Characteristics of interventions
| Author(s), year | Type of intervention | Elements in intervention | Time from implementation to evaluation |
| Alexander and Allen (2011)33 | Organisational/policy Education Visual aids | Development of fluid balance measurement policy, computerised physician order, education of nurses and medical staff, educational poster | 2 months |
| Baird et al (2019)42 | Equipment Education Disseminating results | Development of AKI prediction tool+intervention bundle including fluid balance monitoring, educating doctors to use the tool, presenting results at audit meetings | Immediately following each of four PDSA cycles |
| Davies et al (2017)43 | Equipment Education/dialogue Visual aids | Redesign of fluid balance charts, posters, discussions at nursing handover, e-learning modules, informing junior doctors and encouraging close monitoring | 1 month and 7 months |
| Joslin et al (2015)45 | Organisational/policy Education Equipment Visual aids | Hospital-wide programme to improve AKI recognition and management, AKI care bundle, educating nurses and doctors, posters on all wards, announcements on hospital intranet and screensavers | 2 years |
| Liaw and Goh (2018)46 | Equipment Education/dialogue Disseminating results | Disseminating audit results to nurses, creating dialogue and developing strategies to overcome barriers, developing an intake chart for patients including pictorial guide, educating ward staff, providing a feedback box | 2 months and 6 months |
| Madu et al (2021)54 | Education Visual aids Equipment | Teaching sessions, picture messages/posters, doctors prescribing fluid balance charts, weighing scales and calculators, advising staff to engage patients in recording | 4 weeks and 6 months |
| Møller et al (2013)37 | Organisational/policy Disseminating results | Nationwide quality improvement through mandatory registration of quality-of-care indicators in the database, annual publication of results. | 2 years |
| Pinnington et al (2016)47 | Equipment Visual aids Patient education | Implementation of a hydration assessment tool, hydration chart, fluid balance chart, urine colour chart posters and a patient information leaflet | <6 months* |
| Vincent and Mahendiran (2015)49 | Equipment Education Visual aids | New fluid balance chart, e-learning module for nurses and HCA, posters, attendance at nursing handover, change of chart changeover (noon–noon), calculators available | <3 months* |
| Wakeling (2011)40 | Education Equipment | Teaching sessions on hydration and fluid balance charting, implementing the Hydrant drinking aid | <4 weeks |
| Walker et al (2012)41 | Education/dialogue Visual aids Equipment Disseminating results | Audit findings presented at meetings, key messages on computer background wallpapers, prompt on general medicine admission proforma, training of medical staff, intravenous guideline, communicating the importance of FBC at nursing handovers | 6 months |
| Yang et al (2019)51 | Equipment Education Surveillance | Developing self-learning materials, modifying fluid balance charts, integrating into nursing information system, educating nurses and performing audits | Immediately after |
| Zhu et al (2018)50 | Education Equipment Surveillance | Educating nurses and patients, patient leaflets, integrating into nursing information system, head nurse monitoring performance | Immediately after |
*Estimated from information in the paper.
AKI, acute kidney injury; FBC, fluid balance chart; HCA, Healthcare assistant; PDSA, Plan-Do-Study-Act.