Organisational commitment | The extent that implementation of menu dietary guidelines is perceived as part of the service cook’s role |
Beliefs about capabilities | Self‐confidence, Perceived competence, Self‐efficacy, Perceived behavioural control, Beliefs, Self‐esteem, Empowerment, Professional confidence | The service cooks confidence in implementing the menu dietary guidelines |
Optimism | Optimism, Pessimism, Unrealistic optimism, Identity | The service cooks confidence that the implementation of the menu dietary guidelines will be attained |
Beliefs about consequences | Beliefs, Outcome expectancies, Characteristics of outcome expectancies, Anticipated regret, Consequents | The service cooks belief about benefits/disadvantages of implementing the menu dietary guidelines |
Reinforcement | Rewards (proximal/distal, valued/not valued, probable/improbable), Incentives, Punishment, Consequents, Reinforcement, Contingencies, Sanctions | The extent of recognition and reward the service cooks expect to receive when implementing the menu dietary guidelines |
Intentions | Stability of intentions, Stages of change model, Trans-theoretical model and stages of change | The service cooks intention to implement the menu dietary guidelines |
Goals | Goals (distal/proximal), Goal priority, Goal/target setting, Goals (autonomous/controlled), Action planning (with relation to their intention to implement | The relative importance to service cooks of implementing the menu dietary guidelines |
Memory, attention and decision processes | Memory, Attention, Attention control, Decision making, Cognitive overload/tiredness | The extent to which implementing the menu dietary guidelines is part of regular practice |
Environmental context and resources | Environmental stressors, Resources/material resources, Organisational culture/climate, Salient events/critical incidents, Person x environment interaction, Barriers and facilitators | The environmental context/situation that may encourage/discourage implementation of the menu dietary guidelines |
Social influences | Social pressure, Social norms, Group conformity, Social comparisons, Group norms, Social support, Power, Intergroup conflict, Alienation, Group identity, Modelling | The interpersonal relationships/process that may influence implementation of the menu dietary guidelines |
Emotions | Fear, Anxiety, Affect, Stress, Depression, Positive/negative affect, Burn‐out | Service cooks emotions when implementing the menu dietary guidelines |
Behavioural regulation | Self‐monitoring, Breaking habit, Action planning (with relation to monitoring their habits) | Service cooks ability to self-monitor and action plan to implement the menu dietary guidelines |