Table 1 Characteristics of the included studies
Included papers | Intervention (Abbreviated TIDIER Checklist) | Study characteristics | ||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
No | Citation | NAME? Intervention Name | WHY? Intervention aim | WHAT? Intervention/methods | WHAT? CODED: Intervention/methods | WHO? Intervention provider | HOW? The intervention provided | Domains the intervention aims to influence | Workforce | Country (and country income* | Setting | Study design | Economic evaluation? | Consumer engagement? | Primary outcome measure | Domain for the primary outcome |
1 | Abdulla et al. 2020 [40] | Not stated | Improve knowledge and skill acquisition | Primary Health Care nurses’ knowledge before and after immunization education program | Inservice training/education program | Primary Health Care Centres’ (PHCCs) work force training department (WFTD) | Immunisation course (no details provided); and practical (minimum of 10 vaccinations) | Education | Nursing Workforce | Qatar (high-income) | Primary Health (health centres, school health, home healthcare, community health) | Mixed method (pre–post-survey/interviews) | No | No | Knowledge (administration of vaccinations) | Education |
2 | Alwy Al-Beity et al. 2020 [41] | Helping Mothers Survive Bleeding after Birth (HMS BAB) | Improve knowledge and skill acquisition (decrease mortality rates) | HMS BAB training is competency-based simulation training for all health workers in a maternity unit | Inservice training/education program | HMS BAB curriculum developed by Laerdal Global Health and Jhpiego (part of larger HMS BAB trial) | Master trainers trained 12 district trainers (1 week). Health workers = 1 day of training. 2 workers chosen to be ‘peer practice facilitators’ trained to lead 8 weekly mandatory clinical scenario practice drills (30–40 min) | Education | Nursing, Medical and Health Workforce | East Africa (Tanzania; lower-middle income) | Rural or semi-rural health facilities n = 61 | Pre–post survey | No | No | Knowledge (pre- and post-training assessment) Skill acquisition (3 simulated scenarios) | Education |
3 | Ayisi-Boateng et al. 2022 [42] | Not stated | Improve knowledge | Alzheimer’s disease and related dementias (ADRDs) workshop | Inservice training/education program | Facilitators from family medicine, neurology, geriatrics, psychiatry and public health | 4-h in-person educational content/workshop on ADRD | Education | Medical, Nursing, Allied Health and Aged Care Workforce | Ghana (lower-middle income) | Public and private healthcare facilities in Kumasi, Ghana | Pre–post survey | No | No | Knowledge Alzheimer’s Disease Knowledge Scale | Education |
4 | Azoulay et al. 2021 [43] | Dedicated Liver Surgery Program | Improve knowledge and skill acquisition; improve staff retention/recruitment | Senior surgeon teaching liver surgery to junior colleagues, as well as mentor and develop their academic production | Formal education program | Chaim Sheba Medical Centre (Israel) | 4 week resident rotations; WhatsApp group to share education; conferences; senior surgeon mentoring; senior liver specialist anaesthetist meetings; morbidity and mortality conference | Recruitment, Retention and Education | Medical Workforce | Israel (high income) | University-affiliated hospital | Pre–post survey | No | No | Surgery output, publication output, education uptake (WhatsApp educational group) | Education |
5 | Bennett et al. 2022 [44] | Not stated | Improve knowledge and skill acquisition | Training aged care workforce compassion and person centred care by completing activities wearing the aged simulation training suit (ASTS) | Inservice training/education program | ACH Group | 3 h training activity using an ASTS. Staff completed functional daily tasks for approximately 30 min while wearing the suit | Education | Aged Care and Nursing Workforce | Australia (high income) | Residential care facilities | Pre–post survey | No | No | Knowledge and skill acquisition The Compassion Competence Scale (CCS) and Person-centred Care Assessment Tool (P-CAT) | Education |
6 | Chicoine 2022 [45] | ECHO-CD (Extension for Community Healthcare Outcomes—Concurrent Disorders) | Improve self-efficacy (knowledge and skill acquisition) | ECHO is a videoconference-based, interprofessional tele-mentoring model to support and build capacity in CD healthcare professionals | Inservice training/education program | Not stated in this publication | Pairing healthcare professionals (the “Spokes”), with an interdisciplinary team of experts (the “Hub”) at a centralized academic centre. 90-min online educational sessions every 2 weeks for 20 sessions | Recruitment and Education | Nursing and Mental Health Workforce | Canada (high income) | Hospital, community and primary care | Pre–post survey (baseline, 6 months and 12 months) | No | No | Self-efficacy | Education |
7 | Clancy et al. 2020 [46] | ‘My Early Relational Trauma Informed Learning’ (MERTIL) program | Improve knowledge and skill acquisition | MERTIL is an online learning and face-to-face workshop-based trauma-informed training for MCH (maternal child health) nurses | Inservice training/education program | Victorian State Government | 20-h program of online learning (13 h) and face-to-face clinical skills workshops (7 h) | Retention and Education | Nursing, Allied Health, Family Violence and Social Workforce | Australia (high income) | MCH staff across the state | Pre–post survey | No | No | Competency and knowledge | Education |
8 | Dierkes et al. 2022 [47] | State-level staffing mandate | Improve staff retention | Introduction of staff mandates to improve patient safety | Policy/protocol change | Not stated | Health services introduced nursing staff ratio mandates in California hospitals | Safety, Recruitment and Retention | Nursing Workforce | USA (high income) | Hospitals | Longitudinal, pre-test/post-test design | No | No | Nurse staffing levels defined as registered nurse hours per patient day (HPPD) | Safety |
9 | Downing et al. 2016 [48] | Link-nurse programme | Improve knowledge and skill acquisition; improve service provision | Link-nurse training and mentorship to equip nurses from different wards with knowledge/skills to provide generalist palliative care alongside their clinical team | Inservice training/education program | Mulago Hospital | 5 day program = 3 days training, followed by mentorship/support supervision onwards, and 2 day training 3 months later | Recruitment, Retention and Education | Nursing Workforce | East Africa (Uganda; low income) | Hospital | Mixed methods—pre-test/post-test design | No | No | Confidence/competence | Education |
10 | Gajewski et al. 2019 [49] | ML (medical licentiates) training programme | Improve knowledge and skill acquisition; improve service provision | Task-shifting by training non-physician clinicians (NPCs) called medical licentiates to perform common surgeries in rural hospitals due to surgeon shortages | Inservice training/education program | Clinical Officer Surgical Training in Africa (COST-Africa) | Program designed to enhance surgical skills of MLs—3 month intensive surgery course; 3 monthly supervision by specialist surgeons once deployed | Education, Recruitment, Retention and Safety | Medical and Rural Workforce | Africa (Zambia; low income) | Hospital | RCT—matched-pairs | No | No | Outputs Number of selected common general surgical interventions—measured with extended theatre register | Education |
11 | Gordon et al. 2022 [50] | reBoot Camp | Improve knowledge; improve technological skill acquisition | reBoot Camp training program was created as ongoing education. Identified need by physicians to facilitate electronic health record (EHR) implementation | Inservice training/education program | Mayo Clinic—Clinical Systems Education | reBoot Camp is an intensive and interactive refresher course consisting of 2-day sessions on EHR topics relevant to ambulatory care | Education | Medical Workforce | USA (high income) | Hospital | Pre-test/post-test design | No | Yes | Knowledge Proficiency Score | Education |
12 | Islam et al. 2020 [51] | Four Steps to Building Dementia Practice in Primary Care | Improve knowledge and skill acquisition: to lead practice change | Free training program developed on the ‘Four Steps to Building Dementia Practice in Primary Care’ on the timely diagnosis and management of dementia | Inservice training/education program | Not stated | Face-to-face (3.5 h) or online (4 × 1 h modules) training program | Education | Nursing Workforce | Australia (high income) | Primary health care facilities | longitudinal study—pre-test/post-test design | No | Yes | Knowledge Self-perceived levels of importance, knowledge and confidence | Education |
13 | Jafari et al. 2020 [52] | ECHO-Chicago Geriatrics (Extension for Community Healthcare Outcomes) | Improve knowledge and skill acquisition; additional mentoring | ECHO connects academic medical specialists and community health care providers via videoconferencing for free education sessions | Inservice training/education program | University of Chicago | 12 sessions × 1 h of didactic lecture (20–30 min) and telemonitoring case study discussions completed via videoconferencing technology facilitated by × 1 UCM geriatrician, a geriatric nurse educator and at least one geriatric social worker | Retention and Education | Medical, Care and Aged Care Workforce | USA (high income) | Hospitals, aged care facilities, community clinics | Pre-test/post-test design | No | No | Knowledge Self-efficacy Behaviour change Frequency of practice behaviours | Education |
14 | Jedwab et al. 2022 [53] | Electronic medical record (EMR) system implementation | Improve staff retention; improve staff safety | EMR system implementation across 6 hospitals of a large tertiary healthcare organisation | Impact of technology implementation | Not stated | Surveys collected pre-electronic medical record implementation prior to COVID pandemic and 18-month post implementation during the pandemic | Retention, Safety and Education | Nursing Workforce | Australia (high income) | Hospitals-only inpatient staff | Cross sectional pre-test/post-test design | No | Yes | Well-being; Work engagement; Motivation to use technology; Experience using technology | Safety (well-being) |
15 | Johnston et al. 2020 [54] | The Training for Health Equity Network (THEnet) | Improve staff recruitment; Improve knowledge and skill acquisition; Improve health service provision | THEnet Graduate Outcome Study (GOS) of medical graduates | Formal education program | The Training for Health Equity Network (THEnet) | THEnet is a community-of-practice of 13 health professional education institutions with a focus on delivering socially accountable education to produce a fit-for-purpose medical workforce | Recruitment, Retention and Education | Rural and Medical Workforce | Australia (high income), The Philippines (lower-middle income), Sudan (low income), South Africa (upper-middle income), Nepal (lower-middle income), Canada (high income) | University | Mixed methods, pre-test/post-test design | No | No | Recruitment Intention to practice in rural and other underserved areas | Recruitment |
16 | Martin et al. 2019 [55] | Quitskills (part of the Tackling Indigenous Smoking Program) | Improve knowledge and skill acquisition; Improve cultural competency | Quitskills training program for health professionals working with First Nations people who smoke | Inservice training/education program | Cancer Council South Australia—Australian Government | 3 day course aimed at being culturally relevant to increase health professionals’ skills, knowledge and confidence to assess and discuss smoking behaviour and support First Nations people to quit smoking | Education | Health, Indigenous and Rural Workforce | Australia (high income) | Healthcare facilities | Pre-test/post-test design | No | Yes | Knowledge and confidence | Education |
17 | Mikolajczyk et al. 2021 [56] | Inpatient hepatology resident curriculum | Improve knowledge and skill acquisition | A mandatory, inpatient, hepatology resident curriculum | Formal education program | University of Chicago Medical centre | Mandatory hepatology rotation lasts for 2 weeks. 15 core topics, patient care, weekly conferences, literature review, didactic sessions, online educational activities | Recruitment and Education | Medical Workforce | USA (high income) | Hospital | Pre-test/post-test design | No | No | Knowledge 12 MC questions from the Medical Knowledge Self-Assessment Program | Education |
18 | Morshed et al. 2017 [57] | Evidence-based cancer control (EBCC) training | Improve knowledge and skill acquisition | Online evidence-based cancer control (EBCC) training to increase evidence-based interventions to control obesity and cancer via exercise/diet | Inservice training/education program | Prevention Research Centre (St Louis) | Online EBCC training of 26 skills for EBCC care over 6 modules Interactions practiced via simulations | Education | Care, Nursing and Allied Health Workforce | USA (high income) | Public health settings (not specific) | Pre-test/post-test design | No | No | Knowledge Skill-based competence | Education |
19 | Murthy et al. 2020 [58] | Not stated | Improve knowledge and skill acquisition | Determine if similar skill acquisition with low fidelity (LF) vs high fidelity (HF) simulation training course in clinical breast exam (CBE) | Inservice training/education program | University Teaching Hospital and the Centre for Surgery and Public Health Brigham and Women’s Hospital in Boston | 1-day CBE simulation training course. Practice with trainer | Education | Medical Workforce | East Africa (Rwanda; low income) | Hospital | Single centre randomised cross over—pre-test/post-test design | No | No | Knowledge | Education |
20 | Neikrug et al. 2022 [59] | UCI Train New Trainers (TNT) Primary Care Psychiatry Fellowship | Improve knowledge and skill acquisition | Fellowship program for professionals working in primary care-based psychiatric care | Formal education program | University of California Irvine and University of California Davis | 1 year fellowship for behavioural health workforce primary care providers | Safety and Education | Mental Health, Medical and Nursing Workforce | USA (high income) | Primary care | Pre-test/post-test design | No | No | Knowledge 50 item unvalidated MC exam developed by researchers | Education |
21 | Ortega et al. 2018 [60] | Nursing Leadership: Empowering Nurses in Latin America and the Caribbean | Improve knowledge and skill acquisition | Online nursing leadership course in English and Spanish for nurses in leadership roles | Inservice training/education program | Pan American Health Organization (PAHO) Virtual Campus | Asynchronous, online 8 module courses. Expected to complete within 3 months. 3 cohorts—Cohort 1 (English speaking), Cohort 2 (Spanish speaking), Cohort 3 (in Uruguay) | Retention and Education | Nursing Workforce | USA (high income) | Public facilities | Retrospective pre-test/post-test design | No | No | Knowledge Eight pre–post within-module exams | Education |
22 | Ortega et al. 2021 [61] | Not stated | Improve knowledge and skill acquisition | Program to improve the integrated response of mental health crisis teams through simulated patient training | Inservice training/education program | Maudsley Simulation | Program of 5 interprofessional simulation courses (11 sessions) focusing on core skills to improve mental health crisis situations. Simulation scenarios with trained actors of 10–15 min with 30–40 min debrief | Safety and Education | Mental Health, Nursing, Allied Health, Social and Medical Workforce | UK (high income) | All clinical facilities | Mixed methods—pre-test/post-test design | No | No | Measure of social and cognitive abilities in demanding situations The Human Factors Skills for Healthcare Instrument (HuFSHI) | Education |
23 | Parmar et al. 2022 [62] | The Foundational Caregiver-Centered Care Education program | Improve knowledge and skill acquisition | Person-centred competency-based education program for the care workforce working with family caregivers | Inservice training/education program | University of Alberta ethics | 1 h free competency education to identify, assess, support and partner with family caregivers. 6 modules that follow the domains in the Caregiver-Centered Care Competency Framework | Education | Allied Health, Nursing, Aged Care, Social and Medical Workforce | USA (high income) | Primary care, hospital, home care, aged care | Mixed methods—pre-test/post-test design | No | Yes | Knowledge and confidence Caregiver-Centered Care Knowledge Assessment Test | Education |
24 | Playford et al. 2020 [63] | Not stated (rural/remote clinical placement) | Improve rural recruitment/retention | Rural/remote clinical placement in final year of study. Followed up at 1 year and 15–17 year post-graduation to determine location of practice (rural/urban) | Formal education program | University of Western Australia—University Department of Rural Health (UDRH) | Nursing and allied health students enrolled at an urban campus and completed a rural placement of 2–18 weeks in final year of course | Recruitment, Retention and Education | Allied Health, Nursing, Rural and Remote Workforce | Australia (high income) | Western Australian UDRH | Longitudinal cohort study—pre-test/post-test design | No | No | Recruitment and retention to rural workplace Location of practice | Recruitment |
25 | Risendal et al. 2022 [64] | iSURVIVE | Improve knowledge and skill acquisition | Cancer survivorship education program for rural primary care practice health professionals | Inservice training/education program | High Plains Research Network at Department of Family Medicine University of Colorado | Multimodal curriculum using SOuND Team Training (Trademark)—4 × 1 h face-to-face full practice team sessions. Didactic and interactive. Supplemental series × 12 monthly 1 h interactive webinars | Education | Rural, Health, Care, Nursing, and Allied Health Workforce | USA (high income) | Primary care | Mixed methods—pre-test/post-test design | No | Yes | Knowledge 14 item questionnaire | Education |
26 | Salehi et al. 2021 [65] | Not stated | Improve knowledge and skill acquisition; Improve staff recruitment | National paediatric nurse training program evaluation after 4 years of graduates | Formal education program | SickKids-Ghana Paediatric Nursing Education Partnership; Ghana College of Nurses and Midwives | 1 year competency-based training program; lectures, case-based learning, simulation, extensive clinical practicum. Content = family centred care, strengths-based nursing and gender equality, primary care, managing acute and challenging hospital patients, emergency care, leadership development | Recruitment, Retention and Education | Nursing Workforce | West Africa (Ghana; lower-middle income) | Training centres × 3 across the country; hospitals | Mixed method—pre-test/post-test design | No | Yes | Knowledge, confidence and clinical skills | Education |
27 | Sibrian et al. 2022 [66] | Not stated | Improve knowledge and skill acquisition | Virtual education approach to address learning needs during COVID | New graduate clinical nurses (NGCNs) virtual program due to remote working and social distancing | Not stated | 10 week online—active learning strategies, including unfolding clinical case studies, self-reflection, small group discussion, role playing, debriefing. Wellness/stress management topics. Online preceptorship and 6 virtual education sessions | Retention, Safety and Education | Nursing Workforce | USA (high income) | Healthcare facilities with new graduate programs | Pre-test/post-test design | No | No | Knowledge Casey-Fink Graduate Nurse Experience survey (revised) | Education |
28 | Tran et al. 2019 [67] | APN Leadership Development Program | Improve knowledge and skill acquisition | Leadership and management fellowship for advanced practice nurses (APNs)—certified nurse midwives (CNMs) and nurse practitioners (NPs) | Formal education program | Not stated | 1 year fellowship—3 intensive face-to-face leadership retreats; 2 monthly distance-based learning activities. Distance and online workshops, seminars, team learning | Retention, Safety and Education | Nursing and Rural Workforce | USA (high income) | Academic health centres; private practice | Pre-test/post-test design | No | No | Knowledge Leadership/management competencies | Education |
29 | Vesel et al. 2015 [68] | Helping Health Workers Cope (HHWC) project | Improve coping skills/stress levels and relationships | HHWC offers counselling and psychological training on coping, stress and provider–provider and provider–client relationships | Inservice training/education program | Not stated | Individual intake counselling assessment. 10 × group counselling sessions. Health workers grouped into women and men’s groups and met weekly. Trained on stress management, self-care and client-care. Refresher training after 9 months | Retention, Safety and Education | Rural, Health and Nursing Workforce | West Africa (Sierra Leone; low income) | Primary health care facilities | Retrospective pre-test and a post survey | No | No | Safety (mental health) Coping skills, perceived stress levels and changes in relationships (pre to post) | Safety (well-being) |
30 | Zhang et al. 2021 [69] | ‘appointment–triage–disinfection’ work pattern | Improve staff safety (mental health; workload; stress) | The work pattern (triage protocol and disinfection frequency) of the hospital pre-COVID and post-COVID outbreak; quarterly mental health surveys to assess the mental status of the military healthcare providers | Policy/protocol change | United Nations | Change to work pattern due to COVID pandemic. Patients must make appointment, triaged by specialist based on risk (temperature taken), patient to fever or routine clinic. Disinfect hospital—high risk areas × 2/day, lower risk × 1/day | Retention and Safety | Medical, Nursing and Allied Health Workforce | South Sudan (low income) | United Nations peacekeeping field hospital | Mixed methods (Pre–post surveys) | No | No | Safety (mental health) Perceived Stress Scale and generalised Anxiety Disorder before/after the COVID outbreak | Safety (well-being) |