Development and evaluation of a nursing psycho-educational program focused on communication for family caregivers in early Alzheimer's disease
Review TypeNone: Degree-based Submission
Repository Posting Date2020-07-24T21:40:54Z
Author(s)Kouri, Krystyna K.
Author DetailsDr. Krystyna Klodnicka Kouri, RN, BN, MSc, PhD
Lead Author Sigma AffliationPhi Gamma (Virtual)
Level of EvidenceQuasi-Experimental Study, Other
Research ApproachQuantitative Research
CINAHL HeadingsAlzheimer's Disease; Caregivers; Early Intervention; Psychoeducation; Alzheimer's Disease--Prevention and Control
In the early stage of Alzheimer's disease, a major area of concern for the family caregiver is that of communication with the family member. In response to this problem, a psycho-educational intervention focused on communication was developed for the family caregiver and tested within an experimental design. The theoretical framework for the study included the McGill Model of Nursing, Self-efficacy theory and Geragogy. The study took place in a semi-urban region. The sample was recruited through memory clinics, a geriatric assessment unit and in the community. The inclusion criteria for participants were as follows: (1) being the principal caregiver of a family member or friend diagnosed with cognitive problems associated with the early stage of probable Alzheimer's disease, (2) aged 55 or older and (3) able to communicate in French or in English. The exclusion criteria targeted caregivers who (1) were participating, or had recently participated in an educational or support group and (2) who were unable to fulfill the role of learner, i.e., had cognitive limitations. Fifty family caregivers were randomly assigned to an experimental group that received the program, or to a comparison group that was given an information flier on communication and memory. The intervention was conducted on a weekly basis over a five-week period to the experimental group and was conceived around fifty 'typical' activities-behaviours that frequently lead to communication difficulties for caregivers. Pre-post data were gathered on caregiver communication knowledge, perceptions of communication difficulties and degree of disturbance in regard to these difficulties, self-efficacy (related to communication skills), and communication skills. Measurement times were as follows for both groups: Time 1, one week prior to start of intervention; Time 2, one week after completion of intervention and Time 3, six weeks after completion of intervention. The intervention resulted in statistically significant effects on three dependent variables: knowledge, degree of disturbance in regard to communication difficulties and self-efficacy. In comparison with individuals in the comparison group, participants who completed the program had become more knowledgeable and were less disturbed by communication difficulties at Time 2 and at Time 3. In regard to self-efficacy, the program resulted in significant effects at Time 3. No significant effects were observed in regard to the perceived presence of communication difficulties or in regard to communication skills. Given that nurses are well placed in the health care system to facilitate learning opportunities for these persons, this communication program serves as a useful tool to better prepare these caregivers for their new role. Implications for nursing practice, education and research are proposed.
DescriptionThis dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: NR58155; ProQuest document ID: 304814780. The author still retains copyright.
Degree GrantorUniversite de Montreal
NotesThis item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
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