A factorial randomized controlled trial to examine separate and combined effects of a simulation-based empathy enhancement program and a lecture-based education program on family caregivers of people with dementia
A factorial randomized controlled trial to examine separate and combined effects of a simulation-based empathy enhancement program and a lecture-based education program on family caregivers of people with dementia
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DOI：
10.1080/13607863.2020.1768214
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发表时间：
2020-05-18
影响因子：
3.4
通讯作者：
Hong, Hyeon
中科院分区：
文献类型：
--
作者：
Han, Areum;Kim, Tae Hui;Hong, Hyeon
目的：本研究是一项2 × 2析因随机对照试验，旨在研究基于模拟的同理心增强计划和基于讲座的教育计划是否共同或单独改善了痴呆症患者家庭照顾者的结果。方法：共有101名参与者被随机分配到仅基于模拟的教育，仅基于讲座的教育，基于模拟的教育加上基于讲座的教育，或照常治疗。数据分析采用双向协方差分析，同时控制预测结果，亲属关系和性别。结果如下：在幸福感和无助感水平上，模拟程序和讲座程序之间存在统计学上显着的交互作用。伴随着模拟程序的讲座程序导致更高水平的幸福感和更低水平的无助感比单独的讲座程序。与没有提供讲座计划的护理人员相比，提供讲座计划的护理人员使用功能失调应对策略的频率更低。提供模拟程序的照顾者比没有提供模拟程序的照顾者更频繁地使用以情绪为中心的应对策略。结论：本研究的结果支持的好处相结合的和单独的模拟为基础的和讲座为基础的计划，对痴呆症患者的家庭照顾者的重要成果，影响护理质量和生活质量的痴呆症患者的家庭。需要进一步的研究，以确定干预措施的组成部分，可以提高家庭照顾者的同理心与痴呆症患者，并嵌入到一个多组件的计划更好地适应不同需求的家庭。
Objectives: The present study was a 2 x 2 factorial randomized controlled trial that examined if a simulation-based empathy enhancement program and a lecture-based education program, together or separately, improved outcomes of family caregivers of people with dementia. Method: A total of 101 participants were randomly assigned to simulation-based education only, lecture-based education only, simulation-based education plus lecture-based education, or treatment as usual. Data were analyzed using a two-way analysis of covariance while controlling for pretest results, kinship, and gender. Results: Statistically significant interaction effects between the simulation program and the lecture program were found in the levels of well-being and helplessness. The lecture program accompanied by the simulation program led to higher level of well-being in terms of happiness and lower level of helplessness than the lecture program alone. Caregivers with the lecture program provided led to less frequent use of dysfunctional coping strategies than those with no lecture program provided. Caregivers with the simulation program provided led to more frequent use of emotion-focused coping strategies than those with no simulation program provided. Conclusions: Findings of the present study support benefits of combined of and separate simulation-based and lecture-based programs on family caregivers of people with dementia in important outcomes affecting quality of care and quality of lives in families of people with dementia. Further studies are needed to identify intervention components that can improve empathy of family caregivers of people with dementia and be embedded into a multicomponent program tailored better to families in different needs.