Table 3.

Summary of education and training interventions

Author, Year; Country	Content of Education and Training	Format of Delivery	Method of Delivery	Who Delivered Education and Training	Frequency and Duration	Guiding theory	Main Outcome Measure
Amato et al., 2006 USA [32]	Restraint Reduction Program of administration, education, consultation, and feedback	Face-to-face lectures	NS	Clinical nurse specialist	Ongoing, duration not specified	Best evidence and practice guidelines from the hospital’s own Fall Prevention Protocol	2. Quality of care	The rates of physical restraint use and patient falls had decreased
Booth et al., 2005 UK [28]	Positioning, therapeutic handling of stroke patients, and facilitation of morning care activities	Formal lectures, simulated patient demonstrations, video demonstrations, and experiential learning	Didactic & Interactive	Senior physiotherapists and Occupational therapists	Two,3.5 h sessions (repeated)	Based on the Bobath (1990) approach to the treatment of stroke	1. Nurse 2. Quality of care	1. Improved the processes and practices of nurses during morning care activities; 2. Increased styles of interaction with nurses
Cadden, 2007 Australia [37]	Training of highly specialized cardiac monitors: cardiac anatomy and physiology, cardiac rhythm interpretation skills, and activities	Lectures, Imitation/practice/competition, workshop	Didactic & Interactive	Clinical nurse educator	2 months including 2 weeks of activities	Certain educational guidelines	1. Nurse 2. Quality of care	1. Skills, attitudes, and behaviors have been improved; 2. Increased safety of care
Chiu et al., 2009 China [41]	The use of the Chinese version of the National Institute of Health Stroke Scale (C-NIHSS)	Computer-based teaching and Video teaching, lecture, and demonstration	Didactic & Interactive	Bilingual and certified neurologist	ICAI:50 min; IVLP:70 min	NS	1. Nurse	Increased assessment skills and satisfaction
Chu et al., 2018 Canada [40]	Interprofessional (IP) Communication Training: common communication disorders, behavioral management	Pictures, demonstration, video clips, guided activities, role-play, workshop, Focus groups	Didactic & Interactive	1 Speech-language pathologist (SLP) and 1 academic nurse	Two workshops are eight months apart, the first being an eight-day workshop and the second being a half-day booster workshop	The Aphasia Framework, the REAP (Reading, Experiencing, Applying, Producing)model	Nurse	Nurses’ attitudes toward and knowledge about communication strategies improved, which enhanced their ability to care for stroke patients with communication disorders
Forster et al.,1999 UK [29]	A etiology of stroke, treatment philosophies, Positioning and transfers, factors influencing	Face-to-face lectures, videos, demonstrations, workshops/ group discussion	Didactic & Interactive	Physiotherapy lecturer and 3 senior physiotherapists	Multiple sessions, duration not specified (repeated)	NS	1. Nurse 2. Quality of care	1. Some improvements in clinical practice 2. There were no significant differences in patient outcomes
Freeland et al., 2016 USA [34]	Incidence of dysphagia, aspiration, stroke, distinction between screening and swallowing assessment, a review of screening items; hands-on simulated group practice session	Presentation, demonstration	Didactic & Interactive	Trainer of the medical simulation mannequin	Training at 2-week intervals, duration for 6 weeks	NS	Nurse	Over time, nursing skills have also improved
Herr-Wilbert et al., 2010 Switzerland [38]	Anatomy and physiology of the urinary tract, the urinary tract’s pathological conditions, and the various forms of urinary incontinence (UI), clinical skills to identify risks and signs of UI	Lecture, Manual/ workbook, practice	NS	NS	NS	The ICI Guidelines: Initial Management of Neurogenic Urinary Incontinence and Management of Urinary Incontinence in Frail Older Persons	2. Quality of care	Increasing the likelihood of positive results of rehabilitation of patients after cerebrovascular Accident
Hisaka et al., 2021 Japan [43]	NS	NS	NS	NS	NS	NS	NS	NS
Jones et al., 1998 UK [27]	The definition and etiology of stroke, factors influencing recovery, the multidisciplinary team’s role in rehabilitation, and the influence of ergonomics on movement and positioning	Face-to-face lectures, manual/ workbook, demonstrations	Didactic	Nursing lecturer	Two,2h lectures (repeated)	NS	1. Nurse 2. Quality of care	1. Improved knowledge and practice: perceiving the quality of the ward as a learning environment and their level of job satisfaction; 2. Improved the patients’ ability to adopt and maintain recommended positions
Jones et al., 2005 UK [30]	The definition and etiology of stroke, factors influencing recovery, the multidisciplinary team's role in rehabilitation, moving, handling, and positioning of patients	Practical workshops/ group discussion, face-to-face lectures, manual/ workbook	Didactic & Interactive	2 nursing lecturers	One, 1-day session plus two, 0.5-day sessions at five monthly intervals, 3 times	NS	1. Nurse 2. Quality of care	1. Nursing practice can be positively influenced through teaching; 2. Improvements in the quality of patient positioning, do not have any effect on patient outcomes
Knippa et al., 2015 USA [35]	tPA administration, vital sign monitoring, neurological assessments, dysphagia screening assessments, team communication	Lectures, virtual simulation, workshops, debriefing, role-play	Didactic & Interactive	A team of five ICU unit-based clinical nurse educators and a clinical nurse specialist	30-min scenario,30-min debriefing session,10-min orientation	2012 AHA Stroke Guidelines	Nurse	Simulation for experienced nurses can play a key role in improving patient care
Koka et al., 2020 Switzerland [39]	Enhance NIHSS knowledge acquisition	E-Learning and Video	Didactic & Interactive	4 platform developers	Four training sessions were organized on two different days	NS	Nurse	The use of an e-learning module shows promising results in teaching the NIHSS to paramedics
Loft et al., 2018 USA [33]	Nursing educational intervention for inpatient stroke rehabilitation	Face-to-face lectures, /internet /telephone workshops, Tasks, Training, video showing, Presentation, Role-play	Didactic & Interactive	Nurse specialist with at least a master’s degree	7‐week education programmer, three face‐to‐face workshops of 3 h duration with 2 weeks interval in between	The framework of the Medical Research Council (MRC) of the United Kingdom for developing complex interventions and the Behaviour Change Wheel	1. Nurse 2. Quality of care	1. 97% considered the educational program to be well-planned 2. A high level of satisfaction with the educational programmer in terms of its acceptability and feasibility
Middleton et al., 2011 Australia [36]	Clinical treatment protocols for the management of fever, hyperglycemia, and swallowing	Workshops/ discussions, face-to-face lectures, training CD, protocol, practical, on-the-job support, demonstrations	Didactic & Interactive	NS	Two sessions, duration not specified	Australia’s national clinical guidelines for stroke	2. Quality of care	Patients from intervention ASUs were significantly less likely to be dead or dependent (mRS ≥ 2) at 90 days than patients from control ASUs; and improved physical functioning; Concerning processes of care, Patients in intervention ASUs had a significantly lower mean temperature during the first 72 h of admission to the ASU compared with patients in the control ASUs
Roots et al., 2011 UK [31]	Technical skills (e. g. neurological examination and setup and delivery of thrombolysis), complex tasks (e. g. the transfer of patients while treatment is ongoing), and team training skills (e. g. communication skills and leadership)	Simulation training, a group debriefing, demonstration	Simulation & Interactive	Stroke specialist	4 simulated scenario (Each simulated scenario lasted up to 15 min), 1 group debriefing session (lasting approximately 40 min)	Both social and cognitive constructivism	Nurse	Improved non-technical skills: Communication, Leadership, Managing emergencies
Sylaja et al., 2021 India [42]	Management, secondary prevention of stroke; nursing care of the stroke survivors; physiotherapy aspects in care of stroke patients	NS	NS	The neurologist, nurse, and physiotherapist working in the comprehensive stroke center	45 min per session	NS	1. Nurse	Training improves the quality of health education provided by health services

NS No statement