EBI title | Author(s), year/country of study origin | Implementation clusters (1–9) | ERIC taxonomy discrete strategies (1–73) | Implementation outcomes |
---|---|---|---|---|
eHealth: electronic health interventions (eHealth) are uniquely delivered through various digital/technological mediums (e.g., computer, Internet, with or without human interaction) and can provide education, counseling, and supportive elements of other types of interventions Example: iSupport provides education and support for caregivers on a digital platform, equipped with an integrated caregiver network, accessible in remote areas | ||||
Caring for carers of people with dementia study | Banbury et al. (2019)/Australia [40] | 1—Use evaluative and iterative strategies | 4 | Acceptability Appropriateness Penetration Sustainability |
2—Provide interactive assistance | 33, 8 | |||
3—Use evaluative and iterative strategies | 51, 63 | |||
iSupport | Baruah et al. (2020)/India [41] | No implementation strategies identified | n/a | Acceptability Appropriateness Penetration |
Teles et al. (2020)/Portugal [42] | 3—Adapt and tailor to context | 51 | Appropriateness Penetration | |
5—Train and educate stakeholders | 19, 29, 31 | |||
Xiao et al. (2020)/Australia [43] | 3—Adapt and tailor to context | 51, 63 | Acceptability Appropriateness | |
5—Train and educate stakeholders | 29 | |||
Partner in Balance | Boots et al. (2017)/the Netherlands [44] | 1—Use evaluative and iterative strategies | 5 | Acceptability Appropriateness Feasibility Penetration Sustainability |
2—Provide interactive assistance | 33 | |||
3—Adapt and tailor to context | 51 | |||
4—Develop stakeholder interrelationships | 6, 52 | |||
5—Train and educate stakeholders | 71, 43, 16, 55, 19, 31 | |||
6—Support clinicians | 59 | |||
7—Engage consumers | 69 | |||
9—Change infrastructure | 12 | |||
InLife | Dam et al. (2019)/the Netherlands [45] | 1—Use evaluative and iterative strategies | 46 | Acceptability Adoption Appropriateness Penetration Sustainability |
2—Provide interactive assistance | 8 | |||
3—Adapt and tailor to context | 63 | |||
5—Train and educate stakeholders | 31 | |||
7—Engage consumers | 69 | |||
9—Change infrastructure | 12 | |||
eMR-ABC | Frame et al. (2013)/USA [46] | 1—Use evaluative and iterative strategies | 26 | Adoption Appropriateness Sustainability |
3—Adapt and tailor to context | 51 | |||
5—Train and educate stakeholders | 71 | |||
6—Support clinicians | 32 | |||
9—Change infrastructure | 12 | |||
Alzheimer’s Caregiver Support Online (AlzOnline) | Glueckauf and Loomis (2003)/USA [47] | 1—Use evaluative and iterative strategies | 5, 46, 4, 18 | Appropriateness Penetration Sustainability |
2—Provide interactive assistance | 33 | |||
3—Adapt and tailor to context | 51, 63 | |||
4—Develop stakeholder interrelationships | 6, 38 | |||
5—Train and educate stakeholders | 29, 43, 31 | |||
9—Change infrastructure | 11 | |||
iGeriCare (clinician’s perspective) | Levinson et al. (2020)/Canada [48] | 1—Use evaluative and iterative strategies | 4 | Acceptability Adoption Appropriateness Penetration Sustainability |
4—Develop stakeholder interrelationships | 38 | |||
5—Train and educate stakeholders | 19, 31, 43, 29 | |||
Tele.TanDem | Meichsner et al. (2018)/Germany [49] | 2—Provide interactive assistance | 33 | Acceptability Feasibility |
3—Adapt and tailor to context | 51 | |||
5—Train and educate stakeholders | 29, 31, 55 | |||
9—Change infrastructure | 13 | |||
RAM (remote activity monitoring) | Mitchell et al. (2017) published in 2020/USA [50] | 2—Provide interactive assistance | 33, 54 | Acceptability Appropriateness Penetration Sustainability |
3—Adapt and tailor to context | 51 | |||
9—Change infrastructure | 11, 12 | |||
Cuidate Cuidador | Pagan-Ortiz et al. (2014)/USA [51] | 1—Use evaluative and iterative strategies | 18, 4 | Acceptability Appropriateness Penetration |
2—Provide interactive assistance | 8 | |||
3—Adapt and tailor to context | 51, 63, 67 | |||
4—Develop stakeholder interrelationships | 52 | |||
5—Train and educate stakeholders | 29, 43, 31 | |||
7—Engage consumers | 69 | |||
Mastery over dementia (MoD) | Pot et al. (2015)/the Netherlands [52] | 1—Use evaluative and iterative strategies | 5 | Acceptability Appropriateness Penetration |
2—Provide interactive assistance | 33 | |||
5—Train and educate stakeholders | 29, 43, 31, 55, 19 | |||
6—Support clinicians | 59 | |||
7—Engage consumers | 39 | |||
9—Change infrastructure | 12, 13 | |||
Partner in Sight (PsyMate) | van Knippenberg et al. (2017)/the Netherlands [53] | 3—Adapt and tailor to context | 51, 63 | Acceptability Appropriateness Penetration |
5—Train and educate stakeholders | 19, 71, 43 | |||
7—Engage consumers | 50 | |||
9—Train and educate stakeholders | 11, 12 | |||
FamTechCare | Williams et al. (2020)/USA [54] | 1—Use evaluative and iterative strategies | 26 | Acceptability Appropriateness Adoption Feasibility |
2—Provide interactive assistance | 8, 33 | |||
5—Train and educate stakeholders | 31, 43 | |||
6—Support clinicians | 21, 59 | |||
9—Change infrastructure | 11 | |||
Respite care: respite care provides caregivers with temporary relief through day care services Example: Adult day service (ADS) provides a safe environment for people with dementia and provides support resources for caregivers | ||||
Adult day care—On Lok project/Program of All-Inclusive Care for the Elderly (PACE) | Beisecker et al. (1996)/USA [55] | No implementation strategies identified | N/a | Acceptability Penetration |
Caring for the caregiver | Brandao et al. (2016)/Portugal [56] | No implementation strategies identified | n/a | Acceptability Penetration |
Adult day service (ADS) | Gaugler (2014)/USA [57] | 6—Support clinicians | 59 | Acceptability Appropriateness |
7—Engage consumers | 39, 50 | |||
9—Change infrastructure | 13 | |||
Adult day service Plus (ADS Plus) | Gitlin et al. (2019)/USA [58] | 1—Use evaluative and iterative strategies | 4, 5, 18, 23, 26, 56 | Fidelity Implementation cost |
2—Provide interactive assistance | 33 | |||
3—Adapt and tailor to context | 63 | |||
4—Develop stakeholder interrelationships | 35, 57 | |||
5—Train and educate stakeholders | 71, 15, 19, 43, 29, 31 | |||
6—Support clinicians | 59 | |||
8—Utilize financial strategies | 2 | |||
Adult day care (respite programming) | Roberts and Struckmeyer (2017)/USA [59] | No implementation strategies identified | N/a | Acceptability Appropriateness Implementation cost Sustainability |
Psychoeducation: psychoeducation interventions primarily provide education for caregivers regarding the physiological stages of dementia, care planning, behavior management, and self-care (e.g., managing anxiety and depression) Example: START (StrAtegies for RelaTives) consists of 8-week, dementia, individual psychological intervention designed for carers of people with dementia consisting of education about dementia, strategies to identify/manage behavior challenges, and planning for future needs | ||||
The booklet, Information for Families and Friends of People with Severe and End-Stage Dementia | Chang et al. (2010)/Australia [60] | 1—Use evaluative and iterative strategies | 4 | Acceptability Appropriateness Penetration |
4—Develop stakeholder interrelationships | 36, 52 | |||
5—Train and educate stakeholders | 29 | |||
START (StrAtegies for RelaTives) | Foley et al. (2020)/UK [61] | 3—Adapt and tailor to context | 63, 51 | Acceptability Appropriateness Feasibility |
4—Develop stakeholder interrelationships | 35 | |||
5—Train and educate stakeholders | 19, 43 | |||
8—Utilize financial strategies | 1 | |||
9—Change infrastructure | 13 | |||
Sommerlad et al. (2014)/UK [62] | 5—Train and educate stakeholders | 43, 31 | Acceptability Appropriateness Sustainability | |
9—Change infrastructure | 13 | |||
Tele-Savvy for Dementia Caregivers/The Savvy Caregiver Program | Griffiths et al. (2015)/USA [63] | 1—Use evaluative and iterative strategies | 4, 46 | Acceptability Appropriateness Fidelity Penetration Sustainability |
2—Provide interactive assistance | 33 | |||
5—Train and educate stakeholders | 19, 31, 43, 29 | |||
7—Engage consumers | 50 | |||
9—Change infrastructure | 11 | |||
Kovaleva et al. (2019)/USA [64] | 3—Adapt and tailor to context | 63 | Acceptability Appropriateness Penetration Sustainability | |
5—Train and educate stakeholders | 19, 55, 29, 43, 31 | |||
ANSWERS | Judge et al. (2010)/USA [65] | 1—Use evaluative and iterative strategies | 26, 27, 5, 56 | Acceptability Appropriateness Fidelity |
3—Adapt and tailor to context | 51 | |||
4—Develop stakeholder interrelationships | 57 | |||
5—Train and educate stakeholders | 19, 31, 71 | |||
9—Change infrastructure | 13 | |||
REACH II | Lykens et al. (2014)/USA [66] | 1—Use evaluative and iterative strategies | 4, 26, 27 | Acceptability Appropriateness Penetration Sustainability |
2—Provide interactive assistance | 54, 8 | |||
3—Adapt and tailor to context | 51 | |||
4—Develop stakeholder interrelationships | 52, 47, 6 | |||
5—Train and educate stakeholders | 73, 71, 43, 31 | |||
6—Support clinicians | 21, 59 | |||
9—Change infrastructure | 12 | |||
REACH into Indian country | Martindale-Adam et al. (2017)/USA [67] | 1—Use evaluative and iterative strategies | 61, 56, 26 | Acceptability Appropriateness Adoption Implementation cost Penetration Sustainability |
2—Provide interactive assistance | 33 | |||
3—Adapt and tailor to context | 51, 63 | |||
4—Develop stakeholder interrelationships | 72, 6, 40, 35 | |||
5—Train and educate stakeholders | 71, 29, 31, 15 | |||
6—Support clinicians | 30 | |||
7—Engage consumers | 37, 69 | |||
8—Utilize financial strategies | 34, 2, 70, 42 | |||
9—Change infrastructure | 44, 13, 22, 62 | |||
Star-C | McCurry et al. (2017)/USA [68] | 1—Use evaluative and iterative strategies | 5, 56, 14 | Acceptability Appropriateness Adoption Feasibility Fidelity Penetration Sustainability |
2—Provide interactive assistance | 33 | |||
3—Adapt and tailor to context | 63 | |||
4—Develop stakeholder interrelationships | 35, 7, 40, 52 | |||
5—Train and educate stakeholders | 19, 29, 31, 43, 71 | |||
8—Utilize financial strategies | 34 | |||
7—Engage consumers | 69 | |||
Medway Carers Course | Milne et al. (2014)/UK [69] | 2—Provide interactive assistance | 33 | Acceptability Appropriateness Sustainability |
4—Develop stakeholder interrelationships | 6 | |||
5—Train and educate stakeholders | 29, 19, 31, 43 | |||
6—Support clinicians | 59, 21 | |||
CARES Dementia Basics Program | Pleasant et al. (2016)/USA [70] | 4—Develop stakeholder interrelationships | 52 | Acceptability Appropriateness Penetration |
5—Train and educate stakeholders | 43, 31 | |||
7—Engage consumers | 50 | |||
9—Change infrastructure | 13, 22 | |||
Taking Care of YOU: Self-Care for Family Caregivers Toolkit | Smith and Graves (2020)/USA [71] | 1—Use evaluative and iterative strategies | 4 | Acceptability Appropriateness Penetration |
2—Provide interactive assistance | 33 | |||
4—Develop stakeholder interrelationships | 64 | |||
5—Train and educate stakeholders | 19, 29 | |||
Exercise: exercise interventions primarily consist of physical activities aimed to enhance the participants physical capacity Example: TACIT trial provided Tai Chi exercises to participants under the supervision of a professional trainer who provides safe guidance | ||||
Tai Chi for people with dementia (TACIT trial) | Barrado-Martin et al. (2019)/UK [72] | 1—Use evaluative and iterative strategies | 4, 56 | Acceptability Appropriateness Penetration |
2—Provide interactive assistance | 33 | |||
3—Adapt and tailor to context | 63, 51 | |||
4—Develop stakeholder interrelationships | 57 | |||
5—Train and educate stakeholders | 31, 16, 29, 19 | |||
9—Change infrastructure | 12 | |||
Barrado-Martin et al. (2020)/UK [73] | 2—Provide interactive assistance | 33 | Acceptability Appropriateness Penetration | |
4—Develop stakeholder interrelationships | 57 | |||
5—Train and educate stakeholders | 55, 31, 43 | |||
9—Change infrastructure | 11, 12 | |||
Reducing Disability in Alzheimer Disease (RDAD) program | Prick et al. (2014)/the Netherlands [74] | 1—Use evaluative and iterative strategies | 56 | Acceptability Appropriateness Feasibility Penetration Sustainability |
3—Adapt and tailor to context | 63, 51 | |||
4—Develop stakeholder interrelationships | 52 | |||
5—Train and educate stakeholders | 19, 31 | |||
6—Support clinicians | 30 | |||
7—Engage consumers | 69 | |||
8—Utilize financial strategies | 49 | |||
9—Change infrastructure | 13 | |||
Care coordination and case management: care coordination and case management interventions provide caregivers with care consultants who support with case management, care planning, referrals to resources, and continuity of care for people with dementia Example: Partners in Dementia Care is a care-coordination program integrating healthcare (Veteran Affairs Medical Centers) and community services (Alzheimer’s Association chapters) and supporting veterans with dementia and their caregivers | ||||
Cleveland Alzheimer’s managed care demonstration | Bass et al. (2003)/USA [75] | 1—Use evaluative and iterative strategies | 27, 4 | Acceptability Appropriateness Feasibility Penetration |
2—Provide interactive assistance | 33 | |||
3—Adapt and tailor to context | 63 | |||
4—Develop stakeholder interrelationships | 52 | |||
5—Train and educate stakeholders | 55, 71, 19, 15, 43 | |||
6—Support clinicians | 59, 21, 30 | |||
7—Engage consumers | 39 | |||
8—Utilize financial strategies | 49, 66, 34 | |||
Partners in Dementia Care | Bass et al. (2014)/USA [76] | 2—Provide interactive assistance | 8 | Acceptability Implementation cost Penetration Sustainability |
4—Develop stakeholder interrelationships | 52, 6, 36, 72, 24 | |||
5—Train and educate stakeholders | 73, 19, 71 | |||
6—Support clinicians | 59, 30, 21 | |||
7—Engage consumers | 50, 41 | |||
8—Utilize financial strategies | 66 | |||
9—Change infrastructure | 22, 12, 13 | |||
Aged Care Assessment Teams | Bruce and Patterson (2000)/Australia [77] | No implementation strategies identified | n/a | Acceptability Appropriateness Penetration Sustainability |
Community Outreach Education Program (COEP) | Connell and Kole (1999)/USA [78] | 1—Use evaluative and iterative strategies | 4, 56 | Acceptability Penetration Sustainability |
4—Develop stakeholder interrelationships | 47, 52, 17, 24, 64, 6, 38, 40, 48 | |||
5—Train and educate stakeholders | 29, 15 | |||
6—Support clinicians | 30, 59 | |||
7—Engage consumers | 37, 69 | |||
8—Utilize financial strategies | 1, 34 | |||
9—Change infrastructure | 13 | |||
Healthcare professional support | Laparidou et al. (2018)/UK [79] | 2—Provide interactive assistance | 33 | Acceptability Penetration |
4—Develop stakeholder interrelationships | 24, 52, 36, 64 | |||
6—Support clinicians | 59, 21 | |||
SUSTAIN program | Mavandadi et al. (2017)/USA [80] | 1—Use evaluative and iterative strategies | 4 | Acceptability Appropriateness Penetration Sustainability |
2—Provide interactive assistance | 33 | |||
3—Adapt and tailor to context | 51, 63 | |||
4—Develop stakeholder interrelationships | 52 | |||
5—Train and educate stakeholders | 29, 43, 31, 55 | |||
8—Utilize financial strategies | 34 | |||
9—Change infrastructure | 13 | |||
Occupational therapy: occupational therapy interventions consist of training for activities of daily living and reminiscence, life story work, or cognitive stimulation therapy, for the cognitive, emotional, occupational, and functional aspects of dementia Example: “VALID-Occupational Therapy” consists of 10 tailored sessions with an occupational therapist, providing personalized goal setting, based upon assessment findings,and then supported practice and strategy use to achieve goals | ||||
Community Occupational Therapy in Dementia (COTiD) program | Burgess et al. (2020)/UK [81] | 1—Use evaluative and iterative strategies | 4 | Acceptability Appropriateness Penetration |
3—Adapt and tailor to context | 51 | |||
5—Train and educate stakeholders | 19, 43 | |||
7—Engage consumers | 50 | |||
9—Change infrastructure | 13 | |||
VALID-Occupational Therapy | Field et al. (2019)/UK [82] | 1—Use evaluative and iterative strategies | 4, 18 | Acceptability Appropriateness Penetration |
3—Adapt and tailor to context | 63, 51 | |||
4—Develop stakeholder interrelationships | 52 | |||
5—Train and educate stakeholders | 19 | |||
6—Support clinicians | 21 | |||
Environmental skill-building program (ESP) | Gitlin et al. (2010)/USA [83] | 1—Use evaluative and iterative strategies | 4, 18, 56 | Acceptability Adoption Appropriateness Feasibility Fidelity Implementation cost Penetration Sustainability |
3—Adapt and tailor to context | 63 | |||
4—Develop stakeholder interrelationships | 17, 6, 25 | |||
5—Train and educate stakeholders | 20, 73, 43, 71 | |||
8—Utilize financial strategies | 49, 70 | |||
Multicomponent interventions: multicomponent interventions possess various types of interventions bundled into one program Example: New York University Caregiver Intervention (NYU-CI) consists of counseling meetings, caregiver consultancy, ad hoc calls, e-mail/telephone communication, information/referral, support groups | ||||
REACH | Burgio et al. (2001)/USA [84] | 1—Use evaluative and iterative strategies | 27, 5 | Feasibility Sustainability |
2—Provide interactive assistance | 53 | |||
3—Adapt and tailor to context | 63, 51, 68 | |||
4—Develop stakeholder interrelationships | 57, 52 | |||
5—Train and educate stakeholders | 29, 31, 71, 43 | |||
8—Utilize financial strategies | 34, 1 | |||
9—Change infrastructure | 12, 22 | |||
REACH OUT (offering useful treatments)—adaptation of REACH II for use in Area Agencies on Aging | Burgio et al. (2009)/USA [85] | 1—Use evaluative and iterative strategies | 27 | Acceptability Adoption Appropriateness Feasibility Fidelity Penetration Sustainability |
2—Provide interactive assistance | 33, 8 | |||
3—Adapt and tailor to context | 63, 51 | |||
4—Develop stakeholder interrelationships | 47, 24, 6, 40, 64, 25 | |||
5—Train and educate stakeholders | 31, 16, 71, 43, 55 | |||
9—Change infrastructure | 12, 11 | |||
REACH-TX (a community-based translation of REACH II) | Cho et al. (2019)/USA [86] | 1—Use evaluative and iterative strategies | 4, 56 | Acceptability Feasibility Penetration Sustainability |
4—Develop stakeholder interrelationships | 47, 52 | |||
5—Train and educate stakeholders | 71, 55, 15, 43, 31, 29 | |||
iMCSP | Droes et al. (2019)/the Netherlands [87] | 1—Use evaluative and iterative strategies | 4, 18 | Acceptability Appropriateness Implementation cost Penetration Sustainability |
4—Develop stakeholder interrelationships | 24, 6, 35, 7 | |||
5—Train and educate stakeholders | 19, 71 | |||
7—Engage consumers | 69 | |||
8—Utilize financial strategies | 1 | |||
Care of Persons with Dementia in their Environment (COPE) integrated in Connecticut Home Care Program for Elders (CHCPE) | Fortinsky et al. (2016)/USA [88] | 1—Use evaluative and iterative strategies | 4, 18, 5, 26 | Fidelity Penetration Sustainability |
2—Provide interactive assistance | 33, 54, 53 | |||
3—Adapt and tailor to context | 63 | |||
4—Develop stakeholder interrelationships | 52, 6 | |||
5—Train and educate stakeholders | 43, 29, 31, 16 | |||
6—Support clinicians | 21, 32, 30, 59 | |||
9—Change infrastructure | 11, 12 | |||
NYU Caregiver-Adult Child Intervention | Gaugler et al. (2018)/USA [89] | 2—Provide interactive assistance | 33 | Acceptability Appropriateness Feasibility |
5—Train and educate stakeholders | 43, 19 | |||
7—Engage consumers | 50 | |||
Unforgettable (interactive museum program) | Hendriks et al. (2018)/the Netherlands [90] | 1—Use evaluative and iterative strategies | 61, 4 | Acceptability Fidelity Sustainability |
3—Adapt and tailor to context | 63, 51 | |||
4—Develop stakeholder interrelationships | 57, 6, 24, 72, 36 | |||
5—Train and educate stakeholders | 43, 71 | |||
6—Support clinicians | 59, 30 | |||
7—Engage consumers | 41 | |||
RDAD | Menne et al. (2014)/USA [91] | 1—Use evaluative and iterative strategies | 5, 56 | Appropriateness Feasibility Penetration Sustainability |
3—Adapt and tailor to context | 51, 63 | |||
4—Develop stakeholder interrelationships | 57, 64, 52 | |||
5—Train and educate stakeholders | 31, 19, 71, 43, 29 | |||
Savvy Caregiver + REACH II | Meyer et al. (2018)/USA [92] | 2—Provide interactive assistance | 33 | Acceptability Adoption Appropriateness Penetration Sustainability |
4—Develop stakeholder interrelationships | 38 | |||
5—Train and educate stakeholders | 19 | |||
7—Engage consumers | 39, 41 | |||
Multicomponent non-pharmacological interventions (NPIs) | Milders et al. (2019)/UK [93] | 1—Use evaluative and iterative strategies | 5, 56 | Acceptability Appropriateness Fidelity Implementation Cost Penetration Sustainability |
3—Adapt and tailor to context | 51, 63 | |||
4—Develop stakeholder interrelationships | 57, 64, 52 | |||
5—Train and educate stakeholders | 31, 19, 71, 43, 29 | |||
REACH VA | Nichols et al. (2011)/USA [94] | 2—Provide interactive assistance | 33 | Acceptability Appropriateness Penetration Sustainability |
4—Develop stakeholder interrelationships | 6 | |||
5—Train and educate stakeholders | 71, 43, 31 | |||
6—Support clinicians | 59 | |||
8—Utilize financial strategies | 34 | |||
Nichols et al. (2016)/USA [95] | 1—Use evaluative and iterative strategies | 4, 56, 61, 14 | Acceptability Adoption Feasibility Fidelity Penetration Sustainability | |
2—Provide interactive assistance | 8 | |||
4—Develop stakeholder interrelationships | 47, 17, 35 | |||
5—Train and educate stakeholders | 29, 19, 43, 31, 71 | |||
6—Support clinicians | 59 | |||
7—Engage consumers | 69, 37 | |||
8—Utilize financial strategies | 34, 49 | |||
9—Change infrastructure | 22, 44 | |||
New York University Caregiver Intervention (NYUCI)—Minnesota Family Memory Care | Mittelman and Bartel (2014)/USA [96] | 4—Develop stakeholder interrelationships | 52, 35, 48 | Acceptability Appropriateness Penetration Sustainability |
5—Train and educate stakeholders | 19, 71 | |||
6—Support clinicians | 59 | |||
7—Engage consumers | 69 | |||
8—Utilize financial strategies | 1, 34, 49 | |||
9—Change infrastructure | 12 | |||
SHARE Program | Orsulic-Jeras et al. (2019)/USA [97] | 1—Use evaluative and iterative strategies | 4 | Acceptability Appropriateness Feasibility Fidelity Penetration |
2—Provide interactive assistance | 33 | |||
5—Train and educate stakeholders | 19, 59, 71, 55, 31, 43 | |||
6—Support clinicians | 59 | |||
New York University Caregiver Intervention (NYUCI)—Minnesota Family Memory Care | Paone (2014)/USA [98] | 1—Use evaluative and iterative strategies | 27 | Acceptability Adoption Fidelity Implementation Cost Penetration Sustainability |
2—Provide interactive assistance | 33 | |||
4—Develop stakeholder interrelationships | 65 | |||
5—Train and educate stakeholders | 55 | |||
6—Support clinicians | 59 | |||
7—Engage consumers | 69 | |||
8—Utilize financial strategies | 1, 34 | |||
9—Change infrastructure | 11, 22 | |||
Maine Savvy Caregiver | Samia et al. (2014)/USA [99] | 1—Use evaluative and iterative strategies | 61 | Acceptability Adoption Appropriateness Fidelity Penetration Sustainability |
4—Develop stakeholder interrelationships | 64, 24, 52, 35, 36, 6 | |||
5—Train and educate stakeholders | 29, 71, 73 | |||
7—Engage consumers | 69 | |||
8—Utilize financial strategies | 1 | |||
9—Change infrastructure | 22 | |||
REACH II — implemented in Scott & White Family Caregiver Program (a nonprofit collaborative healthcare system) | Stevens et al. (2012)/USA [100] | 1—Use evaluative and iterative strategies | 23, 56, 4 | Acceptability Adoption Fidelity Implementation cost Penetration Sustainability |
2—Provide interactive assistance | 33 | |||
3—Adapt and tailor to context | 51, 63 | |||
4—Develop stakeholder interrelationships | 52, 47, 24, 35, 6, 48, 64 | |||
5—Train and educate stakeholders | 43, 19, 71, 29 | |||
6—Support clinicians | 30, 32, 59 | |||
7—Engage consumers | 50, 39 | |||
8—Utilize financial strategies | 1 | |||
9—Change infrastructure | 13 | |||
Israeli NYUCI | Werner et al. (2020)/Israel [101] | 4—Develop stakeholder interrelationships | 6, 36, 57, 24 | Appropriateness Adoption Penetration Sustainability |
5—Train and educate stakeholders | 71, 29 | |||
8—Utilize financial strategies | 34, 1 | |||
9—Change infrastructure | 22 | |||
Support interventions: support interventions provide psychological, social, and emotional support to caregivers, facilitated in a safe environment by professionals Example: Meeting Center Support Program (MCSP) included educational meetings, support groups, social activities, and individual consultations | ||||
Meeting Center Support Program (MCSP/MEETINGDEM) | van Haeften-van Dijk et al. (2015)/the Netherlands [102] | 1—Use evaluative and iterative strategies | 4, 5, 18, 56 | Adoption Feasibility Penetration Sustainability |
3—Adapt and tailor to context | 51 | |||
4—Develop stakeholder interrelationships | 35, 36, 64, 65, 6, 52, 35, 38, 47 | |||
5—Train and educate stakeholders | 73, 19, 20, 71 | |||
6—Support clinicians | 59 | |||
van Mierlo et al. (2017)/the Netherlands [103] | No implementation strategies identified | n/a | Adoption Penetration Sustainability | |
Mazurek et al. (2019)/Poland [104] | 1—Use evaluative and iterative strategies | 61 | Acceptability Appropriateness Feasibility Penetration | |
2—Provide interactive assistance | 33 | |||
3—Adapt and tailor to context | 63, 51 | |||
4—Develop stakeholder interrelationships | 35, 57, 38, 47, 17, 52 | |||
5—Train and educate stakeholders | 43, 19, 55, 71 | |||
7—Engage consumers | 37, 39 | |||
8—Utilize financial strategies | 34 | |||
9—Change infrastructure | 13 | |||
Meiland et al. (2005)/the Netherlands [105] | 1—Use evaluative and iterative strategies | 23 | Adoption Penetration Sustainability | |
3—Adapt and tailor to context | 63 | |||
4—Develop stakeholder interrelationships | 35, 6, 52, 24, 64, 47 | |||
5—Train and educate stakeholders | 19, 55, 43 | |||
7—Engage consumers | 39 | |||
9—Change infrastructure | 13 | |||
DemenTalent | van Rijn et al. (2019)/the Netherlands [106] | 1—Use evaluative and iterative strategies | 5, 27, 4 | Adoption Feasibility Penetration Sustainability |
4—Develop stakeholder interrelationships | 35, 57, 6, 52 | |||
5—Train and educate stakeholders | 71 | |||
7—Engage consumers | 39 |