The effect of educational intervention based on the Progressively Lowered Stress Threshold extended model on the process of caregiving for people with dementia

Abstract

BackgroundThis study examined the impacts of an educational intervention based on the Progressively Lowered Stress Threshold (PLST) extended model on caregiving for people with dementia (PWD).MethodThis study was conducted in Isfahan, Iran, from May 2016 to June 2018, with 38 caregivers of PWD as participants assigned to an intervention group. Data were collected using a multi‐sectional, researcher‐developed questionnaire that recorded the demographic characteristics, and measured the dementia‐related knowledge and caregiving practices of the participants. The questionnaire and an educational program were designed in three parts according to the educational needs of caregivers to enhance their practice, skills, and ability to handle challenging behaviours in PWD. The questionnaire's face validity was confirmed by expert review, and its reliability was assessed with Cronbach's alpha coefficient (knowledge section, 0.838; practice section, 0.802). The sampling method used was convenience sampling, and none of the caregivers refused to receive the educational content. Therefore, the evaluation of the program lacks a randomized controlled group. To tailor the intervention program to the participants' needs, the educational content was based on the PLST extended model.ResultsThe mean scores for knowledge and practice increased following the intervention (P < 0.05). An educational intervention, using the PLST extended care model, thus produced positive impacts in improving the knowledge and practice of caregivers of PWD.ConclusionEducating caregivers with the PLST extended model, with a specific focus on the cultural and religious backgrounds of societies, is recommended.

The Effectiveness of Group Mindfulness Training on Psychological Flexibility and Perceived Stress in Adolescents of Divorce

“…Stress emphasizes an organism's perception and evaluation of potential harm from encountering environmental stimuli, and individuals feel stressed when they assess the demands of their surroundings as exceeding their coping resources (13). Stress creation depends on how an individual perceives and understands situations and events, meaning that a situation might be perceived as dangerous by one person and harmless by another (14). Stress is the body's reaction to a change that requires a physical, mental, or emotional response or adjustment (Hinz et al, 2017).…”