Table 5 Individual components of TREAT format most difficult to sustain and adaptation strategies

Academic mentor present

• Reduced awareness of how to access academic (C)

• Expense having academic every session (O)

• Finding researcher with appropriate expertise (O)

• Academic’s knowledge intimidating (M)

• Less confident without an academic (C)

• Having another researcher in department to help (O)

• Increased accountability to attend (M)

• Clinicians supporting EBP skills

Facilitator guiding discussion

• Need expertise in statistics (C)

• Videoconference impacts discussion (O)

• Facilitation more difficult in absence of academic (C)

• Having clinician guiding discussion (O)

• Presenter does facilitation rather than separate role

Goal setting

• Topics less relevant after 6 months (M)

• Difficulty coming up with relevant or important topics, particularly new grads (C)

• Resistant to change and lack of ownership (M)

• Not having academic to assist (C)

• Choosing current topics rather than six months in advance (M)

• Using TREAT step by step resource (O)

• Support from line manager (M)

• Choose topics relevant to practice (M)

• Clinicians just choosing topics individually that are interesting to them

• Talk to clinicians in team with more confidence in JC for guidance

Educational handouts provided

• Time burden (O)

Minutes & formal follow up

• Perceived lack of benefit (M)

• Keep people accountable to following up items (M)

• Perception of useful record of discussion (M)

• Technology supports to do minutes online (O)

• Give brief updates on application of previous JCs at next JC

• Person presenting follows up action regardless of minutes