Contributions to the literature
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Findings from this review may inform nursing implementation researchers and practitioners in selecting strategies that facilitate the uptake of practice guidelines in nursing.
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This review identified additional implementation strategies similar to reviews in other health disciplines, including facilitation, guideline adaptation to the local context, changes to organizational policies, and use of a participatory approach.
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Future implementation science research in nursing, using qualitative, quantitative, and mixed methods research designs, is needed to help move the field beyond educational strategies and understand what works, for whom, and in what context.
Background
Methods
Information sources and search strategy
Outcomes
Study selection
Data abstraction
Categorization of implementation strategies
Study quality
Data analysis
Results
Study selection
Study characteristics
Author | Study design | Participants: healthcare providers | Participants: patients | Setting | Practice guidelines |
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Ammerman, 2003 (USA) | RCT | Nurses | Food for Heart program patient | Hospital—Outpatient | Dietary counseling for hypercholesterolemia |
Charrier, 2008 (Italy) | cRCT | Nurses | Adult inpatient | Hospital—Inpatient | Prevention of pressure lesions and the management of peripheral and central venous catheters |
Cheater, 2006 (UK) | cRCT | Nurses | Adult outpatient | Hospital—Outpatient | Management of urinary incontinence |
Daniels, 2005 (USA) | RCT | Nurses, Physicians | Adult outpatient | Hospital—Outpatient | Asthma care management |
Day, 2001 (UK) | RCT | Nurses | Adult intensive care inpatient | Inpatient—Hospital | Endotracheal suctioning |
Donati, 2020 (Italy) | cRCT | Nurses | Medical-surgical | Inpatient—Hospital | Standard precautions |
Elliott, 1997 (USA) | cRCT | Nurses | Oncology patient | Community Primary Care Clinic | Cancer pain management |
Evans, 1997(USA) | cRCT | Nurses, Physicians | Pediatric inpatient | Hospital—Outpatient | Asthma care management |
Fairall, 2005, 2010 (South Africa) | cRCT | NP | Adult outpatient | Community Primary Care Clinic | Tuberculosis case detection and respiratory care |
Feldman, 2004 (USA) | RCT | Nurses | Chronic heart failure patient | Hospital—Outpatient | Heart failure management |
Friese 2019 (USA) | cRCT | Nurses | Oncology patients | Hospital—Inpatient | Hazardous Drug Handling |
Haegdorens, 2018 & 2019 (Belgium) | cRCT | Nurses | Medical-surgical | Hospital—inpatient | Early warning score |
Harrison, 2000 (South Africa) | RCT | Nurses | Community clinic patient | Community | Sexually transmitted infection management |
Hödl, 2019 (Austria) | cRCT | Nurses | Nursing home resident | Nursing Home | Urinary incontinence management |
Hodnett, 1996 (Canada) | cRCT | Nurses | Labor and delivery patients | Hospital—Inpatient | Intrapartum nursing practice |
Jansson, 2014(Finland) | RCT | Nurses | Adult intensive care inpatient | Hospital—Inpatient | Prevention of ventilator-associated pneumonia |
Jansson, 2016a, 2016b (Finland) | RCT | Nurses | Adult intensive care inpatient | Hospital—Inpatient | Prevention of ventilator-associated pneumonia |
Kalinowski, 2015 (Germany) | RCT | Nurses | Nursing home resident | Nursing Home | Nonpharmacological pain management |
Kaner, 2003 (UK) | cRCT | Nurses | Adult outpatient | Community Primary Care Clinic | Brief alcohol intervention |
Köpke, 2012 (Germany) | cRCT | Nurses | Nursing home resident | Nursing Home | Use of physical restraint |
Lozano, 2004 (USA) | RCT | Nurses, Physicians | Pediatric, asthmatic patient | Hospital—Outpatient | Pediatric chronic asthma care |
Mayou, 2002 (UK) | RCT | Nurses | Adult heart failure inpatient | Hospital—Inpatient | Early rehabilitation after myocardial infarction |
McDonald, 2005 (USA) | RCT | Nurses | Adult outpatient | Hospital—Outpatient | Pain management |
Moon, 2015 (South Korea) | RCT | Nurses | Adult intensive care inpatient | Hospital—Inpatient | Delirium prevention |
Murtaugh, 2005 (USA) | RCT | Nurses | Adult cardiology outpatient | Hospital—Outpatient | Heart failure disease management |
Naylor, 2004 (USA) | RCT | Nurses | Adult cardiology inpatient | Hospital—Inpatient | Transitional care of older adults hospitalized with heart failure |
Noome, 2017 (Netherlands) | RCT | Nurses | Adult inpatient | Hospital—Inpatient | Nursing end-of-life care |
Pagaiya, 2005 (Thailand) | RCT | Nurses | Adult and pediatric outpatient | Community Primary Care Clinic | Children: Acute respiratory infection and diarrhea Adults: Diazepam prescribing and standard management of diabetes |
Parker, 1995(USA) | RCT | Nurses, NP | Adult, long term care patient | Long-term care facility | Diabetes management |
Premaratne, 1999 (UK) | RCT | Nurses | Community clinic patient | Health care clinic | Asthma management |
Rood, 2005 (Netherlands) | RCT | Nurses | Adult, inpatient | Hospital—Inpatient | Glucose regulation |
Ruijter, 2018 (Netherlands) | RCT | Nurses | Adult, outpatient | Community Primary Care Clinic | Smoking cessation |
Snelgrove-Clarke, 2015 (Canada) | RCT | Nurses | Adult, low risk labor and delivery patient | Hospital—Inpatient | Fetal health surveillance |
Titler, 2009; Brooks, 2008 (USA) | RCT | Nurses, Physicians | Older adults | Hospital—Inpatient | Acute pain management |
Tjia, 2015 (USA) | cRCT | Nurses | Nursing home residents | Long term care | Antipsychotic prescribing |
Vallerand, 2004 (USA) | RCT | Nurses | Adult outpatient | Hospital—Outpatient | Cancer pain management |
Van Gaal, 2011a; 2011b (Netherlands) | RCT | Nurses | Older adults | Long term care and Hospitals—inpatient | Patient care guidelines to prevent adverse events including: pressure ulcers, urinary tract infections and falls |
VonLengerke, 2017 (Germany) | RCT | Nurses, Physicians | Adult intensive care inpatient | Hospital—Inpatient | Hand hygiene |
Weiss, 2019 (USA) | cRCT | Nurses | Adults, medical surgical | Hospital—Inpatient | Discharge Readiness Assessment |
Wright, 1997 (USA) | RCT | Nurses | Adult inpatient | Hospital—Inpatient | Universal precautions-related behaviors |
Zhu, 2018 (China) | RCT | Nurses | Adult, outpatient | Community Primary Care Clinic | Hypertension management |
Risk of bias assessments
Implementation strategies used
Study author, date (country) | Implementation strategies from EPOC taxonomy | Implementation strategies not included in EPOC taxonomy | Outcomes | |||||||||||
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Educational materials | Educational meetings | Local consensus process | Educational outreach visits | Local opinion leaders | Patient mediated interventions | Audit & feedback | Tailoring interventions | Reminders | Adaptation of CPG to local context | External facilitation | Changes to Org Policy | Multi-faceted participatory Approach | ||
Ammerman, 2003 (USA) | X | Ø Patient health status (attitudes/practices to prevent hypercholesterolemia; blood lipids, weight and dietary choices) | ||||||||||||
Charrier, 2008 (Italy) | X | X | + Professional practice (adoption of guideline practices) | |||||||||||
Cheater, 2006 (UK) | X | X | X | X | X | Ø Professional practice (adherence to urinary incontinence assessment guidelines) | ||||||||
Daniels, 2005 (USA) | X | X | X | X | X | + Professional practice (compliance with asthma care guidelines) | ||||||||
Day, 2001 (UK) | X | + Professional knowledge (knowledge of endotracheal suctioning) + Professional practice (ability to practice guideline recommendations effectively) | ||||||||||||
Donati, 2020 (Italy) | X | X | + Professional practice (hand hygiene) | |||||||||||
Elliott, 1997 (USA) | X | X | X | X | X | X | Ø Professional knowledge (knowledge of cancer pain management, pain intensity) | |||||||
Evans, 1997 (USA) | X | X | X | X | X | + Professional practice (identification/treatment of asthma) + Patient health status (continuity of care, patient education by professionals) | ||||||||
Fairall, 2005, 2010 (South Africa) | X | X | X | X | X | + Professional practice (Increased case detection, improved therapy/practices by professionals, improved prescribing) Ø Expenditures (cost effectiveness) | ||||||||
Feldman, 2004(USA) | X | X | X | X | X | + Professional practice (quality of life, satisfaction with home care services, survival at 9 days) + Resource use (emergency department use, hospital admissions) | ||||||||
Friese, 2019 (USA) | X | X | X | X | X | Ø Professional knowledge (knowledge of PPE) Ø Professional practice (PPE use) | ||||||||
Haegdorens 2018, 2019 (Belgium) | X | + Professional practice (frequency and quality of vital signs) Ø Patient health status (unexpected death, cardiac arrest, unplanned ICU admission | ||||||||||||
Harrison, 2000 (South Africa) | X | X | X | X | + Professional practice (quality of case management) | |||||||||
Hödl, 2019 (Austria) | X | X | + Patient health status (adverse events caused by urinary incontinence) | |||||||||||
Hodnett, 1996 (Canada) | X | X | X | X | Ø Professional practice (adherence to practice guidelines) | |||||||||
Jansson, 2014 (Finland) | X | X | X | + Professional knowledge (knowledge of mechanical ventilation) + Professional knowledge (adherence to practice guidelines, improved simulation exposure) | ||||||||||
Jansson, 2016a, 2016b (Finland) | X | X | Ø Professional knowledge (hand hygiene, pneumonia prevention by staff) | |||||||||||
Kalinowski, 2015 (Germany) | X | X | Ø Professional practice (nonpharmacological pain management techniques) + Patient health status (pain management) | |||||||||||
Kaner, 2003 (UK) | X | X | + Professional practice (screening/adherence to protocol; patient management) Ø Expenditures (cost effectiveness) | |||||||||||
Köpke, 2012 (Germany) | X | X | X | X | Ø Professional practice (decreased restraint use; adherence to guidelines) | |||||||||
Lozano, 2004 (USA) | X | X | X | X | + Patient health status (Asthma symptoms, frequency of steroid use) | |||||||||
Mayou, 2002 (UK) | X | X | X | + Patient health status (quality of life, anxiety/depression) | ||||||||||
McDonald, 2005 (USA) | X | X | X | X | X | Ø Professional practice (nursing pain assessment) + Patient health status (symptom management and quality of life) + Expenditures (cost effectiveness) | ||||||||
Moon, 2015 (South Korea) | X | X | Ø Patient health status (incidence of delirium; in hospital mortality) | |||||||||||
Murtaugh, 2005 (USA) | X | X | X | X | + Professional practice (Adherence to nursing protocols; nursing assessment) | |||||||||
Naylor, 2004 (USA) | X | X | X | + Patient health status (time to first hospitalization or death, quality of life, functional status) | ||||||||||
Noome, 2017 (Netherlands) | X | X | X | X | + Professional knowledge (knowledge of evidence-based practice in end-of-life care) Ø Professional practice (adherence to guidelines) | |||||||||
Pagaiya, 2005 (Thailand) | X | X | X | X | + Professional practice (prescribing medication to manage diabetes) | |||||||||
Parker, 1995 (USA) | X | + Professional knowledge (knowledge of diabetes management) Ø Professional practice (diabetes management) | ||||||||||||
Premaratne, 1999 (UK) | X | X | X | Ø Professional practice (steroid prescribing) + Patient health status (quality of life) Ø Resource use (attendance to emergency department, admission to hospital) | ||||||||||
Rood, 2005 (Netherlands) | X | X | X | + Professional practice (adherence to guidelines) | ||||||||||
Ruijter, 2018 (Netherlands) | X | X | Ø Professional practice (adherence to guidelines) | |||||||||||
Snelgrove-Clarke, 2015 (Canada) | X | X | + Professional practice (patient safety, adherence to guidelines) | |||||||||||
Titler, 2009; Brooks, 2008 (USA) | X | X | X | X | X | X | X | X | + Professional practice (adoption of practices to address pain intensity) + Patient health status (pain intensity) | |||||
Tjia, 2015 (USA) | X | X | X | X | Ø Patient health status (toolkit awareness) Ø Professional practice (adherence to guidelines, antipsychotic prescribing) | |||||||||
Vallerand, 2004 (USA) | X | X | X | + Professional knowledge (perceptions of pain) | ||||||||||
Van Gaal, 2011a; 2001b (Netherlands) | X | X | X | X | X | + Patient health status (patient safety) | ||||||||
VonLengerke, 2017 (Germany) | X | X | X | X | + Professional practice (hand hygiene) | |||||||||
Weiss 2019 (USA) | X | X | X | Ø Patient health status (in-patient readmission, return visit to hospital) | ||||||||||
Wright, 1997 (USA) | X | + Professional practice (universal precautions) | ||||||||||||
Zhu, 2018 (China) | X | Ø Patient health status (hypertension prevention/ management) | ||||||||||||
Total | 27 | 33 | 5 | 12 | 4 | 2 | 11 | 8 | 4 | 9 | 14 | 3 | 3 |
Author | Mode of delivery for educational strategy | Duration | Frequency |
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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 |
Additional implementation strategy | Definition | Primary study implementation strategy description | Closest corresponding EPOC definition | Inclusion in other taxonomies | Comparison |
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Changes to organizational policies | Creating/adapting new policies and or adaptations or modifications to existing organizational policies to enable the implementation of evidence at a systems-level [41] | Weiss 2019: Added components into intervention units’ operational procedures for hospital discharge Titler 2009: Revision of institution-specific documents (e.g., documentation forms, policies, and procedures) | Organizational culture: “Strategies to change organizational culture” | ERIC Taxonomy [42]: 1. Mandate change; Have leadership declare the priority of the innovation and their determination to have it implemented 2. Alter patient/consumer fees: Create fee structures where patients/consumers pay less for preferred treatments (the clinical innovation) and more for less-preferred treatments 3. Change accreditation or membership requirements: Strive to alter accreditation standards so that they require or encourage use of the clinical innovation. Dynamic Adaption process and EPIS implementation conceptual model: Policies, funding/resources are classified at the system-level and differ from culture/climate [41] | Organizational culture is defined as the “attitudes, experiences, beliefs, and values of the organization, acquired through social learning, that control the way individuals and groups in the organization interact with one another and with parties outside it.” [43] The “Changes to organizational policies” strategy identified in our review differs from this definition of culture, as it relates specifically to changing practice policies and procedures to implement evidence into practice. Making changes to organizational policies is not the same as interventions to change the attitudes, experiences, beliefs, and values of an organization. As such, it requires a distinct strategy, similar to the way it has been described in other implementation science research, such as the ERIC taxonomy. While organizational policies may contribute to creating organizational culture in the long term, their goal is to provide concrete direction to staff about practice/behavior, not to simply change beliefs or attitudes. |
Participatory approaches | Collaborative research approaches, such as engaged scholarship, integrated knowledge translation, co-production, participatory action research, that engage knowledge users (e.g., patients, health care providers, policy-makers) throughout the research process [44] | Von Lengerke 2017: Involved medical psychologists and performed in coordination with the leading Hospital Epidemiology Department and the health economists involved in the project. Tjia 2015: An interdisciplinary team of geriatric physicians, pharmacists, and a nurse used the needs assessment results, CERSG data, and an environmental scan of existing NH quality improvement toolkits to develop the NH antipsychotic prescribing toolkit. Köpke et al. 2012: Multidisciplinary guideline development group of nationwide experts from all relevant fields, including a residents’ representative, was convened. Group members received a 1-day introduction to evidence-based medicine and guideline development. The guideline development group met 5 times between October 2007 and May 2008. | Tailored interventions: “Interventions to change practice that are selected based on an assessment of barriers to change, for example through interviews or surveys.” | ERIC Taxonomy [42]: Develop academic partnerships: Partner with a university or academic unit for the purposes of shared training and bringing research skills to an implementation project | The collaborative research approaches described in the literature involve knowledge users throughout the research process (i.e., research question generation, data collection, analysis, interpretation of findings). The approaches described in the included studies of this review highlight multidisciplinary teams involved in the research process to support guideline implementation. This differs from the “Tailored Interventions” strategy in the EPOC taxonomy, as it focuses on the who and how knowledge users were involved in the research process, beyond an assessment of barriers and selection of strategies. |
Facilitation | Facilitation “represents the active ingredient of implementation, with individuals defined as facilitators taking on a change agency role to identify elements of evidence and context that might influence implementation and then utilizing appropriate facilitation methods and processes to enable the implementation process.” [45] | Snelgrove-Clarke 2015: Supported by the principal investigator facilitator, groups of four to six nurses participated in monthly, 2-h Action Learning meetings by sharing their experiences of adhering to the IA component of the guideline for low-risk laboring women. The facilitator conducted 1:1 coaching at least once on the birthing unit between monthly meetings. Vallerand 2004: The principal investigator, an expert consultant, was available by pager to provide a way for the nurses to have their questions answered while in the field. The consultant also was available to provide guidance while nurses in the clinical setting developed care plans and to direct role-playing to prepare for situations requiring advocacy for more effective pain management (e.g., telephone calls to physicians requesting changes in analgesic orders) Feldman 2004: The interactive practitioner training utilized experienced facilitators, as well as role-playing and audiotaping, to help nurses increase their skills in communicating with and motivating their patients to adhere to treatment instructions. | Local opinion leaders: “The identification and use of identifiable local opinion leaders to promote good clinical practice.” | ERIC taxonomy: Facilitation: A process of interactive problem solving and support that occurs in a context of a recognized need for improvement and a supportive interpersonal relationship | |
Guideline adaptation | Guideline adaptation includes reviewing the available evidence, contextualizing the evidence to the local context, and customizing recommendations to adapt guideline to the local context [50]. | Fairall 2005, 2010: The guideline was adapted from WHO’s PAL guideline after consultation with South African primary care physicians, nurses and managers, and harmonized with local guidelines such as the national essential drug list, HIV and tuberculosis programmes. Feldman 2004: The HOME Plan adapted the heart failure guideline developed by the Agency for Healthcare Research and Quality (AHRQ), to the home care setting. Harrison 2000: These guidelines include a wall chart and a manual on the syndromic management of STD, adapted from the World Health Organization recommendations on STD treatment, and evaluated locally to determine treatment effectiveness. Naylor 2004: Evidence-based protocol, guided by national heart failure guidelines and designed specifically for this patient group and their caregivers with a unique focus on comprehensive management of needs and therapies associated with an acute episode of heart failure complicated by multiple comorbid conditions. | Tailored interventions: “Interventions to change practice that are selected based on an assessment of barriers to change, for example through interviews or surveys.” Local consensus process: “Formal or informal local consensus processes, for example agreeing a clinical protocol to manage a patient group, adapting a guideline for a local health system or promoting the implementation of guidelines.” | ERIC Taxonomy: Promote adaptability: Identify the ways a clinical innovation can be tailored to meet local needs and clarify which elements of the innovation must be maintained to preserve fidelity | Guideline adaptation differs from “Tailored Interventions”, as it focuses on tailoring and making changes to the guideline itself to meet local needs and local context, which aligns with the ERIC taxonomy “Promoting Adaptability” category. In contrast, the EPOC taxonomy category of “Tailored Interventions” focuses on tailoring the implementation strategy to the local context. Guideline adaptation also differs from “Local Consensus Process”, as it involves a more robust process to adaptation beyond what is implied in the EPOC definition of local consensus process. Guideline adaptation includes reviewing the available evidence, contextualizing the evidence to the local context, and customizing recommendations to adapt guideline to the local context [50]. Similarly, this aligns with the ERIC taxonomy “promoting adaptability” category. |