Caregiver Bootcamp: Mastering the First Hundred Days
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 64
- 试验地点
- 3
- 主要终点
- Change in caregiver sense of mastery
研究概览
简要总结
This study will assess the preliminary efficacy of a synchronous/asynchronous psychoeducation program designed to promote caregiving mastery in the immediate time period after a dementia diagnosis. It will also study the effects on caregiver and care recipient well-being.
详细描述
The Caregiver Bootcamp program will employ psychoeducational methods (expert instruction, expectation of active learning by participants, debriefing and coaching linked to participant reports of application of strategies and principles) to enhance the proposed mechanism of action of the intervention, the enhancement of caregiving mastery - the individual's self-acknowledgement of self-efficacy for coping with the stresses of the new caregiving role.
The program is meant to provide basic orientation to the situation: recognize the reality of the condition; understand the shifts in mindset that the immediate situation demands; begin to recognize the shift in responsibility that will have to occur; and take practical steps to prepare for the future. The program will combine 5 weekly small group 90-120-minute online sessions with asynchronous instructional materials delivered 2-4 days in between sessions.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Supportive Care
- 盲法
- None
入排标准
- 年龄范围
- 21 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •over the age of 21;
- •care partner/caregiver for a family or friend who has received a diagnosis of a form dementia from a healthcare provider in the last 6 months;
- •has access to an electronic device and/or access to broadband internet; and
- •able to speak and understand English. Caregivers are not required to be co-located with the care recipient.
排除标准
- •considering moving the PLWD to an institutional setting within the next 6 months.
研究组 & 干预措施
Synchronous/asynchronous online course Participants
The program will combine 5 weekly small group (8 participants) 90-120-minute online sessions with asynchronous instructional materials delivered 2-4 days in between sessions.
A time suited to all for the synchronous sessions will be identified. The research team will provide instructions for accessing the weekly sessions and asynchronous segments, and mail out supplemental course materials. The team will track online attendance, and the Canvas platform will enable them to monitor each individual's viewing of the asynchronous materials.
干预措施: Synchronous/asynchronous online course (Other)
结局指标
主要结局
Change in caregiver sense of mastery
时间窗: Baseline, 1 and 3-months post-intervention
The seven-item personal mastery scale developed by Pearlin and Schooler is used to measure mastery. All items are rated on a four-point scale: 1 = strongly agree; 2 = agree; 3 = disagree; to 4 = strongly disagree. Total scores ranged from 7 to 28, with higher scores indicating higher levels of mastery.
Change in caregiver self-efficacy: symptom management scale
时间窗: Baseline, 1 and 3-months post-intervention
This outcome will be assessed with Likert scale questions. Includes 6 questions, each scored on a 0-10 scale. Total possible score range is 0-60, with higher score correlating with better study outcome.
Change in caregiver self-efficacy: support services scale
时间窗: Baseline, 1 and 3-months post-intervention
This outcome will be assessed with Likert scale questions. Includes 4 questions, each scored on a 0-10 scale. Total possible score range is 0-40, with higher score correlating with better study outcome.
Change in caregiver self-efficacy: medication management scale
时间窗: Baseline, 1 and 3-months post-intervention
This outcome will be assessed with Likert scale questions. Includes 5 questions, each scored on a 0-10 scale. Total possible score range is 0-50, with higher score correlating with better study outcome.
次要结局
未报告次要终点
研究者
Carolyn Clevenger
Professor
Emory University