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Table 2 Elaboration of the TIDieR checklist when reporting interventions to enhance health worker communication with older adults about vaccination

From: Using qualitative research to develop an elaboration of the TIDieR checklist for interventions to enhance vaccination communication: short report

TIDieR checklist items [12] Elaboration of TIDieR checklist items when reporting interventions to enhance vaccination communication with older adultsa
Item 1. Brief name: Provide the name or a phrase that describes the intervention (No elaboration made)b
Item 2. Why: Describe any rationale, theory or goal of the elements essential to the intervention Define and make explicit the overall aim of the intervention. Does the intervention primarily aim to increase vaccination uptake or does it aim to support the individual’s informed choice, for instance by giving them access to evidence-based, unbiased information and the opportunity for shared decision-making?
Item 3. What (materials): Describe any physical or informational materials used in the intervention, including those provided to participants or used in intervention delivery or in training of intervention providers. Provide information on where the materials can be accessed (for example, online appendix, URL) Describe the content of any informational material provided to the healthcare worker:
   Does it include unbiased, evidence-based and up-to-date information about the vaccine’s effectiveness and side-effects?
   Does it include unbiased, evidence-based and up-to-date information about the severity of the disease in question and its prevalence in your setting?
   Does it cover the questions, fears and concerns that older adults commonly have in your setting?
Item 4. What (procedures): Describe each of the procedures, activities and/or processes used in the intervention, including any enabling or support activities (No elaboration made)b
Item 5. Who provided: For each category of intervention provider (for example, psychologist, nursing assistant), describe their expertise, background and any specific training given Describe the relationship between the healthcare worker and the older adult. Did they already have an established relationship (for instance, were they the older adult’s family doctor or nursing home staff), or is it likely that the older adult was meeting them for the first time (for instance, during a hospital appointment)?
Where possible and if they are also a vaccine target group, describe the proportion of healthcare workers who had received the vaccine themselves
Describe the content of any training given to the healthcare worker:
   Did it discuss their responsibility for vaccination communication in relation to other healthcare workers or other parts of the health services? Had relevant stakeholders, such as professional bodies, been involved in the content and delivery of the training?
   Did it emphasize the value of providing unbiased, evidence-based information about the disease and the vaccine?
   Did it include a clarification of the aim of the communication; and a discussion of their role and the role of the older adults in vaccination communication and decision-making?
   Did it reinforce the message that healthcare workers should avoid introducing their own criteria for determining who should and should not receive vaccines?
Item 6. How: Describe the modes of delivery (such as face to face or by some other mechanism, such as internet or telephone) of the intervention and whether it was provided individually or in a group Describe how the intervention was integrated into the healthcare worker’s routine practice, including:
   Whether the healthcare worker was expected to raise the issue of vaccination or whether this was usually left to the older adult
   Whether the healthcare worker had sufficient time to deliver the intervention and how this was determined
   Describe how healthcare workers accessed relevant patient data, including information about the person’s vaccine history or underlying health conditions
Item 7. Where: Describe the type(s) of location(s) where the intervention occurred, including any necessary infrastructure or relevant features Describe the extent to which the intervention was delivered to older adults opportunistically (for instance, when attending appointments about other healthcare issues) or at designated time points or events (for instance, during vaccination days)
Item 8. When and how much: Describe the number of times the intervention was delivered and over what period of time including the number of sessions, their schedule and their duration, intensity or dose (No elaboration made)b
Item 9. Tailoring: If the intervention was planned to be personalized, titrated or adapted, then describe what, why, when and how Describe the content of any informational material that the healthcare worker was expected to share with the older adult and whether the healthcare worker could easily tailor this information to the needs and preferences of the individual older adult
Describe any routines that were put in place to address communication issues with older adults who did not have the capacity to make their own decisions
Describe any routines that were put in place to facilitate communication with older adults who do not speak the majority language
Item 10. Modifications: If the intervention was modified during the course of the study, describe the changes (what, why, when and how) (No elaboration made)b
Item 11. How well (planned): If intervention adherence or fidelity was assessed, describe how and by whom, and if any strategies were used to maintain or improve fidelity, describe them (No elaboration made)b
Item 12: How well (actual): If intervention adherence or fidelity was assessed, describe the extent to which the intervention was delivered as planned (No elaboration made)b
  1. aThese elaborations should be used in conjunction with the explanations provided for each item in the published TIDieR checklist [12]
  2. bFor these items, we made no further elaboration because the findings from our review did not suggest that this was needed