## 3 Results  
The participants who shared their OHL Self-AsseT experiences were predominantly female, with ages ranging from 20-65; most were in their forties. Both their professional backgrounds and their positions in their organization were diverse. At the time of the interview, all had worked for several years in their respective primary care settings (9 in HSCs, 10 in GPPs) and were actively involved in the implementation of the OHL Self-AsseT by supporting the project, or conducting assessments and planning improvement measures. Their stories describing their implementation work--laying the foundations of OHL construction in their practice fields--are reported in a thematic map in relation to eight themes, which are structured along the four NPT dimensions (coherence, cognitive \begin{table}
\begin{tabular}{c c} \hline \hline
**Phase** & **Description** \\ \hline
1. Familiarizing yourself with the dataset & We transcribed the data verbatim and checked the transcripts against the tapes for accuracy. We familiarized ourselves with the data set by reading and rereading it, as well as by discussing and noting first analytic ideas and upcoming questions. (N.S., D.N., S.M.D.G) \\ \hline
2. Coding & We systematically coded the dataset, first identifying interesting, relevant or meaningful segments, then applying analytically meaningful descriptions (code labels). The initial set of code labels was discussed by N.S., D.N. until they reached a consensus. Later in the process, N.S. coded the data. Codes were checked by D.N.; and coding of challenging parts was discussed in the research group. We gave all data items equal attention. (N.S., D.N., S.M.D.G) \\ \hline
3. Generating themes & Across the dataset we identified themes, which describe a broader, shared meaning than could be conveyed using codes, by compiling clusters of codes that seemed to share core ideas, then collating all data relevant to each candidate theme in an active process. (N.S., D.N., S.M.D.G) \\ \hline
4. Developing and reviewing themes & We organized the candidate themes into thematic maps, then checked across the data set whether the themes highlighted the most relevant patterns (regarding the research question). For each preliminary map, we checked that each theme made sense in relation to the full dataset. To organize the inductively developed themes into a central organizing concept, we used the four NPT dimensions that describe the mechanism of implementation. Themes were checked both against each other and against the original data set until they were internally coherent, consistent, and distinctive. (NS, DN, S.M.D.G.) \\ \hline
5. Refining, defining, and & We ensured that each theme was clearly demarked and built around a strong core concept—in this case, the NPT mechanism. We gave each theme a concise and informative name. (D.N., N.S.) \\ \hline
6. Writing up & Addressing the research question, we wrote up the analysis in an organized story about the data and topic. We considered that the writing provides an appropriate balance between analytic narrative and illustrative extracts. (D.N., N.S., S.M.D.G., J.G., R.J., A.-S.B.) \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Description of data analysis along the six phases of reflexive thematic analysis [28]. participation, collective action, reflexive monitoring) (Figure 2). The following paragraphs present an overview of that thematic map, followed by an in-depth description of the themes, accounting for commonalities and differences in the participants' experiences. Overview of Thematic Map: OHL Self-AsseT Implementation Work Leading to the Construction of OHL in Primary Care Settings  
The thematic map shows the implementation work which that leads to the construction of OHL as it relates to the first five themes. It starts with two themes dealing with why health professionals participated in the project and were motivated to use the tool (Coherence): first, Promoting _HL is a responsibility of primary care_; and second, _OHL Self-AsseT fits with organizational developments_.