Background Internet-based dementia caregiver interventions have been shown to be effective for a range of caregiver outcomes; however, little is known about how to best implement them. We developed iGeriCare, an evidence-based, multimedia, web-based educational resource for family caregivers of people living with dementia. Objective This study aims to obtain feedback and opinions from experts and clinicians involved in dementia care and caregiver education about 1 iGeriCare and 2 barriers and facilitators to implementing a web-based caregiver program. Methods We carried out semistructured interviews with individuals who had a role in dementia care and/or caregiver education in several key stakeholder settings in Southern Ontario, Canada. We queried participants’ perceptions of iGeriCare, caregiver education, the implementation process, and their experience with facilitators and barriers. Transcripts were coded and analyzed using a grounded theory approach. The themes that emerged were organized using the Consolidated Framework for Implementation Research. Results A total of 12 participants from a range of disciplines described their perceptions of iGeriCare and identified barriers and facilitators to the implementation of the intervention. The intervention was generally perceived as a high-quality resource for caregiver education and support, with many stakeholders highlighting the relative advantage of a web-based format. The intervention was seen to meet dementia caregiver needs, partially because of its flexibility, accessibility, and compatibility within existing clinical workflows. In addition, the intervention helps to overcome time constraints for both caregivers and clinicians. Conclusions Study findings indicate a generally positive response to the use of internet-based interventions for dementia caregiver education. Results suggest that iGeriCare may be a useful clinical resource to complement traditional face-to-face and print material–based caregiver education. More comprehensive studies are required to identify the effectiveness and longevity of web-based caregiver education interventions and to better understand barriers and facilitators with regard to the implementation of technology-enhanced caregiver educational interventions in various health care settings.

Background Care partners of people living with dementia may benefit from web-based education. We developed iGeriCare, an award-winning internet-based platform with 12 multimedia e-learning lessons about dementia. Objective Our objective was to evaluate users’ perceptions of impact. Methods From March 17, 2021 to May 16, 2022, data were collected upon lesson completion. We used the content-validated Information Assessment Method for all (IAM4all) for patients and the public adapted for dementia care partners. The IAM4all questionnaire assesses outcomes of web-based consumer health information. Responses were collected using SurveyMonkey, and data were analyzed using IBM SPSS Statistics (version 28). Results A total of 409 responses were collected, with 389 (95.1%) survey respondents completing the survey. Of 409 respondents, 179 (43.8%) identified as a family or friend care partner, 84 (20.5%) identified as an individual concerned they may have mild cognitive impairment or dementia, 380 (92.9%) identified the lesson as relevant or very relevant, and 403 (98.5%) understood the lesson well or very well. Over half of respondents felt they were motivated to learn more, they were taught something new, or they felt validated in what they do, while some felt reassured or felt that the lesson refreshed their memory. Of 409 respondents, 401 (98%) said they would use the information, in particular, to better understand something, discuss the information with someone else, do things differently, or do something. Conclusions Users identified iGeriCare as relevant and beneficial and said that they would use the information. To our knowledge, this is the first time the IAM4all questionnaire has been used to assess patient and caregiver feedback on internet-based dementia education resources. A randomized controlled trial to study feasibility and impact on caregiver knowledge, self-efficacy, and burden is in progress.

Background It is estimated that 564,000 Canadians are currently living with dementia and there are approximately 486,000 to 1.1 million informal family/friend caregivers. Family/friend caregivers often receive little to no education or training about dementia but are expected to provide ongoing support for a complex condition. Web-based family/friend caregiver interventions may be helpful, but little is known about how best to implement them. Objective The objectives of this study were to 1) design and develop a novel education prescription application to help scale and spread web-based dementia education to family/friend caregivers, 2) conduct user testing, and 3) conduct a larger-scale field trial. Methods A novel education prescription web-based application was designed and developed. Initial user testing used task completion and the “think aloud” technique with a small sample of representative clinicians who work with people living with dementia and family/friend caregivers. Following iterative incorporation of feedback, a larger field trial was conducted with a convenience sample of clinicians. Account invitations were sent to 55 clinicians and, following a 2-month trial period, surveys were administered to participants including the System Usability Scale and the Net Promoter Score. Results During the initial user testing phase, participants (N=7) from representative disciplines easily completed associated tasks, and had very positive feedback with respect to the usability of the application. The System Usability Scale score during this phase was 91.4. Suggestions from feedback were incorporated into the application. During the larger field trial phase, participants (total N=55; activated account n=17; did not activate account n=38) were given access to the iGeriCare education prescription application. During this period, 2 participants created educational prescriptions; a total of 3 educational prescriptions were sent. Survey completers who did not activate their account (n=5) identified that their lack of use was due to time constraints, competing priorities, or forgetting to use the application. Survey completers who activated their account (n=5) identified their lower use was due to lack of time, lack of eligible family/friend caregivers during trial period, and competing priorities due to the COVID-19 pandemic. The System Usability Scale score during this phase was 78.75, and the Net Promoter Score was 50. Conclusions Study findings indicate a generally positive response for the usability of a web-based application for clinicians to prescribe dementia education to family/friend caregivers. The dissonance between the promising data and widespread enthusiasm for the design and purpose of the education prescription application found in the initial user testing phase and subsequent lack of significant adoption in the field trial represents both an important lesson for other novel health technologies and a potential area for further investigation. Further research is required to better understand factors associated with implementation of this type of intervention and impact on dissemination of education to family/friend caregivers.

Background Internet-based dementia caregiver interventions have been shown to be effective for a range of caregiver outcomes, yet little is known about how best to implement them. We developed iGeriCare, an evidence-based, multimedia, online educational resource for family caregivers of people living with dementia. The objectives of this study were to get feedback and opinions from experts and clinicians involved in dementia care and caregiver education about 1) iGeriCare, and 2) barriers and facilitators to implementing an online caregiver program.Methods We performed semi-structured interviews with individuals who had a role in dementia care/caregiver education in several key stakeholder settings in Southern Ontario, Canada. We queried participants’ perceptions of iGeriCare, caregiver education, the implementation process and their experience with facilitators and barriers. Transcripts were coded and analyzed using a grounded theory approach. The themes that emerged were organized using the Consolidated Framework for Implementation Research (CFIR).Results Twelve participants from a range of disciplines described their perceptions of iGeriCare, and identified barriers and facilitators to implementation of the intervention. The intervention was generally perceived as a high-quality resource for caregiver education and support, with many stakeholders highlighting the relative advantage of a web-based format. The intervention was seen to meet dementia caregiver needs, partially due to its flexibility, accessibility and compatibility within existing clinical workflows. Additionally, the intervention helps to overcome time constraints for both caregivers and clinicians.Conclusions Study findings indicate a generally positive response for the use of internet-based interventions for dementia caregiver education. Results suggest that iGeriCare may be a useful clinical resource to complement traditional face-to-face and print material caregiver education. More comprehensive studies are required to identify the effectiveness and longevity of online caregiver education interventions, and continue to better understand barriers and facilitators with respect to the implementation of technology-enhanced caregiver educational interventions in various healthcare settings.Contributions to the literature· The need for dementia caregiver education has been identified as a priority in numerous provincial, national, and global Dementia Strategies. Research has shown that web-based caregiver education interventions may result in a range of improved health outcomes for caregivers, including reductions in depression, stress, distress and anxiety.· Opinion leaders in dementia care were generally enthusiastic about implementing high quality web-based dementia caregiver education. · Our findings contribute to the gaps in the literature, including barriers and facilitators into implementation of web-based caregiver educational resources in traditional clinical workflows.

BACKGROUND Care partners of people living with dementia may benefit from online education. We developed iGeriCare, an award-winning internet-based platform with 12 multimedia e-learning lessons about dementia. OBJECTIVE Our objective was to evaluate users’ perceptions of impact. METHODS From March 17, 2021-May 16, 2022, data were collected upon lesson completion. We used the content-validated Information Assessment Method for patients and the public (IAM4all) adapted for dementia care partners. The IAM4all questionnaire assesses outcomes of online consumer health information. Responses were collected using SurveyMonkey. RESULTS 409 responses were collected, with a 95% survey completion rate. 44% identified as a family or friend care partner, and 21% as an individual concerned they may have mild cognitive impairment (MCI) or dementia. 93% identified the lesson as relevant (29%) or very relevant (64%). 99% understood the lesson well or very well. Respondents were motivated to learn more (58%), taught something new (54%), validated what they do (53%), reassured (47%), or refreshed their memory (38%). 98% said they would use the information: in particular, to better understand something (71%), discuss the information with someone else (52%), do things differently (34%), or do something (31%). Most free text feedback comments reported a positive sentiment. CONCLUSIONS Users identified iGeriCare as relevant, beneficial, and that they would use the information. To our knowledge, this is the first time the IAM4all has been used to assess patient and caregiver feedback on internet-based dementia education resources. A randomized controlled trial to study feasibility and impact on caregiver knowledge, self-efficacy, and burden is planned.