Stolley Jacqueline M, Reed David, Buckwalter K C
Trinity College of Nursing, Moline, Illinois, USA.
Am J Alzheimers Dis Other Demen. 2002 Mar-Apr;17(2):110-20. doi: 10.1177/153331750201700211.
The purpose of this article is to describe the impact of a theoretically driven, psychoeducational intervention based on the Progressively Lowered Stress Threshold (PLST) model on caregiving appraisal among community-based caregivers of persons with Alzheimer's disease and related disorders. A total of 241 subjects completed the year-long study in four sites in Iowa, Minnesota, Indiana, and Arizona. Caregiving appraisal was measured using the four factors of the Philadelphia Geriatric Center Caregiving Appraisal Scale: mastery, burden, satisfaction, and impact. Analysis of trends over time showed that the intervention positively affected impact, burden, and satisfaction but had no effect on mastery when measured against the comparison group. The PLST model was influential in increasing positive appraisal and decreasing negative appraisal of the caregiving situation.
本文旨在描述一种基于逐步降低压力阈值（PLST）模型的理论驱动型心理教育干预措施对阿尔茨海默病及相关疾病患者的社区照护者的照护评估的影响。共有241名受试者在爱荷华州、明尼苏达州、印第安纳州和亚利桑那州的四个地点完成了为期一年的研究。使用费城老年中心照护评估量表的四个因素来衡量照护评估：掌控感、负担、满意度和影响。对随时间变化趋势的分析表明，与对照组相比，该干预措施对影响、负担和满意度产生了积极影响，但对掌控感没有影响。PLST模型在增加对照护情况的积极评估和减少消极评估方面具有影响力。
