Background
Methods/design
Design
Participants
Inclusion criteria
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Aged 40–75 years
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High blood pressure (≥140 mmHg) or already treated for high blood pressure
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High total cholesterol (≥6.5 mmol/L) or already treated for high cholesterol
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DM2
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A positive family history of CVD
Exclusion criteria
Study procedures
Selection and recruitment
Ethical considerations
Informed consent
Randomisation and blinding
Intervention development
Applying the BCW to enhance physical activity in patients
Selected BCTs from BCTTv1 (examples of application of included BCTs) | BCTs divided between four consultations | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | ||
1. | Goal setting (behaviour) (e.g., agree a personal daily activity goal) | x | x | x | x |
2. | Problem solving (includes barrier identification and relapse prevention) (e.g., prompt to identify personal advantages and disadvantages of physical activity, focus on advantages and deal with disadvantages, discuss ways to prevent or deal with relapse) | x | x | x | x |
3. | Goal setting (outcome) (e.g., agree on a personal health goal such as a decrease in patient’s blood pressure) | x | |||
4. | Action planning (e.g., prompt to plan specific activities at particular times during the week using the personal activity log) | x | x | x | x |
5. | Review behavioural goal(s) (e.g., examine how the patient worked on the agreed goal, and consider re-setting, modifying or continuing with the agreed goal) | x | x | x | |
6. | Commitment (e.g., ask to affirm the agreed goal and action plan) | x | x | x | |
7. | Feedback on behaviour (e.g., give feedback using the personal activity log) | x | x | x | x |
8. | Self-monitoring of behaviour (e.g., ask to wear the accelerometer and to fill in the personal activity log daily) | x | x | x | x |
9. | Social support (unspecified) (e.g., encourage support from patient’s spouse or ‘buddy’) | x | x | x | |
10. | Social support (practical) (e.g., encourage practical help from patient’s spouse or ‘buddy’) | x | x | x | |
11. | Information about health consequences (e.g., inform about health benefits of physical activity) | x | x | ||
12. | Prompts/cues (e.g., advise to use the Post-Its and the pen with the study logo to remind of physical activity) | x | x | x | |
13. | Habit formation (e.g., prompt to rehearse and repeat the planned daily activities) | x | x | ||
14. | Graded tasks (e.g., assist to increase the level of activity step by step by agreeing with achievable and challenging goals) | x | x | x | |
15. | Restructuring the physical environment (e.g., advice to repair the bike, buy good shoes or rain clothes) | x | x | x | |
16. | Restructuring the social environment (e.g., advise to go walking with a friend instead of drinking coffee) | x | x | x | |
17. | Focus on past success (e.g., encourage to think about occasions on which the patient succeeded in being physically active) | x | x | x | x |
Applying the BCW to deliver the Activate intervention by primary care nurses
Selected BCTs from BCTTv1 (examples of application of included BCTs) | BCTs divided between component training | ||||
---|---|---|---|---|---|
Preparation | 1-day training | Coaching sessions | Available resources | ||
1. | Information about health consequences (e.g., inform about health benefits of physical activity using the background video, presentation during the 1-day training and the workbook) | x | x | x | |
2. | Information about social and environmental consequences (e.g., inform about the social and environmental consequences of increasing physical activity using the background video, a presentation during the 1-day training and the workbook) | x | x | x | |
3. | Prompts/cues (e.g., advise to use the Post-Its and the pen with the study logo, send monthly newsletter, have regular contact with nurses) | x | x | ||
4. | Feedback on the behaviour (e.g., provide feedback on nurses’ performance during the role-plays and their audiotapes of the consultations) | x | x | ||
5. | Information about others’ approval (e.g., inform nurses about professionals’ and patients’ approval of their performance of their learned skills) | x | x | ||
6. | Credible source (e.g., all training components are developed and delivered by experts) | x | x | x | x |
7. | Focus on past success (e.g., focus on what went well while [practising] delivering the consultations) | x | x | ||
8. | Verbal persuasion about capability (e.g., tell that nurses can successfully deliver the consultations, improve their skills by practising and feedback, and coach on self-doubts) | x | x | ||
9. | Reward (outcome) (e.g., nurses improve their coaching skills by participating in the study and the training is accredited) | x | x | ||
10. | Monitoring of behaviour by others without feedback (e.g., observe role-plays and listen to the audiotapes without feedback) | x | x | ||
11. | Monitoring outcome of behaviour by others without feedback (e.g., results from questionnaires, interviews with patients) | x | |||
12. | Instruction on how to perform the behaviour (e.g., train how to apply the BCTs using role-plays) | x | x | x | x |
13. | Demonstration of the behaviour (e.g., demonstrate how to apply the BCTs using the instruction videos) | x | x | x | |
14. | Behavioural practice/rehearsal (e.g., prompt practice of applying the BCTs during the role-plays and the actual consultations) | x | x | x | |
15. | Habit formation (e.g., prompt repetition of applying the BCTs by including several eligible patients) | x | x | x | |
16. | Adding objects to the environment (e.g., provide a handbook with example sentences, Post-Its and a pen with the study logo, use patient’s daily activity log) | x | x | x | |
17. | Restructuring the physical environment (e.g., facilitate consultations to focus on solely physical activity, encourage use of the handbook with example sentences during the consultations, use patient’s daily activity log) | x | x | x | |
18. | Social support (unspecified) (e.g., encourage and coach regularly by mail and telephone, provide monthly newsletter) | x | x | ||
19. | Social support (practical) (e.g., provide nurses with all study materials and answer questions and remarks) | x | x | ||
20. | Problem solving (includes barrier identification and relapse prevention) (e.g., prompt to deal with lack of motivation and adherence to the study protocol) | x | x | x | |
21. | Self-monitoring of behaviour (e.g., prompt making audiotapes of consultations) | x | x |