Domains from the theoretical domains framework with examples of corresponding survey items
| Domain (definition*) | Example belief statements from the survey |
| Knowledge (An awareness of the existence of something) | ‘The guidelines and recommendations around DRS for people with diabetes in the UK are clear’ |
| Skills (An ability or proficiency acquired through practice) | ‘There is sufficient training available about DRS for professionals working within the DESP’ |
| Beliefs about capabilities (Acceptance of the truth, reality or validity about an ability, talent or facility that a person can put to constructive use) | ‘It is easy to discuss DRS with young adults’ |
| Beliefs about consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | ‘Improving attendance in young adults will help reduce vision loss’ |
| Optimism (The confidence that things will happen for the best or that desired goals will be attained) | ‘There is more we can do to try and increase attendance in young adults’ |
| Intentions (A conscious decision to perform a behavior or a resolve to act in a certain way) | ‘My screening service has plans in place to try and encourage attendance among young adults’ |
| Goals (Mental representations of outcomes or end states that an individual wants to achieve) | ‘There are more pressing priorities for the DESP than increasing attendance in young adults’ |
| Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | ‘I am encouraged to try to increase attendance in young adults’ |
| Memory, attention, decision-making (The ability to retain information, focus selectively on aspects of the environment and choose between two or more alternatives) | ‘The DESP has strategies in place to try and remind young adults to attend’ |
| Emotions (A complex reaction pattern, involving experiential, behavioral, and physiological elements, by which the individual attempts to deal with a personally significant matter or event) | ‘I worry about screening attendance in young adults’ |
| Social professional role/identity (A coherent set of behaviors and displayed personal qualities of an individual in a social or work setting) | ‘DESP staff should play more of a role in discussing screening results with patients’ |
| Environmental context and resources (Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence and adaptive behavior) | ‘The DESP is well integrated with specialist diabetes services in hospitals’ |
| Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | ‘Communication across healthcare providers involved in diabetes care is poor’ |
| Behavioral regulation (Anything aimed at managing or changing objectively observed or measured actions) | ‘I receive feedback on my practice around DRS’ |
*TDF domain definitions from Atkins et al.15
DESP, Diabetic Eye Screening Programme; DRS, diabetic retinopathy screening; TDF, Theoretical Domains Framework.