Table 5.

Aspects of theory used in studies

Primary author	Abad-Corpa, E[44]	Caley, L[38]	Cronin, M[45]	Daley, B[39]	Fagan, D[62]	Fairweather, C[61]	Felton, B[76]	Fonville, A[53]
Theory used	Participatory action research design from a qualitative methodological perspective, using Checkland’s ‘Soft Systems’ theoretical framework	Participatory action research design	Rootman et al., Freire et al.	Linking new to past experiences, probing deeply in past experiences	The research study was undertaken via a constructivist paradigm.	The study was guided by the methodology of constructivism. This approach to qualitative inquiry is based on the assumption that in order to gain an understanding of the social world we need to examine it from the perspective of those who arc the active participants in that world.	The case study described in this paper used a ‘constructivist’ methodology, that is, a research technique that utilizes key actors’ and close observers’ understandings and interpretations of the implementation (Guba and Lincoln, 1989).	Constructivist paradigm
Aspects of theory used	Social environment plays a critical role in the development of knowledge.	Social environment plays a critical role in the development of knowledge.	Social environment plays a critical role in the development of knowledge.	Learning is a result of the individual’s interaction with the environment	Cognitive dissonance as the stimulus for learning	Learning is a result of the individual’s interaction with the environment	Learning is a result of the individual’s interaction with the environment	Learning is a result of the individual’s interaction with the environment
KTA phase	Step 4: Select, tailor and implement intervention	Step 4: Select, tailor and implement intervention	Step 4: Select, tailor and implement intervention	Step 3: Assessing barriers and facilitators	Step 3: Assessing barriers and facilitators	Step 3: Assessing barriers and facilitators	Step 2: Adapting knowledge to local context	Step 1: Identify problem
Primary author	Lipman, T[59]	Smith, C[42]	Tilleczek, K[43]	Varpio, L[82]	Greenslade, 2010[63]	McWilliam, 2009[79]	Rogers, 2011[64]	Schluter, 2011[60]
Theory used	Constructivism approach	Learning Constructivism Theory	Contructivism approach - general	Constructivist grounded theory	Constructivist approach with in-depth interviews and comparative analysis to develop and systemically organize data into four major interrelated themes and a connecting essential thread.	Constructivism approach	A constructivist grounded theory approach was adopted for this study on the basis that it would allow for the use of sensitising concepts or guiding interests derived from the conflict literature, as well as an investigation of the features of conflict unique to the OR team.	Situated within a constructivist methodology that considered individual experiences, abilities, and knowledge in the construction of scope of practice
Aspects of theory used	Social environment plays a critical role in the development of knowledge.	Learning is a result of the individual’s interaction with the environment	Learning is a result of the individual’s interaction with the environment	Learning is a result of the individual’s interaction with the environment	Learning is a result of the individual’s interaction with the environment	Learning is a result of the individual’s interaction with the environment	Social environment plays a critical role in the development of knowledge.	Learning is a result of the individual’s interaction with the environment
KTA phase	Step 1: Identify problem	Step 4: Select, tailor and implement intervention	Step 4: Select, tailor and implement intervention	Step 3: Assessing barriers and facilitators	Step 3: Assessing barriers and facilitators	Step 1: Identify problem	Step 2: Adapting knowledge to local context	Step 3: Assessing barriers and facilitators
Primary author	Adler, R[46]	Carr, S[54]	Field, D[55]	Greenhalgh,T[65]	Higgs, J[56]	Holtslander, L[77]	Hoshmand, L[51]	Hunter, J[40]
Theory used	Theories and definitions of evidence based on Descartes, Locke's theory of ‘tabula rasa; Hume, von Uexkull - Merk-Mal theory; Ginzburg; Glaserfeld's understanding of constructivism in knowledge; clinical examples to illustrate models of organisms (Richter; Wolf and Wolff)	Highlights the potential value and contribution of hermeneutic phenomenology and constructivist approaches to exploring and knowing nursing as a means to addressing some of the practice learning challenges	learning is a mental process, in terms of the con-structivist view of learning or whether it owes more to enculturation into social processes as with the situated learning and legitimate peripheral participation approaches to learning	Although we believe the constructivist approach has general validity, it is particularly appropriate for the promotion of the knowledge and skills for knowledge translation.	In this paper, the critical question of knowledge as the underpinning of clinical practice is examined. The nature of knowledge is explored in this paper, with support being given to the constructivisit perspective	Constructivism	Constructivism (Berger and Luckmann, 1966; Bruffee, 1986; K. J. Gergen, 1985) calls for multiple paradigms of knowledge. The potential of multiple rationalities and methods of construction is recognized by the cognitive interpretation of science	Constructivist learning theory was an appropriate conceptual framework for the course as it acknowledges multiple, socially constructed truths, perspectives, and realities versus a single reality
Aspects of theory used	All 3 aspects	Learning is a result of the individual’s interaction with the environment	Social environment plays a critical role in the development of knowledge.	Learning is a result of the individual’s interaction with the environment	All 3 aspect	All 3 aspects	All 3 aspects	All 3 aspects
KTA phase	Knowledge creation: knowledge synthesis	Knowledge creation: knowledge inquiry	Knowledge creation: knowledge synthesis	Step 4: Select, tailor and implement intervention	Knowledge creation: knowledge inquiry	Knowledge creation: knowledge synthesis	Step 1: Identify problem	Step 4: Select, tailor and implement intervention
Primary author	Kinsella, E[57]	Labonte, R[48]	Lyddon, W[78]	McGuckin, C[58]	Miller, K[50]	Neimeyer, R[80]	Plack, M[49]	Rogal, S[41]
Theory used	The constructivist perspective is founded on the idea that humans actively construct their personal realities and create their own representational models of the world’	This article argues further that a ‘constructivist’ research paradigm not only has the potential to resolve some of the tensions between research and practice in health promotion but also is inclusive of knowledge generated by the conventional paradigm.	Constructivism approach in general	Constructivist learning is based on an eclectic mix of ideas derived primarily from cognitive neuroscience including information processing theory.	Constructivism emphasizes the socially constructed nature of reality; it shifts attention away from the search for universal truths and toward an exploration of what is considered real within particular social contexts.	In sharp contrast to this worldview, social constructivism endorses a form of postmodernism (Anderson, 1990) that turns nearly every aspect of this modern psychological program on its head. Gone is the faith in an objectively knowable universe, and with it the hope that elimination of human bias, adherence to canons of methodology, and reliance on a pure language of observation would yield a ‘true’ human science, mirroring psychological reality without distortion.	The constructivist emphasizes the personal meaning made by the inquirer and the inquired.	Constructivism relates to the philosophy that the meaning of new learning is constructed upon current knowledge
Aspects of theory used	Cognitive dissonance as the stimulus for learning	Cognitive dissonance as the stimulus for learning	Cognitive dissonance as the stimulus for learning	Social environment plays a critical role in the development of knowledge	Learning is a result of the individual’s interaction with the environment	All 3	All 3	Learning is a result of the individual’s interaction with the environment
KTA phase	Knowledge creation: knowledge synthesis	Knowledge creation: knowledge synthesis	Knowledge creation: knowledge tools/products	Step 3: Assessing barriers and facilitators	Knowledge creation: knowledge inquiry	Knowledge creation: knowledge inquiry	Knowledge creation: knowledge synthesis	Step 4: Select, tailor and implement intervention
Primary author	Rolloff, M[81]	Wilson, H[51]	Appleton, J.[47]
Theory used	Constructivism assumes that learners construct knowledge as part of a process of making sense of their experiences: ‘Learners, therefore, are not empty vessels waiting to be filled, but rather active organisms seeking meaning’ (Driscoll, 2005, p. 387).	The underlying science here is located in a constructivist philosophy while other descriptive terms would be phenomenological, interpretivist or subjectivist	Philosophical underpinnings of constructivism, post-positivism, critical realism (in terms of realistic evaluation) and participatory inquiry
Aspects of theory used	Learning is a result of the individual’s interaction with the environment	Social environment plays a critical role in the development of knowledge.	All 3
KTA phase	Knowledge creation: knowledge synthesis	Step 3: Assessing barriers and facilitators	Knowledge creation: knowledge inquiry