Levinson Anthony J, Ayers Stephanie, Butler Lianna, Papaioannou Alexandra, Marr Sharon, Sztramko Richard
Division of e-Learning Innovation, McMaster University, Hamilton, ON, Canada.
Department of Geriatric Medicine, McMaster University, Hamilton, ON, Canada.
JMIR Aging. 2020 Oct 2;3(2):e21264. doi: 10.2196/21264.
Internet-based dementia caregiver interventions have been shown to be effective for a range of caregiver outcomes; however, little is known about how to best implement them. We developed iGeriCare, an evidence-based, multimedia, web-based educational resource for family caregivers of people living with dementia.
This study aims to obtain feedback and opinions from experts and clinicians involved in dementia care and caregiver education about 1 iGeriCare and 2 barriers and facilitators to implementing a web-based caregiver program.
We carried out semistructured interviews with individuals who had a role in dementia care and/or caregiver education in several key stakeholder settings in Southern Ontario, Canada. We queried participants' perceptions of iGeriCare, caregiver education, the implementation process, and their experience with facilitators and barriers. Transcripts were coded and analyzed using a grounded theory approach. The themes that emerged were organized using the Consolidated Framework for Implementation Research.
A total of 12 participants from a range of disciplines described their perceptions of iGeriCare and identified barriers and facilitators to the implementation of the intervention. The intervention was generally perceived as a high-quality resource for caregiver education and support, with many stakeholders highlighting the relative advantage of a web-based format. The intervention was seen to meet dementia caregiver needs, partially because of its flexibility, accessibility, and compatibility within existing clinical workflows. In addition, the intervention helps to overcome time constraints for both caregivers and clinicians.
Study findings indicate a generally positive response to the use of internet-based interventions for dementia caregiver education. Results suggest that iGeriCare may be a useful clinical resource to complement traditional face-to-face and print material-based caregiver education. More comprehensive studies are required to identify the effectiveness and longevity of web-based caregiver education interventions and to better understand barriers and facilitators with regard to the implementation of technology-enhanced caregiver educational interventions in various health care settings.
基于互联网的痴呆症照护者干预措施已被证明对一系列照护者相关结果有效；然而，对于如何最佳实施这些措施却知之甚少。我们开发了iGeriCare，这是一个基于证据的、多媒体的、基于网络的教育资源，供痴呆症患者的家庭照护者使用。
本研究旨在从参与痴呆症护理和照护者教育的专家和临床医生那里获取关于1. iGeriCare以及2. 实施基于网络的照护者项目的障碍和促进因素的反馈和意见。
我们对在加拿大安大略省南部几个关键利益相关者环境中参与痴呆症护理和/或照护者教育的个人进行了半结构化访谈。我们询问了参与者对iGeriCare、照护者教育、实施过程以及他们在促进因素和障碍方面的经验的看法。使用扎根理论方法对访谈记录进行编码和分析。出现的主题使用实施研究综合框架进行组织。
来自一系列学科的12名参与者描述了他们对iGeriCare的看法，并确定了实施该干预措施的障碍和促进因素。该干预措施总体上被视为照护者教育和支持的高质量资源，许多利益相关者强调了基于网络形式的相对优势。该干预措施被认为满足了痴呆症照护者的需求，部分原因是其在现有临床工作流程中的灵活性、可及性和兼容性。此外，该干预措施有助于克服照护者和临床医生的时间限制。
研究结果表明，对于使用基于互联网的干预措施进行痴呆症照护者教育普遍有积极反应。结果表明，iGeriCare可能是一种有用的临床资源，可以补充传统的面对面和基于印刷材料的照护者教育。需要进行更全面的研究，以确定基于网络的照护者教育干预措施的有效性和持久性，并更好地了解在各种医疗环境中实施技术增强的照护者教育干预措施的障碍和促进因素。
