Barriers and facilitators to QIC effectiveness
| Domain | Construct | Peden,22 Stephens,30 Martin34 | Bamber,25 Stephens33 | McNaney23 | Aggarwal21 | Tadd28 | McLeod26 | Potgieter19 | Kuper27 | Huddart20 | Feinberg24 |
| Intervention | Intervention source |  |  | ||||||||
| Evidence strength and quality (good/poor) |  |  |  |  |  | ||||||
| Relative advantage* |  | ||||||||||
| Adaptability |  |  |  |  |  | ||||||
| Trialability |  |  |  | ||||||||
| Complexity (high/low) |  |  |  | ||||||||
| Design quality and packaging (high/low) |  |  |  |   |  | ||||||
| Cost (high/low) |  |  | |||||||||
| Outer setting | Patient needs and resources |  | |||||||||
| Cosmopolitanism† |  |  |  |  | |||||||
| Peer pressure (present/absent) |  |   |  | ||||||||
| External policy and incentives |  |  |  |  |  |  | |||||
| Inner setting | Structural characteristics |  |  |  |  |  | |||||
| Networks and communications |  |  | |||||||||
| Culture |  |  | |||||||||
| Tension for change |  |  |  | ||||||||
| Compatibility‡ |  |  | |||||||||
| Relative priority |  |  |  |  | |||||||
| Organisational incentives and rewards |  | ||||||||||
| Goals and feedback |  |  | |||||||||
| Learning climate |  | ||||||||||
| Leadership engagement (good/poor) |  |  |  |  |  |  | |||||
| Available resources (good/poor) |  |   |  |  |   |  |  |   | |||
| Access to knowledge and information |  | ||||||||||
| Individual | Knowledge and beliefs |  |  |  |  |  |  | ||||
| Self-efficacy |  | ||||||||||
| Individual stage of change |  |  | |||||||||
| Other personal attributes |  |  |  | ||||||||
| Process | Planning |  | |||||||||
| Engaging (presence/lack of) |   |  |   |   |  |  |   | ||||
| Executing |  |  |  |  |  | ||||||
| Reflecting and evaluating |  |  |  |  |  |  |  | ||||
| Team | Team size |  | |||||||||
| Team Turnover/stability |  |  |  | ||||||||
| Team workload |  | ||||||||||
| Teamwork |  |  |  |  |  |  | |||||
| Team culture |  |  | |||||||||
| Compatibility |  | ||||||||||
| Team efficacy |  |  |  |
= facilitator, = barrier, = both facilitator and barrier. Coloured arrows () are used to show congruity between barriers and facilitators—for example, high cost as a barrier () is congruent with low cost as a facilitator ().*Stakeholders’ perception of the advantage of implementing the intervention versus an alternative solution.
†The degree to which an organisation is networked with other external organisations.
‡The degree of tangible fit between meaning and values attached to the intervention by involved individuals, how those align with individuals’ own norms, values and perceived risks and needs, and how the intervention fits with existing workflows and systems.
QIC, quality improvement collaborative.
