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Table 4 Intervention type, focus, duration and setting
| ID | Study | Intervention type | Focus | Duration of intervention | Setting |
|---|---|---|---|---|---|
| 1 | Boden-Albala 2010 [44] | • Two sessions about stroke education | Awareness | 2 brief sessions within 3 weeks of stroke/TIA onset | Hospital or home |
| 2 | Chan 2008 [45] | • Stroke education program (video) | Awareness | 12 minutes | Emergency department |
| 3 | Covington 2010 [46] | • PowerPoint presentation | Equal focus | Single, brief session | • Churches |
| • Educational materials to take home | • Group homes | ||||
| • Blood pressure screening and referral | • Community centers, and community organizations" | ||||
| 4 | Dromerick 2011 [47] | • Stroke navigators visiting patients | Equal focus | Advice sessions over one year | Home |
| 5 | Duraski 2006 [49]; Duraski 2003 [48] | • Short slide presentation | Equal focus | 1 to 2 hours | Community centres and community organizations |
| • Stroke risk assessment screening | |||||
| • Advice/discussion. | |||||
| 6 | Duraski 2007 [50] | • Focus group session | Awareness | 30 to 60 minutes | Unknown |
| • Slide presentation | |||||
| • Interactive questions/answers | |||||
| 7 | Frank 2008 [51] | • Cardiovascular diseases and stroke education sessions | Prevention/risk factors | About 2 hours for each intervention | African-American churches |
| • Screening | |||||
| • Integration with Bible study, individual counselling, healthy food | |||||
| 8 | Kalenderian 2009 [53] | • Educational sessions, distribution of educational package to "ambassadors" | Prevention/risk factors | Various, depending on specific interventions | Faith-based institutions, churches |
| • Educational activities by ambassadors in churches, e.g. by brochures, videos, posters. | |||||
| 9 | Kleindorfer 2008 [54] | • Trained beauticians educated their customers | Awareness | A session at the beauty salon | Beauty salons |
| • Distribution of stroke-related study packets | |||||
| 10 | Miller 2003 [55] | • Education about knowledge of stroke symptoms and modifiable stroke risk factors. | Equal focus | 1-hour initial educational intervention:15’ follow-up | Medical practice (some follow-ups at home). |
| 11 | Morgenstern 2007 [56]; Gonzales 2007 [52]; Mullen Conley 2010 [29] | • Lessons to children about stroke signs and symptoms and to improve skills, self-efficacy and behaviour. | Awareness | • Four 50-minute classes each year for three years | School and home |
| • Parents were taught about stroke by their children as homework assignment | • homework with parents at home. | ||||
| 12 | Villablanca 2009 [57] | • Clinical lectures | Prevention/risk factors | 12-14 counselling sessions, (only a minority on stroke awareness) | Various faith-based, academic and non-academic sites |
| • Health demonstrations, video presentations, personal testimonies, medical screenings | |||||
| 13 | Williams 2008 [58] | • "Culturally and age-appropriate music and dance to enhance an interactive didactic curriculum including the FAST mnemonic" | Awareness | 1-hour sessions over 3 consecutive days | School |
| 14 | Williams 2012 [59] | • Stroke communication intervention | Equal focus | Short (not quantified) | Home |
| • Shared completion of stroke-related homework between children and parents | |||||
| 15 | Williamson 2009 [60] | • "Educational session | Prevention/risk factors | Interventions over two years | A rural African American church |
| • Health screenings and weight watchers program | |||||
| • Integration with faith-based activities |
