Table 3.
Summary of key features of interventions
| Authors and year | Theory | Target group | Setting | Deliverer | Unit and mode of delivery | Number and duration of session | Incentive | Language |
|---|---|---|---|---|---|---|---|---|
| RCT | ||||||||
| Juon et al, 2016 | None | Asian Americans | Home based (outreach) | Lay health advisor | Individual/ Mails and phone calls | Three phone calls at month 1, 2 and 5 in 7 months | Yes | English, Chinese, Korean and Vietnamese |
| Merchant et al, 2016 | None | Spanish-speaking Latinos | Medicine clinic, Emergency department and CBOs | Research assistant/ HIV counsellor | Group/Video and orally delivered |
One 10 min (Orally delivered), one 15 min (Video) | Unclear | Spanish |
| Bastani et al, 2015 | Health behavior framework | Koreans | Churches | Lay health workers | Group/ small group discussion and print materials | Single session | Unclear | Korean |
| Juon et al, 2014 | PRECEDE–PROCEED planning model | Chinese, Koreans, Vietnamese | CBOs (churches, temples and schools) | Trained bilingual staff | Group/ information, role play video at the clinic and photo novel | One 30 min session | Unclear | Korean, Chinese and Vietnamese |
| Chen et al, 2013 | Health Behavior Framework (HBF) | Hmong residents in the USA | Homes | Lay health workers | Individual (educational sessions and navigation services through home visits) | One 45 min | Yes | Hmong/ English |
| Juon et al, 2013 | None | Chinese massage parlor women | CBOs (churches, temples, and schools) | Trained bilingual educator | Group (2–8)/educational session | One 30 min session/group over 1–2 weeks | Yes | Mandarin and Cantonese |
| Takahashi et al, 2013 | Social Cognitive Theory and theories of gender and power | Chinese massage parlor worker women in the USA | Health center | Chinese female facilitators | Group (educational session and distribution of safe sex kits and information about free anonymous HIV testing) | Two 3 (intervention), one 2 h (control) | Yes | Mandarin/ Cantonese |
| Peragallo et al, 2012 | Social cognitive theory of behavior change | Hispanic women | Accessible Community sites | Bilingual and bicultural Hispanic women (bachelor to doctoral degree) | Group (3–7)/role play, participatory sessions, videos and discussions | Five 2 hours sessions | Yes | Spanish/ English |
| Rhodes et al, 2011 | Social cognitive theory and empowerment education | Heterosexual Latino men | The offices of CBPR partners and in the homes of participants | Peer Educators (companeros de salud) | Group/ small group activities and discussions,, didactic teaching, DVD, role plays | Multiple sessions for HIV and one session for cancer program | Yes | Spanish |
| Authors and year | Theory | Target group | Setting | Deliverer | Unit and mode of delivery | Number and duration of session | Incentive | Language |
| Wingood et al, 2011 | Social cognitive theory and theory of gender and power | Latina women | County HIV/AIDS office | Latina health educators | Group (7–8)/group discussions, role paying and teaching activities | Four 2.5 hours sessions during 4 consecutive weeks | Yes | Spanish |
| Taylor et al, 2009a | None | Chinese | Participants’ Homes | Lay health workers (Bicultural, trilingual Chinese Americans/Canadians) | Individual/ video and pamphlets through home visits | Unclear | Yes | Mandarin/ Cantonese |
| Taylor et al, 2009b | None | Chinese immigrant ESL students in Canada | CBO ESL schools | ESL teachers | Group (class sessions) | Three hours session | Yes | Mandarin/ Cantonese |
| Peragallo et al, 2005 | Social cognitive theory of behavior change | Low-income Latino women in USA | Unclear | Bicultural staff and HIV counselor | Group (hands on activities, role playing, skill demonstration and homework) | Unclear | Unclear | Spanish/ English |
| McPhee et al, 2003 | None | Vietnamese American parents | CBOs | Media, community members and staff | Community/radio spots, oral presentation, and broadcast announcements | Over 2 years | Yes | Vietnamese |
| Kocken et al, 2001 | Health belief model | Turkish and Moroccan men in the Netherlands | Coffee houses and mosques | Peer educator | Group (lectures and discussions) | One, 75 min | Unclear | Arabic |
| NRCT | ||||||||
| Roberts et al, 2017 | None | Migrant Resource Centre | Staff and peer educator | 5 or more sessions/week | ||||
| Rios-Ellis et al, 2015 | Airhihenbuwa and Webster’s PEN-3 model and Elder et al.’s framework | Underserved Latino in the USA | Community venues | Peer HIV positive and their relatives | Group (interactive group education and brochures) | One, 60–90 min | Yes | Spanish/ English |
| Galvan at al, 2015 | None | Migrant and Returnee men in Mexico | Migrant shelters | Lecturer, peer, pamphlets | Group (group lecture, peer education and pamphlet | One 30 min (peer), one 5 h lecture | Unclear | Spanish |
| Veldhuijzen et al, 2012 | None | Chinese migrants | Community venues | Staff/community members | Community campaign | 12 months | ||
| Drummond et al 2011 | None | West African Refugees in Australia | Community hall | Peer educators | Group (workshops) | Unclear | Yes | English |
| Vega et al, 2011 | Social identity theory | Latino gay men in the USA | CBOs | Bilingual program staff | Group (exposition and discussion) | 5 sessions of unclear duration in 5 weeks | Yes | Spanish/ English |
| Martinez-Donate et al, 2010 | Social-ecological framework and social marketing principles | Latino MSM who identify themselves as heterosexual in the USA | Community venues | Media | Community (mixed campaign) | 7 months | Yes | Spanish |
| Authors and year | Theory | Target group | Setting | Deliverer | Unit and mode of delivery | Number and duration of session | Incentive | Language |
| Bertens et al, 2008 | Problem-based learning (PBL), Trans theoretical Model (TTM), Self-regulated learning and observational learning | Afro-Caribbean women in the Netherlands | Homes | Peer health educators | Group (Group interaction and discussion) | Five sessions, unclear duration | Yes | Antillean/ Surinamese |
| Martin et al, 2005 | None | Latino Migrants in the USA | Homes and Community venues | Peer community health workers | Individual/ Group (education session) |
One session, unclear | Unclear | Spanish |
| Martijn et al, 2004 | Theory of planned behavior | Arab speaking migrants in the Netherlands | Refugee shelters | Lay health worker and Professional Health advisor | Group (group lectures and discussions) | One session, 150 min | Unclear | Turkish/ Arabic |
| Busza et al, 2004 | Community mobilization | Vietnamese illegal migrants sex workers in Cambodia | MSF clinics and drop-in centers | MSF Clinic staff | Group (participatory education, workshops, skills building) | Unclear | Unclear | Vietnamese |
| Kapplan et al, 2002 | None | HIV positive Ethiopian and their sexual partners. | Regional HIV center | Ethiopian Cultural mediators/case Managers (CMs) | Individual or couple/ Counselling | One session, 150 min | Unclear | Amharic |
| Raj et al,2001 | Social cognitive theory, empowerment model based on Freirian concept, self-in-relation, diffusion and innovation and theory of gender and power (Intervention 1), theory of reasoned action and health belief model (Intervention 2) | Hispanic women in the USA | Community center and community clinic | Community health worker | Group (education sessions) | 12 sessions, 90 min, 12 weeks | Yes | Spanish |
| Shtarkshall at al, 1993 | None | Ethiopian migrants in Israel | Unclear | Authors | Group (education session) | 3 days | Unclear | Hebrew |