Table 3 Summary of education and training interventions

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