Skip to main content

Table 5 Normalisation Process Theory constructs, domains and coding examples

From: Increasing uptake of structured self-management education programmes for type 2 diabetes in a primary care setting: a feasibility study

Domain (Components)DescriptionExample
(differentiation, communal specification, individual specification, internalisation)
The sense-making work that people undertake individually and collectively‘One of the practices responded to a very specific question which was around me going and putting the display board up for World Diabetes Day. But when asked to review the Action Plan and things like that have not had any response, and I have followed things up two or three times’
(The Embedder).
Cognitive participation
(initiation, enrolment, legitimation, activation)
The relational work undertaken by people to build and sustain a community of practice around a new intervention‘No I didn’t use any [Embedding Package Resources] because the doctors don’t actually do the direct referral to [Structured Education] because it is an administrative task’
(GP, Practice 5).
Collective action(interactional workability, relational integration, skillset workability, contextual integration)The operational work that people undertake to enact a set of practices‘We sourced a lot of brochures and leaflets from the Diabetes websites and we made contact with a little bit of help from [The Embedder] with the local diabetes support group which has been fantastic they’re really, really, useful’
(Practice Nurse, Practice 5).
Reflexive monitoring
(systemisation, communal appraisal, individual appraisal, reconfiguration)
The appraisal work that people undertake to assess and understand the ways that a new set of practices affects them and others around them‘In one of the pharmacies that we visited, there was on particular gentleman that has, I don’t know a couple of Pharmacies in the local area, and was really enthusiastic about it, and was giving us feedback as well about people using the Pharmacy, and has given them feedback about [Structured Education] and it was positive’
(Educator, Provider 2).