Family caregiving scholars recommend that health providers receive competency-based education to partner with and support family caregivers to care and to maintain their own health. While it may be relatively easy to develop competency-based education for healthcare providers, ensuring widespread uptake and spread and scale of healthcare education is critical to ensuring consistent person-centered support for all family caregivers (FCGs) throughout the care trajectory. The development of novel healthcare innovations requires implementation strategies for uptake and spread, with implementation involving the use of strategies to integrate a novel innovation into healthcare. Research suggests that there are many factors involved in successful implementation and a synthesis of potential factors is warranted. The purpose of this review is to provide an in-depth examination of facilitators, barriers and considerations for implementation of a novel healthcare innovation that will be used to develop an implementation plan for spread and scale of our competency-based education for health providers to learn about person-centered care for FCGs. A systematic review of published and grey literature was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA [Moher et al., 2015]) guidelines. The systematic review involved searching four databases for original research articles that described barriers, facilitators and/or other considerations when implementing innovations. Twenty-eight articles were included in the qualitative thematic analyses and described three areas of implementation research: barriers, facilitators and recommendations. There were major and parallel themes that emerged under facilitators and barriers. There were a wide variety of strategies that were identified as recommendations. The findings were synthesised into five considerations for implementation: Research and information sharing, intentional implementation planning, organisational underpinnings, creating the clinical context and facilitative training. This review provides an integrative overview of identified facilitators, barriers and recommendations for implementation that may aid in developing implementation strategies that can be tailored to the local context or innovation being implemented.

中文翻译：

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实施医疗保健创新的促进因素、障碍和考虑因素：定性快速系统评价

家庭护理学者建议医疗服务提供者接受以能力为基础的教育，以与家庭护理人员合作并支持他们护理和维护自己的健康。虽然为医疗保健提供者开发基于能力的教育可能相对容易，但确保医疗保健教育的广泛普及和传播以及规模对于确保在整个护理轨迹中为所有家庭护理人员 (FCG) 提供始终如一的以人为本的支持至关重要。新的医疗保健创新的发展需要实施策略来吸收和传播，实施涉及使用策略将新的创新整合到医疗保健中。研究表明，成功实施涉及许多因素，有必要对潜在因素进行综合。本次审查的目的是对促进者、障碍和考虑因素进行深入检查，以实施一项新的医疗保健创新，该创新将用于制定实施计划，以扩大我们基于能力的教育的规模，以供卫生服务提供者学习关于 FCG 的以人为本的护理。根据系统评价和荟萃分析的首选报告项目（PRISMA [Moher et al., 2015]）指南，对已发表和灰色文献进行了系统评价。系统评价涉及在​​四个数据库中搜索原始研究文章，这些文章描述了实施创新时的障碍、促进因素和/或其他考虑因素。28 篇文章被纳入定性主题分析，描述了实施研究的三个领域：障碍、促进者和建议。在促进者和障碍下出现了主要和平行的主题。有各种各样的策略被确定为建议。研究结果被综合为五个实施考虑因素：研究和信息共享、有意识的实施计划、组织基础、创建临床环境和促进培训。该审查对已确定的促进因素、障碍和实施建议进行了综合概述，可能有助于制定适合当地情况或正在实施的创新的实施战略。有各种各样的策略被确定为建议。研究结果被综合为五个实施考虑因素：研究和信息共享、有意识的实施计划、组织基础、创建临床环境和促进培训。该审查对已确定的促进因素、障碍和实施建议进行了综合概述，可能有助于制定适合当地情况或正在实施的创新的实施战略。有各种各样的策略被确定为建议。研究结果被综合为五个实施考虑因素：研究和信息共享、有意识的实施计划、组织基础、创建临床环境和促进培训。该审查对已确定的促进因素、障碍和实施建议进行了综合概述，可能有助于制定适合当地情况或正在实施的创新的实施战略。