Intervention(s) [route, frequency, total dose/d]	Group/Individual/ Combined	Comparator(s) [route, frequency, total dose/d]
Agurs Collins 1997	Weekly hour‐long nutrition sessions with exercise training (30 minutes) for 3 months; following 3 months on biweekly problem‐solving (90 minutes) sessions. Also 1 individual counselling session	Combined	One class on glycaemic control at 3 weeks from start; 2 letters with written information on nutrition; patients were given the results of blood tests
Anderson 2005	Two‐hour weekly group sessions for 6 weeks	Group	Wait‐listed
Babamoto 2009	I1: community health worker (CHW) led individual education sessions and supporting telephone calls at home/clinic/community locations. Format was 10 weeks of educational sessions. Telephone calls were made routinely during this 10‐week period, and for the remaining 14 weeks of the intervention (up to 6 months); sessions were based on ADA standards, and the intervention was based on the trans‐theoretical (stages of change) model	Individual	Standard care only
	I2: case management—diabetes care and education provided by 2 culturally sensitive nurses, in addition to standard care. Nurses followed standardised clinic protocols for diabetes education and monitoring, working directly with participant. Participants were seen on a monthly basis in the clinic, or as needed; follow‐up calls were made as needed, as determined by the case manager. Protocols based on ADA recommendations	Individual
Baradaran 2006	They aimed for 3 group sessions (1‐hour dietician‐led session and 1 hour and a half podiatrist‐led session) in 3 months. The intervention had a didactic component and an interactive group discussion component	Group	C1: usual care (South Asian)
			C2: usual care (White Caucasian)
Bellary 2008	Intervention was "enhanced care"; this included practices receiving an additional practice nurse (4 hours per practice per week) supported by link workers and a community nurse specialising in diabetes. Participants in the intervention group were followed up on average every 2 months in weekly clinics held by the practice nurse (extra practice nurse had protected time to run these clinics). All participants were contacted by a link worker before and between appointments to encourage clinic attendance. In addition, link workers attended clinics and provided interpretation and additional educational input in local languages (Punjabi, Urdu and Mirpuri). All link workers had attended a foundation course in diabetes management and care. Two community nurses (diabetes specialists) covered the 9 intervention practices and attended some of the clinics, providing additional educational and clinical support. The specialist nurse also monitored the standard of care provided by the practice nurse and link workers; the intervention provided protocols and targets to try to achieve	Individual	Control practices received the same treatment protocols but managed participants with their existing resources
Brown 2002	3‐month weekly group educational sessions; 6‐month biweekly support sessions and thereafter 3‐month monthly support sessions	Combined	Usual care from their private physicians or at local clinics
Carter 2011	Online diabetes self‐management module; all participants in the intervention group were provided with a laptop equipped with a wireless scale, a blood pressure cuff and a glucometer. Weight and BP were advised to be checked weekly and blood glucose 3× a day. Participants had access to 3 online modules—education, self‐management and a social networking module. Education was culturally appropriate and age appropriate. Participants had a half‐hour video conference with a nurse "biweekly"; in these conferences, the nurse reviewed the participant's recently uploaded data and discussed the data with the participant	Individual	Usual care; no other details given
Crowley 2013	Cholesterol, Hypertension and Glucose Education ('CHANGE') study intervention included self‐management education and medication management facilitation components. Both intervention components were delivered by nurse interventionists centred outside the study sites, who communicated remotely with participants and PCPs	Individual	Usual care + leaflet
D'Eramo Melkus 2010	11‐week (weekly group sessions) culturally relevant diabetes self‐management training, coping skills training and diabetes care intervention. First 6 sessions (2 hours each) provided culturally relevant DSMT. Each session had specific learner objectives addressed by group leaders. The remaining 5 sessions involved cognitive skills training—understanding stress, problem identification and solving, etc.; culturally specific materials used for each session; led by nurses, diabetes educators with a lay health assistant present	Group	10 weekly sessions of 'conventional' diabetes education and diabetes care. Sessions 1‐5 were 1.5 hours each and provided standardised, culturally neutral usual diabetes education. Sessions 6‐10 were 1 hour each and provided diabetes discussion and Q and A sessions.
DePue 2013	Individual education tailored to a person's self‐goals and diabetes risk over the course of a year. Frequency varied depending on risk, from monthly to yearly. Teaching was delivered by nurses and community health workers. High‐risk patients were also seen in group sessions. Intervention occurred at home, at work or at the Tafuna clinic	Combined	Usual care
Gary 2009	An individualised, culturally tailored care programme provided by a nurse case manager (NCM) and a community health worker (CHW). Higher‐risk participants received more aggressive and more frequent follow‐up to achieve better control. The registered nurse would see the participant at least once a year, primarily helping with issues that require nurse specialist care (e.g. medication management). CHWs scheduled home visits at least 3 times a year; they would conduct glucose tests, examine BP and then give participant feedback on these factors, providing education and problem‐solving help	Individual	Participants in the minimal intervention group received phone calls every 6‐12 months to remind them of important preventative diabetes‐related health care (i.e. HbA1c tests, primary care and speciality visits); in addition, they received DM‐specific information through the mail
Gucciardi 2007	I1: group + individual: 3 group meetings of 7 hours and individual meetings of 1 initial assessment + mean no. of visit 2.08 (0.95)	Combined	No control group
	I2: individual: 1 initial assessment + mean no. of visits 1.83 (0.69)	Individual
Hawthorne 1997	One session of 1‐to‐1 pictorial flash cards HE (purpose of glucose monitoring, how to control blood sugar, diabetic complications, and purpose of regular screening) with a trained link worker	Individual	Usual care in clinics
Kattelmann 2009	Monthly group education lessons based on the Medicine Wheel Nutrition Model. Included dietary counselling. After each lesson, participants attended a group support session called a Talking Circle, a method of communication used in many Indian communities; sessions were led by a registered dietician and a tribal member who had learnt the curriculum	Group	Received standardised dietary education provided by personal healthcare providers at the local Indian Services Hospital and offered delayed intervention
Keyserling 2002	I1: clinic‐based education + community‐based education. The clinic component consisted of individual counselling visits at months 1, 2, 3 and 4. The community component included 2 group sessions (90 minutes) and monthly telephone calls for the first 6 months; the second 6 months consisted of 1 group session and monthly telephone calls	Combined	Participants were mailed pamphlets from the ADA ("Staying Active, Healthy Eating," and "What is Non‐Insulin‐Dependent Diabetes?")
	I2: second intervention was a group who received only the individual counselling described above (clinic component)	Individual
Khan 2011	Intervention was the "Living Well with Diabetes Multimedia Program." 19 bilingual computer multimedia lessons on diabetes self‐management. Each lesson targeted a specific self‐care objective. The programme also consisted of more than 160 testimonials from African American and Hispanic patients with diabetes related to diabetes self‐care, emphasising barriers to care, challenges and personalised solutions that they or family members had encountered. Each lesson targeted a specific objective according to Gagne's theory of learning and the component display theory	Individual	Given an American Diabetes Association brochure on self‐management ("Living with Diabetes," written at 6th grade level)
Kim 2009	SHIP‐DM: a 6‐week culturally tailored behavioural intervention programme. Weekly 2‐hour education sessions for 6 weeks aimed at enhancing diabetes knowledge and promoting self‐care. Home glucose monitoring with teletransmission (HGMT) with tele‐transmission (24 weeks). Each participant received a glucometer, an electronic BP monitor and a teletransmission system. This transmission system allowed participant data to be stored on a website, and was used to guide nurse counselling for the participant. Monthly updates were generated. Monthly telephone counselling by a bilingual nurse (24 weeks). This aimed to reinforce new knowledge learned through the education programme, help find solutions to the problems or issues raised and provide emotional support. Each session lasted about 10‐25 minutes		Delayed intervention; received intervention after trial was complete
Lorig 2008	2.5‐Hour sessions for 6 weeks; aims to improve participant health behaviours and health status; content involved healthy eating, exercise and stress management, problem solving and strategies of self‐efficacy	Group	Usual care, wait‐listed control group; they were offered the intervention at the end of 6 months; no details given as to what 'usual care' entails
Lujan 2007	Consisting of 8 × weekly 2‐hour participative group classes and fortnightly telephone follow‐up. Following the end of the classes, inspirational faith‐based health behaviour change postcards were sent to participants fortnightly. Classes were interactive, small‐group sessions (23 participants in Spainsh classes, 6 in English class) involving hands‐on demonstrations and handouts. Telephone call by promotor to answer questions and reinforce education.	Combined	Usual care ‐ individual sessions and info leaflets
Middelkoop 2001	Attending to intensive guidance clinics (approximately 4‐7 visits for the first 3 months, with less frequent subsequent visits) provided by trained nurse and dietician		Wait‐listed group that joined the intervention group after 6 months
O'Hare 2004	Intervention consisted of extra weekly diabetes clinic at the primary care centres (with community diabetes input and 2 link workers with language skills). Frequency of participants' exposure to the intervention has not been stated	Individual	Usual care; practices were provided with protocols; no further resources were provided
Osborn 2010	A single 90‐minute session with a bilingual medical assistant of Puerto Rican heritage. The session was based on the information‐behavioural skills (IMB) model of health behaviour change. Information/Education was provided with use of a flip‐chart and interactive discussion. Culturally appropriate foods were used as examples as to what can raise blood glucose. Motivational interviewing was carried out to try to enhance motivation. Each participant received a personal feedback report immediately after the session (contained self‐generated reasons to change, agreed on goals, etc.) and a culturally tailored, individualised meal plan booklet. Participants were also provided with 0‐3 handouts, depending on personal relevance, as determined by the interventionist. Finally, all participants received a brochure of culturally familiar foods with recommended serving sizes	Individual	Participants in the control group received usual care; however, this included an optional diabetes support group coupled with group‐based didactic education delivered in Spanish. This support group was free, delivered on a monthly basis and facilitated by a bilingual diabetes community health worker of Puerto Rican heritage. This session was not tailored to the individual needs of the participant. Participants in the intervention arm could also attend this session
Philis‐Tsimikas 2011	Intervention consisted of 8 weekly 2‐hour diabetes self‐management classes and subsequent 2‐hour monthly support groups (phoned by peer educator beforehand to encourage attendance). Occasional guest speaker at support groups. Interactive discussion facilitated by peer educator. Self‐management classes covering basics of diabetes and its complications, diet, exercise, medication, blood glucose monitoring and cultural beliefs that interfere with optimum self‐management	Group	Usual care
Rosal 2005	It consisted of an initial 1‐hour individual session, followed by 2 3‐hour weekly group sessions for 10 weeks and 2 15‐minute individual sessions during the 10‐week period. Primary care physicians received copies of laboratory results at each assessment point	Combined	Usual care and primary care physicians received copies of laboratory results as intervention group did
Rosal 2011	'Latinos en Control' intervention consisted of an intensive phase of 12 weekly sessions and a follow‐up phase of 8 monthly sessions. Using social‐cognitive theory as a framework, it targeted diabetes knowledge, attitudes and self‐management behaviours. Sessions were made literacy and culturally appropriate by simplifying concepts, using an educational soap opera, putting desired behaviours into culturally relevant context, using bingo games and emphasising making traditional foods healthier and other such things. Group sessions were 2.5 hours long, with the 1st hour covering personalised counselling and cooking and the remaining time covering the group protocol and a meal	Combined	No intervention; all primary care providers received laboratory results (HbA1c, lipid profiles, FBG) at baseline and at 4 and 12 months, and were free to provide care as deemed appropriate or as routinely delivered.
Rothschild 2012	The intervention was 36 visits over 2 years from a community health worker (from the same community) who delivered · behavioural self‐management training using a curriculum derived from recommendations of the American Academy of Diabetes Educators (the AADE 7)		Usual care; mailed info leaflets
Samuel‐Hodge 2009	12 biweekly group sessions, held at each church. Each session opened with a prayer, followed by the main educational component of the session, a short physical activity segment and taste testing of 1‐2 recipes. The format for sessions included small‐group activities. Before the 12 sessions, participants had a 60‐minute individual counselling session with a registered dietician to assess their usual dietary, physical activity and self‐management behaviours, initiate counselling and facilitate subsequent counselling. The church diabetes adviser also phoned participants monthly to offer support for behaviour change to improve diabetes self‐management. Finally, study staff sent 3 postcard messages of encouragement to participants on behalf of their primary care physician during the first 8 months of the study. The postcard messages were tailored to behavioural goals selected by participants and included brief messages relevant to dietary behaviour, physical activity and HbA1c	Group	Participants in the control group received a minimal intervention, which included a mailing to participants of 2 pamphlets ("Healthy Eating" and "Staying Active"), published by the American Diabetes Association, and 3 bimonthly newsletters providing general information and study updates.
Sixta 2008	Intervention was a 10‐week diabetes self‐management course taught by 2 promotors, who were employed by the clinic and supervised by nurses. There were 10 weekly group sessions that lasted for 90 minutes. A scripted course curriculum was used by the promotors to maintain consistency and accuracy of information. The course was presented in Spanish and was culturally sensitive. The promotors were the primary instructors and presented the information in a manner that participants could understand	Group	Participants in the control group did not receive the intervention until after the trial was complete (wait‐listed control group)
Skelly 2005	Individual biweekly visits to individuals' homes lasting < 1 hour, with 4 achievable modules on teaching and counselling intervention based on participant‐nurse collaboration. Total time spent with participants was 6 hours. The provider was a nurse‐investigator not blinded to participants' group assignment	Individual	Usual care + telephone call (wait‐listed)
Skelly 2009	Intervention was four 60‐minute fortnightly home visits by a nurse to the participant's house. Intervention was symptom‐focused and involved teaching and counselling. Intervention was made culturally appropriate by incorporating women's own coping strategies (e.g. spirituality and importance of family) and allowing time for women to tell their own stories about living with diabetes. In addition, an advisory board of 6 African American women living in similar communities to participants guided development of study materials. I2: booster intervention started after 6 months (about 3 months after intervention finished) and consisted of 4 telephone calls by nurse who had carried out intervention at intervals of about 2‐3 weeks	Individual	Participants in the control group also received four 60‐minute fortnightly home visits by a nurse (a different nurse to those who carried out the symptom‐focused intervention). However, instead of a symptom‐focused intervention, control group received a weight and diet program; this intervention was also individualised and culturally tailored
Spencer 2011	Trained community health workers (CHWs) A.K.A. “family health advocates” promoted healthy lifestyle and self‐management activities. In addition family health advocates helped participants improve their patient‐provider communication skills and facilitated necessary referrals to other service systems. This took the form of 11 × 2‐hour local community group diabetes education classes, 2 home visits of 60 minutes in length per month, a phone call every 2 weeks and 1 clinic visit accompanied by the family health advocate	Combined	Usual care (wait‐listed); participants in the control group were contacted once per month to update contact information
Toobert 2011	Intervention was the Viva Bien programme, a culturally adapted version of the previously established Mediterranean Lifestyle Program for diabetes. The intervention involved a 2.5‐day retreat, followed by 4‐hour weekly meetings for 6 months, then fortnightly meetings for the remaining 6 months. The intervention was culturally adapted by using information gathered from a literature review and from focus groups	Group	Participants in the control group received usual care only; no details given as to what this involves
Vincent 2007	Intervention consisted of 8 weekly 2‐hour group sessions, which included didactic content, cooking demonstrations and group support. Didactic content considered essential by the ADA and the National Diabetes Education Program (NDEP, 2002) was the foundation for the intervention. Numerous cultural modifications were used	Group	Participants in the control group received usual care and education given at the clinic; this consisted of a 10‐ to 15‐minute encounter with a physician or nurse practitioner 2 to 4 times per year
"‐" denotes not reported C: comparator: I: intervention