Table 3 Implementation strategies and mechanisms reported

Multi-component [84,85,86,87,88,89,90,91,92,93,94,95,96,97,98,99,100,101]

Cluster 5/ERIC 43 (Make training dynamic)

• Caregiver notebook included educational materials, interactive modules, and worksheets that corresponded with original intervention, but computerized telephone system was also sued to deliver information [86]

Cluster 5/ERIC 71 (Use train-the-trainer strategies)

• External agency (DAZ) built to train adopting agencies in the intervention components, to scope local partners and needs, and to select professional project leaders [87]

• Trainers were instructed to apply a person-centered approach and individualized activities to the PwD and caregiver [93]

Cluster 2/ERIC 33 (Facilitation)

• Interventionist provides individualized problem-solving skills based on problems identified using the caregiver notebook [95]

• Counselor creates safe and comfortable environment to enable dyads to discuss and plan at their own pace [97]

Cluster 4/ERIC 52 (Promote network weaving)

• Caregivers were recruited by partner agencies (flyers, public service announcements, community outreach, email, website programming) [99]

• Partnership with Area Agency on Ageing to translate intervention into nonprofit integrated health system [100]

eHealth [40,41,42,43,44,45,46,47,48,49,50,51,52,53,54]

Cluster 3/ERIC 51 (Promote adaptability)

• Digitalizing existing forms (e.g., Healthy Aging Brain Care Monitor) to collect and centralize patient information [46]

• Website was provided alongside a toll-free telephone service to enhance access to intervention [47]

Cluster 5/ERIC 31 (Distribute educational materials)

• Intervention consisted of multimedia e-learning lessons, resources, weekly educational emails, monthly livestream events [48]

• Internet platform contains information for caregivers on dementia and intervention costs/privacy/registration process [52]

Cluster 5/ERIC 29 (Develop educational materials)

• iSupport intervention, developed by the World Health Organization, provided online self-help and caregiver skills training [42, 43]

• Spanish-language content for caregivers was developed by translators [51]

Psychoeducation [60,61,62,63,64,65,66,67,68,69,70,71]

Cluster 5/ERIC 19 (Conduct ongoing training)

• START provides 8-week, manualized training for caregivers of PwD [61], and Tele-Savvy reformatted the in-person Savvy Caregiver curriculum into a [digital] 7-week program [64]

Cluster 5/ERIC 29 (Develop educational materials)

• REACH VA materials (photographs) were locally modified to reflect diversity [67]

• Medway Carers Course was developed by specialist psychologists responding to clinical need for care focused on PwD and relatives [69]

Cluster 5/ERIC 43 (Making training dynamic)

• Training was facilitated through treatment manual, role-playing, structured practice with behavioral problem-solving plans using videos [68]

• Workshop included training on the resource book, role-playing, and group discussions of various situations [66]

Cluster 5/ERIC 31 (Distribute educational materials)

• Resource notebook was provided by counselors [66]; information was distributed verbally or written on printed handouts [69]

Care coordination and case management [75,76,77,78,79,80]

Cluster 4/ERIC 52 (Promote network weaving)

• Partnership added care consultation from Alzheimer’s Association (intermediary) to usual care offered to members of Kaiser Permanente (hospital) [75]

• Establishing formal partnership between VA medical center and Alzheimer’s association chapters [76]

Cluster 4/ERIC 24 (Develop academic partnerships)

• COEP was conducted in collaboration with the Michigan Alzheimer’s Disease Research Center at the University of Michigan in Ann Arbor [78]

• Informal caregivers were recruited with support from University of Lincoln [79]

Cluster 6/ERIC 59 (Revise professional roles)

• Staff from local Dementia and Specialist Older Adult Mental Health Services were sought to deliver intervention [79]

• Care consultation delivered by Alzheimer’s Association staff members who are master’s prepared social workers [75]

Cluster 6/ERIC 30 (Develop resource-sharing agreements)

• Care coordinators from different organizations worked as a team, supported by a shared electronic Care Coordination Information System [76]

Support interventions [102,103,104,105,106]

Cluster 4/ERIC 35 (Identify and prepare champions)

• Planning implementation by selecting an easily accessible location with a small and permanent team of professionals [105]

• Nursing home-based PwD day care centers made transition to community day care with caregiver support according to Meeting Centres Support Program [102]

Cluster 4/ERIC 6 (Build a coalition)

• Group consisted of manager of day care center, transition supervisor from academic university, and researcher and consultant with experience delivering intervention in real-world settings [102]

• Involve network of care and welfare referrers [106]

Cluster 4/ERIC 47 (Obtain formal commitments)

• Initiative group, project group, and all relevant collaborating organizations signed cooperation agreement [102]

• Community engagement and collaboration with existing local care and welfare organizations [105]

Cluster 4/ERIC 52 (Promote network weaving)

• Collaborating across sectors and between health and social organizations; cooperating organizations include local Alzheimer’s Associations, mental health organizations, general practitioners, home care organizations, case managers, and local caregiver support organizations [102]

Respite care [55,56,57,58,59]

Cluster 6/ERIC 59 (Revise professional roles)

• Staff members assumed multifaceted care rolls (e.g., serving meals, collaborating with family members, providing intensive ADL) [57]

• Staff members act as research liaisons and provide feedback for program evaluation [58]

Exercise [72,73,74]

Cluster 2/ERIC 33 (Facilitation)

• Classes were led by fully trained Tai Chi instructors who provided home-based support and real-time feedback during classes to correct the participant’s poses and movements [72]

Cluster 5/ERIC 31 (Distribute educational materials)

• Booklets with exercise instructions (with explanatory photos and text) were distributed [72, 73]

Cluster 5/ERIC 19 (Conduct ongoing training)

• Exercise training for caregivers ran over 4 weeks [72] to gradually become familiar with exercise movements through individual coaching [74]

Cluster 9/ERIC 12 (Change record systems)

• Action plans and coping plans were developed for caregivers to record their exercise progress [72, 73]

Occupational therapy [81,82,83]

Cluster 1/ERIC 4 (Assess for readiness)

• Meaningful activities are identified through narrative interviews [81, 82]

• Structured observation of activities [82]

Cluster 1/ERIC 18 (Conduct local needs assessment)

• Evaluate local needs through home visits and monitoring activity outcome [82, 83]

Cluster 3/ERIC 63 (Tailor strategies)

• Adapt intervention to fit the physical and social environment, apply caregiver management approaches (including prioritizing caregiver concerns), and be considerate of PwD functionality [83]

• Personal goal setting based on assessment findings [82]

Cluster 3/ERIC 51 (Promote adaptability)