Background
Methods
Search strategy
Inclusion and exclusion criteria
Screening and selection of studies
Electronic database
Grey literature and key informant consultation
Quality assessment
Data extraction
Data analysis
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Theories include constructs or variables and predict the relationship between variables;
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Models are descriptive, simplification of a phenomenon and could include steps or phases; and
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Frameworks include concepts, constructs or categories and identify the relationship between variables, but do not predict this relationship.
Results
Summary of quality assessment
Overview of studies selected
References | Country | Study method/design | Purpose | Underlying theory; explicit or implied | Underlying model; explicit or implied | Underlying frameworks; explicit or implied | Capacity building approach |
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Aluttis et al. [31] | Europe | Literature review Focus group | Review of currently existing frameworks, to highlight commonalities, and to propose a public health countrylevel framework which integrates all reoccurring dimensions into one framework | None | None | Capacity Mapping Framework- explicit | Concept mapping |
Ballie et al. [32] | Not stated | Literature review | Describe a conceptual framework to assist in the application of capacity-building principles to public health nutrition practice | None | Ecological model- implied | None | Capacity building |
Bagley and Lin [33] | Australia | Interviews Workshop | Develop and pilot test a rapid assessment tool to improve local public health system capacity | Diffusion of Innovations- implied | Ecological model- implied | None | Capacity mapping |
Bamberg et al. [24] | Australia | Interviews Informal conversations Interviews | Present a project that utilized Donald’s Ely’s model to build research and evaluation capacity in a community health centre | Diffusion of Innovations-explicit | Ely’s Change Model-explicit | None | Capacity building |
Cohen et al. [34] | Canada | Literature review Interviews Meeting | Present a Conceptual Framework of Organizational Capacity for Public Health Equity Action grounded in the experience of Canadian public health equity champions, that can be used as a tool to guide research, dialogue, reflection and action on public health capacity development to achieve health equity goals | None | Ecological model- implied | None | Capacity building |
Hu, Rao and Sun [26] | United States | Commentary | Provide a scientific guide for most countries in the world to build a complete public health emergency management system | None | Capacity Assessment Theory- explicit Prevention, Preparation, Response, Recovery Model- explicit | None | Capacity assessment |
Katz and Wadersman [25] | Not stated | Literature review | Focus on evidence based for technical assistance using three frames: tasks, relationships, and connections to the life cycle stage of an innovation (e.g., programs, policies, or practices that are new to a setting) | None | Interactive Systems Framework for Dissemination and Implementation - explicit Getting to outcomes- explicit | None | Technical assistance |
Khenti et al. [35] | Canada | Literature review Focus group | Present a framework for global mental health capacity building that could potentially serve as a promising or best practice in the field | None | Developmental Evaluation Model- explicit | None | Capacity building |
Leeman et al. [11] | Not stated | Literature review Interview Member checking | Conduct a scoping review to advance theory to guide the design of capacity building strategies, with a specific focus on strategies to adopt and implement community-based prevention evidence-based interventions | None | Interactive Systems Framework for Dissemination and Implementation - explicit | None | Capacity building |
Meeker et al. [36] | Not stated | Literature review Interviews | Develop a technical competency framework for emergency nutrition preparedness, response, and recovery within the humanitarian system | None | Ecological model- implied | Bloom’s Taxonomy of Learning- explicit | Capacity building |
Millery [37] | United States | Case study | Describe a capacity building program that extends the traditional mission of HIV/AIDs professional training programs | Diffusion of Innovations- implied | Community Leadership Development Model- explicit | None | Capacity building |
Murphy et al. [27] | Canada | Literature review Pre-post survey | Design programs and interventions that capitalize on the knowledge, skills, and accessibility of pharmacists for improving mental health outcomes in communities | Behaviour Change Theoryexplicit | The Consolidated Framework for Implementation Research-explicit | Promoting Action on Research Implementation in Health Systemexplicit COM-B (C-capability, O-opportunity, M-motivation, and B- behaviour) Assessmentexplicit | Capacity building |
Norman et al. [38] | Canada | Commentary | Describe a model that leverages and reconfigures social networks in a manner designed to support innovation within health systems | Social Learning Theories- implied Transformatio nal Learning Theory- implied Diffusion of Innovations- implied | Social Network Theory- implied | Complex Network Electronic Knowledge Translation Research Model- implied | Linking knowledge to action |
Olley [39] | United Kingdom | Case study | Develop and implement a continuing education strategy within an infection prevention and control service | None | Lewin’s Freeze-Thaw Modelexplicit Seven S Modelexplicit Strengths, Weakness, Opportunities and Threats (SWOT) Analysis Model- explicit Political, economic, social and technological (PEST) Analysis Frameworkexplicit Feasibility Model- explicit | Action Learning Framework- explicit | Continuing education |
Preskill and Boyle [40] | United States | Commentary | Offer a multidisciplinary model of evaluation capacity building | Diffusion of Innovationsimplied | Ecological model- implied | Bloom’s Taxonomy of Learning- implied | Technical assistance |
Risley and Cooper [41] | United States | Case study | Describe the theory and methodology behind a program that incorporates individual and group coaching as a career and leadership development tool in both academic and applied public | Transformational Learning Theory- implied | Adult Learning Theoriesimplied Appreciative inquiry- explicit | None | Professional coaching |
Robinson et al. [28] | Canada | Case study | Examine the utility of a linking system approach to support capacity building and dissemination of heart health promotion | Diffusion of Innovations- explicit | None | Linking Systems Approach- explicit | Linking knowledge to action |
Rutten, Gelius and Abu-Omar [28] | Europe | Case study | Outline a theoretical framework for an interactive, research-driven approach to building policy capacities in health promotion | None | None | Analysis of Determinants of Policy Impact (ADEPT) Model- explicit | Linking knowledge to action |
Stark et al. [30] | United States | Quasiexperimental | Assess the impact of an online continuing education course on knowledge, skills, and selfefficacy of nutrition professionals to use an ecological approach to prevent childhood obesity | None | Ecological model- explicit | None | Online continuing education |