Table 4.

Characteristics of reported educational strategies

Author	Mode of delivery for educational strategy	Duration	Frequency
Ammerman 2003	Training session	2 h per session	Once
Cheater 2006	Lectures and discussions, video presentations, observed role play, individual and peer feedback + Written material provided and self-study	½ day	Twice
Daniels 2005	Interactive case study discussions; hands on exercises in small teams in the development of action plans for patient self-monitoring and self-management + Small groups also discussed effective ways to communicate specific messages to different audiences	NR	NR
Day 1991	Teaching program with didactic and interactive approaches + Practical beside demonstrations	2 h	Once
Donati 2020	Interactive training + Observational data collected and discussed	3 h + 30 min	Once + every 3 months
Elliott 1997	Educational session with lectures, small group discussions, case studies and practicums	Full day	Twice
Evans 1997	Teaching sessions + Monthly visits to clinics by a full-time nurse educator	3 h	Once
Fairrall 2005, 2010	Educational outreach sessions	1–3 h	2–6 sessions
Feldman 2004	Interactive practitioner training utilized experience facilitators, as well as role-playing and audiotaping	NR	NR
Friese 2019	E-learning modules and quiz + Email reminders reinforcing content + Tailored videos based on baseline surveys	NR	Quarterly
Haegdorens 2018, 2019	Interactive training session led by experienced practicing nurses	4 h	Once
Harrison, 2000	Training program with participation of one senior primary healthcare nurse from each intervention clinic. The workshop provided detailed information about guidelines. Participants used a problem-solving exercise to define objectives to improve quality of STD management in their clinics, which they then carried out. + Follow-up sessions were held in each clinic, addressing the topics of physical examination and history taking, counseling and attitudes, and feedback of STD surveillance results + A member of the district STD team made monthly follow-up visits to each clinic to provide regular contact, and answer questions about the syndrome packets or other aspects of the training.	Full-day NR NR	Twice 3 Monthly
Hodl 2019	Instructional meeting + Recommendations and supplementary documents (both hardcopy and PDF formats)	1 h	Once
Hodnett 1996	Workshop including lectures, panel discussions, role playing, small group discussions and audio-visual exhibits	NR	NR
Jansson 2014	Human patient simulation (HPS) education with scenario + Verbal feedback + Structured debriefing	20 min with 10-min scenario 60-min structured debriefing	Once
Jansson 2016a, 2016b	Human patient simulation (HPS) education with scenario + verbal feedback + structured debriefing	20 min with 10-min scenario 60-min structured debriefing	Once
Kalinowksi 2015	Education program (seminar with oral presentations, exercises and discussions) + Printed short summary of the clinical practice guideline	6 h	once
Kaner 2003	During outreach visit to the practice, nurses received the screening and brief alcohol intervention (SBI) program plus training on how to use the program. Two weekly telephone calls which provided support and advice about SBI.	Mean duration: 34 min	Once
Kopke 2012	Structured education program for all nursing staff + External structured intensive training workshop for nominated key nurses from different nursing homes + Printed supportive material (guideline’s 16-page short version, flyer for relatives, posters)	Intensive training workshop 1 day	Once
Lazono 2004	Workshops + Central support by an educational coordinator + An ongoing network for peer leaders via national and local teleconferences + Each leader received a tool kit containing the guidelines, key targets for behavior change, supporting reference articles, laminated pocket cards summarizing the approach to diagnosis and treatment, and academic detailing sheets on prescribing, trigger control and specialty referral + A tool kit of patient educational materials was also provided to each practice + The educational coordinator attempted to contact each leader every 1 to 2 months to provide ideas, materials and support; identify and resolve barriers to change; and encourage less active leaders.	NR	Two workshops
Mayou 2002	Trained and supervised by the researchers + Treatment was specified in a handbook	NR	NR
McDonald 2005	Information package via email with guideline details + Outreach by a Clinical Nurse Specialist who served as an “expert peer.” Standard email message from CNS one week after the first email and reminded the nurse that the CNS was available for consultation	NR	NR
Moon 2015	Training sessions and educational material	30 min	2 sessions
Murtaugh 2005	Information package via email with guideline details + Outreach by a Clinical Nurse Specialist who served as an “expert peer”. Standard email message from CNS one week after the first email asking about the status of the eligible patient, whether the HF self-care guide was useful, and whether there was a patient issue the nurse would like to discuss with the CNS.	NR	NR
Naylor 2004	Orientation and training program on guideline content	2 months	Once
Noome 2016	Educational meetings for the implementation leaders (two nurses in each ICU were chosen as the implementation leaders)	1 day	Twice over 9 months
Pagaiya 2005	Workshop with lectures, group discussions, role play and presentations + Educational outreach visit by nurse practitioners	3 days	Once
Parker 1995	Educational program of lecture format followed by a question-and-answer period	20-min sessions	7 sessions conducted 2 weeks apart
Premaratne 199	Nurse specialists provided teaching sessions on core elements of asthma care to all practice nurses + Outreach visits by the nurse specialists to help the practice nurse organize the clinic in keeping with their teaching, and assist them in improving the management of their patients.	NR	6 sessions
Rood 2005	Computer-based version of guideline – received guideline information via the clinical information system + Paper based-version of guideline, 4-page flow chart that directs nurse to relevant guideline advise	NR	NR
Rejuiter 2018	Computer based e-learning program + Tailored advice	6 months	NR
Snelgrove-Clarke 2015	Educational meetings + Personalized feedback by individualized coaching	2 h NR	Monthly Monthly
Titler 2009; Brooks 2008	Continuing Education program for senior administrative leaders+ Train the trainer program: education of nurse opinion leaders and change champions + Education of nursing and medical staff via a web-based course + Advanced practice nurse outreach every 3 weeks as consultant to nurses and physicians + Teleconferences to discuss issues, strategies for overcoming perceived barriers, progress made in education of staff, and revision of policies and documentation forms	60 min 3 days NR NR NR	Once Once NR NR Monthly
Tjia 2015	Mailed toolkit	n/a	Once
Vallerand 2004	Lecture and discussions + Packet of information + Role-playing and assertiveness training + Principal investigator (an expert consultant) was available by pager to provide support to nurses	4 h	Once
van Gaal 2011a, 2011b	Educational meeting + Case discussions on every ward + Educational materials via CD ROMs	1.5 h 30 min	Once Twice
von Lengerke 2017	Tailored educational training for nurses + feedback discussions (from clinical managers and head nurses)	NR	NR
Weiss 2019	Mandatory training	NR	NR
Wright 1997	Computer assisted intervention that presented several patient scenarios	NR	NR
Zhu 2018	Training program study to enhance the nurses’ decision-making	36 h	NR