Table 4 Characteristics of reported educational strategies
From: Use and effects of implementation strategies for practice guidelines in nursing: a systematic review
Author | Mode of delivery for educational strategy | Duration | Frequency |
|---|---|---|---|
Ammerman 2003 | Training session | 2 h per session | Once |
Cheater 2006 | Lectures and discussions, video presentations, observed role play, individual and peer feedback + Written material provided and self-study | ½ day | Twice |
Daniels 2005 | Interactive case study discussions; hands on exercises in small teams in the development of action plans for patient self-monitoring and self-management + Small groups also discussed effective ways to communicate specific messages to different audiences | NR | NR |
Day 1991 | Teaching program with didactic and interactive approaches + Practical beside demonstrations | 2 h | Once |
Donati 2020 | Interactive training + Observational data collected and discussed | 3 h + 30 min | Once + every 3 months |
Elliott 1997 | Educational session with lectures, small group discussions, case studies and practicums | Full day | Twice |
Evans 1997 | Teaching sessions + Monthly visits to clinics by a full-time nurse educator | 3 h | Once |
Fairrall 2005, 2010 | Educational outreach sessions | 1–3 h | 2–6 sessions |
Feldman 2004 | Interactive practitioner training utilized experience facilitators, as well as role-playing and audiotaping | NR | NR |
Friese 2019 | E-learning modules and quiz + Email reminders reinforcing content + Tailored videos based on baseline surveys | NR | Quarterly |
Haegdorens 2018, 2019 | Interactive training session led by experienced practicing nurses | 4 h | Once |
Harrison, 2000 | Training program with participation of one senior primary healthcare nurse from each intervention clinic. The workshop provided detailed information about guidelines. Participants used a problem-solving exercise to define objectives to improve quality of STD management in their clinics, which they then carried out. + Follow-up sessions were held in each clinic, addressing the topics of physical examination and history taking, counseling and attitudes, and feedback of STD surveillance results + A member of the district STD team made monthly follow-up visits to each clinic to provide regular contact, and answer questions about the syndrome packets or other aspects of the training. | Full-day NR NR | Twice 3 Monthly |
Hodl 2019 | Instructional meeting + Recommendations and supplementary documents (both hardcopy and PDF formats) | 1 h | Once |
Hodnett 1996 | Workshop including lectures, panel discussions, role playing, small group discussions and audio-visual exhibits | NR | NR |
Jansson 2014 | Human patient simulation (HPS) education with scenario + Verbal feedback + Structured debriefing | 20 min with 10-min scenario 60-min structured debriefing | Once |
Jansson 2016a, 2016b | Human patient simulation (HPS) education with scenario + verbal feedback + structured debriefing | 20 min with 10-min scenario 60-min structured debriefing | Once |
Kalinowksi 2015 | Education program (seminar with oral presentations, exercises and discussions) + Printed short summary of the clinical practice guideline | 6 h | once |
Kaner 2003 | During outreach visit to the practice, nurses received the screening and brief alcohol intervention (SBI) program plus training on how to use the program. Two weekly telephone calls which provided support and advice about SBI. | Mean duration: 34 min | Once |
Kopke 2012 | Structured education program for all nursing staff + External structured intensive training workshop for nominated key nurses from different nursing homes + Printed supportive material (guideline’s 16-page short version, flyer for relatives, posters) | Intensive training workshop 1 day | Once |
Lazono 2004 | Workshops + Central support by an educational coordinator + An ongoing network for peer leaders via national and local teleconferences + Each leader received a tool kit containing the guidelines, key targets for behavior change, supporting reference articles, laminated pocket cards summarizing the approach to diagnosis and treatment, and academic detailing sheets on prescribing, trigger control and specialty referral + A tool kit of patient educational materials was also provided to each practice + The educational coordinator attempted to contact each leader every 1 to 2 months to provide ideas, materials and support; identify and resolve barriers to change; and encourage less active leaders. | NR | Two workshops |
Mayou 2002 | Trained and supervised by the researchers + Treatment was specified in a handbook | NR | NR |
McDonald 2005 | Information package via email with guideline details + Outreach by a Clinical Nurse Specialist who served as an “expert peer.” Standard email message from CNS one week after the first email and reminded the nurse that the CNS was available for consultation | NR | NR |
Moon 2015 | Training sessions and educational material | 30 min | 2 sessions |
Murtaugh 2005 | Information package via email with guideline details + Outreach by a Clinical Nurse Specialist who served as an “expert peer”. Standard email message from CNS one week after the first email asking about the status of the eligible patient, whether the HF self-care guide was useful, and whether there was a patient issue the nurse would like to discuss with the CNS. | NR | NR |
Naylor 2004 | Orientation and training program on guideline content | 2 months | Once |
Noome 2016 | Educational meetings for the implementation leaders (two nurses in each ICU were chosen as the implementation leaders) | 1 day | Twice over 9 months |
Pagaiya 2005 | Workshop with lectures, group discussions, role play and presentations + Educational outreach visit by nurse practitioners | 3 days | Once |
Parker 1995 | Educational program of lecture format followed by a question-and-answer period | 20-min sessions | 7 sessions conducted 2 weeks apart |
Premaratne 199 | Nurse specialists provided teaching sessions on core elements of asthma care to all practice nurses + Outreach visits by the nurse specialists to help the practice nurse organize the clinic in keeping with their teaching, and assist them in improving the management of their patients. | NR | 6 sessions |
Rood 2005 | Computer-based version of guideline – received guideline information via the clinical information system + Paper based-version of guideline, 4-page flow chart that directs nurse to relevant guideline advise | NR | NR |
Rejuiter 2018 | Computer based e-learning program + Tailored advice | 6 months | NR |
Snelgrove-Clarke 2015 | Educational meetings + Personalized feedback by individualized coaching | 2 h NR | Monthly Monthly |
Titler 2009; Brooks 2008 | Continuing Education program for senior administrative leaders+ Train the trainer program: education of nurse opinion leaders and change champions + Education of nursing and medical staff via a web-based course + Advanced practice nurse outreach every 3 weeks as consultant to nurses and physicians + Teleconferences to discuss issues, strategies for overcoming perceived barriers, progress made in education of staff, and revision of policies and documentation forms | 60 min 3 days NR NR NR | Once Once NR NR Monthly |
Tjia 2015 | Mailed toolkit | n/a | Once |
Vallerand 2004 | Lecture and discussions + Packet of information + Role-playing and assertiveness training + Principal investigator (an expert consultant) was available by pager to provide support to nurses | 4 h | Once |
van Gaal 2011a, 2011b | Educational meeting + Case discussions on every ward + Educational materials via CD ROMs | 1.5 h 30 min | Once Twice |
von Lengerke 2017 | Tailored educational training for nurses + feedback discussions (from clinical managers and head nurses) | NR | NR |
Weiss 2019 | Mandatory training | NR | NR |
Wright 1997 | Computer assisted intervention that presented several patient scenarios | NR | NR |
Zhu 2018 | Training program study to enhance the nurses’ decision-making | 36 h | NR |