Table 2.
List of HIV prevention qualitative and multi-methods articles identified
| Year | Location(s) | Name of multi-level theory/framework | How multi-level theory/framework | |
|---|---|---|---|---|
| HIV prevention (Qualitive n = 21) | ||||
| Bird | 2017 | USA | • Theory of emerging adulthood | Data used to create the Emergent Conceptual Model, named theories provide rationale and used in the interpretation of the new model |
| • Developmental approaches to family life-cycle | ||||
| • Family system theory | ||||
| • Structural family therapy | ||||
| • Emergent conceptual model developed by the research team | ||||
| Burch | 2018 | Malaysia | • Modified social-ecological model based on Mustanaski et al. (2011) | Guided study |
| Casale | 2011 | South Africa | • Critical social science approach | To develop an interview guide for focus group discussions and data analysis |
| • Conceptual framework developed by the research team | ||||
| Conn | 2013 | Uganda | • Framework of gender empowerment and positive sexuality | Framed the narrative analysis; applied to HIV prevention paradigms |
| Darlington | 2012 | Jamaica | • Socio-ecological model | Guided focus group discussions; organized themes that emerged from the data |
| Dyson | 2018 | USA | • Socio-ecological model | Informed data analysis |
| Enah | 2014 | USA | • Model of adolescent sexual risk behaviors | Informed semi-structured interviews and data analysis |
| • Elaboration likelihood model | ||||
| Harper | 2014 | Kenya | • Bronfenbrenner’s bioecological systems theory | Informed development of focus group guide and analysis |
| Hudson | 2012 | USA | • Comprehensive health seeking and coping paradigm | Guided data interpretation |
| Hutchinson | 2012 | Jamaica | • Theory of planned behavior | Informed semi-structure interview guides |
| • Parental expansion of theory of planned behavior | ||||
| Katz | 2013 | Uganda | • Explanatory framework of adolescent sexual decision-making | Data used to create the Explanatory Framework |
| Khan | 2018 | India | • Structural violence | Informed interpretation of data |
| • Moral pragmatics | ||||
| • Foucault state power and discourse | ||||
| Kubicek | 2015 | USA | • Resource theory | Informed framing of research question |
| Logie | 2018 | Jamaica | • Syndemics theoretical framework | Guided the study and data analysis |
| Lyons | 2013 | USA | • Syndemic theory | Informed research questions |
| Newman | 2013 | Thailand | • Socio-ecological models based on Bronfenbrenner’s ecological systems theory | Informed semi-structured interview guide; guided conceptual map and presentation of results |
| Nwokocha | 2015 | Nigeria | • Conceptual framework based on structural functionalism, rational choice, and differential association theories | Guided the study |
| Rahangdale | 2010 | India | • Modified Steward’s framework on stigma | Informed data analysis and interpretation of results |
| Richardson | 2013 | USA | • Anderson’s code of the street | Informed focus group discussion guide and analysis |
| Stevens | 2013 | USA | • Integrative model of behavior change | Used to develop the focus group script and Informed analysis |
| • Ecological systems theory | ||||
| Underwood | 2011 | Botswana, Malawi, and Mozambique | • Stokol’s social ecological perspective | Informed the analysis |
| • Social ecology | ||||
| HIV prevention (Multi-methods—quantitative and qualitative n = 2) | ||||
| Arrington-Sanders | 2016 | USA | • Bronfenbrenner’s ecological systems theory | Informed analysis |
| Cordova | 2019 | USA | • Empowerment theory | Informed intervention |
| • Ecodevelopmental theory | ||||