An evidence-based technological caregiver skill building intervention for dementia family caregivers: pilot study

Abstract

Family caregiving is a growing public health concern and caregivers of persons with Alzheimer's disease or other related dementias (ADRD) need appropriate, timely, and ongoing education and support to successfully meet their caregiving responsibilities. Well-designed interventions can significantly reduce risk concerning caregiver mental and physical health, and improve care recipient outcomes. Few interventions are translated into everyday practice; and most rely on in-person, professionally-led delivery methods, making them inaccessible to many family caregivers.The product developed and tested in this pilot study included six evidence-based Caregiver Skill Building Intervention (CSBI) modules, available via a web-based online format for ADRD caregivers. On-demand interactive training modules made up an integrated web-based product that taught family caregiver skills concerning how to care for their impaired family member. Product strengths include: a) an evidence-based intervention, developed from a prior group-based randomized clinical trial (RCT); b) a focus on caregiver management skill, rather than merely teaching facts; c) an interactive approach, enabling caregivers to apply information to realistic scenarios and receive immediate feedback to their responses; d) content which addresses key caregiving topics; and e) a convenient approach, available 24 hours/day/7 days/week from any location with internet access.The project enrolled 100 family caregivers and established feasibility of translating an RCT group intervention to an individualized web-based format. Caregivers positively evaluated this eLearning process (n=53); significantly increased caregiving skill at 6-and 12-weeks, (p=0.01 and 0.05, respectively); and improved caregiver depressive symptoms (p=0.01) and positive affect (p=0.05) at six weeks.

<p>Improving health-promoting self-care in family carers of people with dementia: a review of interventions</p>

“…Six of them were delivered via telephone or combined face-to-face with telephone-based activities, and one was online. Interventions were focused on managing dementia behavior,24 promoting physical activity,25,26 or combined several activities to improve various outcomes, such as social support, psychological skills, and lifestyle 27–29. Six interventions were undertaken in the United States and one in Turkey.…”

“…Farran et al27 developed an online version of the “carer skill building” program and tested its benefits with 100 carers. Results showed a significant increase in caring skill at 6 and 12 weeks and improvements in carer depressive symptoms ( P =0.01) and positive affect at 6 weeks ( P =0.05).…”

Challenges of conducting of online educational programs for family caregivers of people with dementia living at home: An integrative review

“…Eighty-five papers covering 49 studies were included (some studies were demonstrated in a series of papers). The included studies consisted of 19 RCTs [ [28] , [29] , [30] , [31] , [32] , [33] , [34] , [35] , [36] , [37] , [38] , [39] , [40] , [41] , [42] , [43] , [44] , [45] , [46] ], 10 non-RCTs [ [47] , [48] , [49] , [50] , [51] , [52] , [53] , [54] , [55] , [56] ], 4 descriptive quantitative studies [ [57] , [58] , [59] , [60] ], 4 qualitative studies [ [61] , [62] , [63] , [64] ] and 12 mixed-methods studies [ [65] , [66] , [67] , [68] , [69] , [70] , [71] , [72] , [73] , [74] , [75] , [76] ], see Appendix A . These studies were conducted in America ( n = 25), Netherlands ( n = 4), Canada ( n = 2), France ( n = 1), India ( n = 1), China ( n = 1), Australia ( n = 3), United Kingdom ( n = 2), Spain ( n = 1), Greece ( n = 1), Ireland ( n = 1), Korea ( n = 1), Iran ( n = 1) and multiple European countries ( n = 5).…”

“…Seven studies pointed out that family caregivers have limited access to dementia-related information. Family caregivers desired more detailed information, such as stage-specific dementia information, attention to more difficult behaviors and complex issues, end-of-life planning and local resource [ 46 , 49 , 67 , 69 , 73 , 74 ]. Five studies perceived that more culturally, ethnically, or gender-related components may influence the delivery of online educational programs [ 28 , 34 , 39 , 54 , 76 ].…”

“…The online educational programs for family caregivers of PwD were mainly run in the form of online modules (including video or text-based materials, online discussion groups, sitcoms, and audio formats), interactive modules and personalized support modules. The results found little interaction among family caregivers and a lack of opportunities to interact with professionals in the interactive modules [ 30 , 35 , 39 , 58 , 59 , 63 , 67 , 69 , 70 , 74 ]. In addition, some family caregivers did not have time to participate in online education programs whether synchronous or self-help delivery forms [ 57 , 68 , 70 , 73 ].…”