Table 3 ICAMO configurations
Intervention | Context | Actors | Mechanisms | Outcomes |
|---|---|---|---|---|
At the PHA level | ||||
 1. Adequate training of PHA staff | Supportive leadership (good work climate and promotion of positive values) Availability of adequate resources | PHA staff | Self-efficacy – motivation | Improved competencies of PHA staff |
 2. Regular meetings for technical support visits | Supportive leadership Safe conversational space Less hierarchical management culture | PHA staff | Psychological safety Reflexivity | Improved competencies through individual and collective learning |
At the interface between PHA staff and DHMT members | ||||
 3. Needs-driven or personalised support | Enabling learning environment (judgement-free, fault-accepting, non-threatening and less hierarchical) Optimal integration of vertical programmes | DHMT members | Positive perceived support’s relevance | Improved competences through active participation |
 4. Problem-solving – centred support | Enabling learning environment (judgement-free, fault-accepting, non-threatening and less hierarchical) Competent PHA staff (good management, facilitation and relational skills) | DHMT members | Positive perceived credibility of PHA staff Trust in PHA staff | Improved competences through active participation |
 5. Reflection – stimulating support | Enabling learning environment (judgement-free, fault-accepting, non-threatening and less hierarchical) Competent PHA staff (good management, facilitation and relational skills) | DHMT members | Psychological safety Reflexivity | Improved competences through individual and collective learning |
At the district level | ||||
 6. Good management practices at district level | Supportive leadership, optimal decision space, supportive work conditions, availability of resources and absence of negative political influences | DHMT members | Self-efficacy—perceived autonomy | Improved performance of health districts |