Table 7.
Overview of training concepts
| Duration (h) | Number of appointments | Participant limit | Theoretical background | Checklist completed | Contents of the training | Didactic methods | Evaluation methods | Further support | |||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Get to know each other | Frame and structures | Sensitization of target group | Tasks (theory) | Tasks (practice) | Self-care | Summary and reflection | (Group) discussion | Partner interviews | Lecture | Group work | Case scenarios | Role playing / practice | Video | Written information | Feedback | Test | Group meetings | Telephone hotline | Manual/handouts | ||||||
| Psychosocial–coordinative support | |||||||||||||||||||||||||
| White et al. 2012 [111] | 18 | 3 | 15 | E | Yes | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | – | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | – | ✓ | ✓ | – | ✓ |
| Philippi et al. 2015 [108, 109, 112, 130] | 16 | 3 | 15 | C | Yes | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | – | ✓ | ✓ | – | ✓ | ✓ | ✓ |
| PEQ [93, 128, 129] | 30 | 10 | 8–15 | SDL | – | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | – | ✓ | ||
| Physical–cognitive activation | |||||||||||||||||||||||||
| Haider et al. 2017 [113–116, 127] | 12 | 4 | 25 | (C) | Yes | – | ✓ | ✓ | ✓ | ✓ | ✓ | – | – | – | ✓ | ✓ | – | ✓ | – | ✓ | ✓ | – | ✓ | ✓ | ✓ |
| Etkin et al. 2006 [117] | 16 | 2 | – | EOSD | No | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |||||||||||
| Stolee et al. 2012 [119] | 12 | 2 | – | – | No | ✓ | |||||||||||||||||||
| Connelly 2008 [118] | – | – | – | – | No | ✓ | |||||||||||||||||||
| Assistance with medication intake | |||||||||||||||||||||||||
| Wang et al. 2013 [120] | 26 | 6 | 6 | – | No | ✓ | ✓ | ✓ | ✓ | ||||||||||||||||
| Sales 2013 [121] | – | – | 11 | – | No | ✓ | |||||||||||||||||||
C Constructivism, E Experimental, EOSD Elements of successful dissemination, SDL Self-determined learning (constructivism)