We used a narrative review approach (Educational Research Review), which is appropriate for summarizing different primary studies and drawing conclusions and interpretation about “what we know,” informed by reviewers’ experiences and existing theories (McPheeters et al. 2006 ; Kirkevoid 1997 (link)). Narrative reviews yield qualitative results, with strengths in capturing diversities and pluralities of understanding (Jones 1997 ). According to McPheeters et al. (2006 ), narrative reviews are best conducted by a team. Members of the working group read and reviewed conceptual and theoretical pieces as well as published reports of implementation research. As a team, we convened recurring meetings to discuss the similarities and dissimilarities. We audio-taped and transcribed meeting discussions, and a designated individual took thorough notes. Transcriptions and notes were posted on a shared computer file for member review, revision, and correction.
Group processes included iterative discussion, checking additional literature for clarification, and subsequent discussion. The aim was to collect and portray, from extant literature, the similarities and differences across investigators’ use of various implementation outcomes and definitions for those outcomes. Discussions often led us to preserve distinctions between terms by maintaining in our “nominated” taxonomy two different implementation outcomes because the literature or our own research revealed possible conceptual distinctions. We assembled the identified constructs in the proposed heuristic taxonomy to portray the current state of vocabulary and conceptualization of terms used to assess implementation outcomes.