Table 3 Data synthesis by extracting and abstracting findings in common categories and themes

Internal/personal factors

Knowledge

Knowledge

Knowledge of AMS

Bouchoucha et al. [25]; Carter et al. [21]; Herawati et al. [30]; Kirby et al. [28]; Lim et al. [31]; Monsees et al. [23]

Knowledge of antibiotic use

Akbar et al. [29]; Ashiru-Oredope et al. [33]; Barchitta et al. [34]; Padigos et al. [26]

Knowledge of antibiotic resistance

Akbar et al. [29]; Ashiru-Oredope et al. [33]; Barchitta et al. [34]; Bouchoucha et al. [25]

Knowledge of antibiotics

Akbar et al. [29]; Ashiru-Oredope et al. [33]; Barchitta et al. [34]

Knowledge regarding the nurses’ role in AMS

Bouchoucha et al. [25]

Significance of antibiotic resistance

Kirby et al. [28]

Attitudes

Attitudes

Attitude with respect to antibiotics

Ashiru-Oredope et al. [33]; Barchitta et al. [34]

Attitude with respect to antibiotic use

Ashiru-Oredope et al. [33]; Barchitta et al. [34]

Attitude with respect to antibiotic resistance

Ashiru-Oredope et al. [33]; Barchitta et al. [34]

Attitude in decision-making

Hamilton et al. [22]

Attitude in antibiotic selection

Hamilton et al. [22]

Opinions

Opinions regarding the nurses’ role in AMS

Bouchoucha et al. [25]

Opinions regarding AMS

Bouchoucha et al. [25]

Opinions regarding antibiotic resistance

Bouchoucha et al. [25]

Views on potential nurses’ role in AMS

Padigos et al. [26]

Perceptions

Perceived barriers of AMS

Herawati et al. [30]; Knobloch et al. [24]; Rout et al. [35]; van Gulik et al. [32]

Perceptions about the nurses’ role in AMS

Knobloch et al. [24]; Lim et al. [31]; Monsees et al. [23]

Perceptions about antibiotic use

Hamilton et al. [22]

Perceptions about antibiotic resistance

Hamilton et al. [22]

Perceptions toward educational resources

Hamilton et al. [22]

Perceived threats

Herawati et al. [30]

Perceived self-efficacy level

Herawati et al. [30]

Perceived benefit of AMS

Herawati et al. [30]

Beliefs

Belief in AMS

Herawati et al. [30]

Awareness of AMS

Lim et al. [31]

Practices

Behaviors

Behaviors concerning antibiotics

Ashiru-Oredope et al. [33]; Barchitta et al. [34]

Behaviors concerning antibiotic use

Ashiru-Oredope et al. [33]; Barchitta et al. [34]

Behaviors concerning antibiotic resistance

Ashiru-Oredope et al. [33]; Barchitta et al. [34]

Professional performance

Experiences of AMS

Kirby et al. [28]; Mula et al. [36]

Performance of AMS activities

Carter et al. [21]

External/environmental factors

Structures

Context of care

Circumstances in the aged-care situation and environment around antibiotic use

Dowson et al. [27]

Practice context influence on AMS

van Gulik et al. [32]

Physical environment influence on AMS

Knobloch et al. [24]

Education

Educational influence on AMS

van Gulik et al. [32]

Resources availability

Limited resources in AMS nursing role

Mula et al. [36]

Specific guidelines

Guidelines/policies availability

Knobloch et al. [24]

Processes

Leadership support

Leadership support of nurses’ involvement in AMS

Carter et al. [21]

Governance influence on AMS

van Gulik et al. [32]

Group dynamics

Interpersonal processes and dynamics around antibiotic use

Dowson et al. [27]; Kirby et al. [28]

Multidisciplinary teamwork challenges in AMS nursing role

Mula et al. [36]