Effects of an educational peer-group intervention on knowledge about dementia among family caregivers with a Turkish or Moroccan immigrant background: A cluster randomised controlled trial

PATIENT EDUCATION AND COUNSELING

卷:104

Article

van Wezel, Nienke¹  van der Heide, Iris²  Deville, Walter L. J. M.^2,4,5  Acun, Emine Kayan¹  Meerveld, Julie H. C. M.¹  Spreeuwenberg, Peter²  Blom, Marco M.¹  Francke, Anneke L.^2,3 

[1] Alzheimer Nederland, Amersfoort, Netherlands

[2] Netherlands Inst Hlth Serv Res, Nivel, POB 1568, NL-3500 BN Utrecht, Netherlands

[3] Vrije Univ Amsterdam, Amsterdam Publ Hlth Res Inst, Dept Publ & Occupat Hlth, Amsterdam, Netherlands

[4] Univ Med Ctr Utrecht, Julius Ctr Hlth Sci & Primary Care, Utrecht, Netherlands

[5] Univ Amsterdam, Fac Social & Behav Sci, Amsterdam, Netherlands

关键词: Immigrants;    Turkish;    Moroccan;    Dementia;    Knowledge;    Self-Perceived pressure;    Informal care;    Family care;    Cluster randomised controlled trial;   

DOI  :  10.1016/j.pec.2020.11.008

来源: Elsevier

【 摘 要 】

Objective: The aim of this paper is to examine the effects of an educational peer-group intervention on knowledge about dementia, perceived ability to talk about it, received support and self-perceived pressure from informal care among family caregivers with a Turkish or Moroccan immigrant background who cared for a person with dementia. Methods: This paper is based on a cluster randomised controlled trial with three measures, including participants who knew or cared for a person with dementia. For the purpose of this study, a selection was made of participants who cared for a person with dementia. Knowledge about dementia, perceived ability to talk about dementia, support received and self-perceived pressure from informal care were assessed inthe intervention and the control condition. Multi-level analyses were conducted to examine the effects. Results: Data for 386 participants was analysed. Improvement in knowledge about dementia over time was significantly greater in the intervention condition than in the control condition. In the intervention condition, there was also a significant increase over time in the support received from home-care staff, which was not found in the control condition. No effects were found on other types of support received, the ability to talk about dementia or the self-perceived pressure from informal care. Conclusion: Offering a culturally sensitive educational peer-group education intervention enhances knowledge about dementia and has a small but positive effect on the support received from home-care staff in these groups. Practice Implications: Offering peer-group-based education about dementia to family caregivers with Turkish or Moroccan immigrant backgrounds is important for multicultural dementia care. (c) 2020 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

【 授权许可】

Free