Kajander Martine, Gjestsen Martha Therese, Ballard Clive, Næss Halvor, Testad Ingelin
Centre for Age-Related Medicine - SESAM, Stavanger University Hospital, Stavanger, Norway.
University of Bergen, Department of Clinical Medicine, Bergen, Norway.
SAGE Open Nurs. 2024 Jul 25;10:23779608241266686. doi: 10.1177/23779608241266686. eCollection 2024 Jan-Dec.
Educational health promotion interventions for people with early-stage dementia have shown promising results, including empowering the person with dementia to live well and cope with their condition.
The aim of this study was to explore how group interactions, course structure, and facilitation by healthcare professionals in a 12-week educational health promotion course promote coping, healthy behaviors, and empowerment in people with early-stage dementia.
A focused ethnographic approach was employed, collecting data through moderate participant observations of people with early-stage dementia who attended the health promotion course and field conversations with the facilitators. Additionally, before and after the participants had completed the course, the participants and their care partners were interviewed individually.
The findings showed that group discussions provided an opportunity for the facilitators to identify knowledge gaps, correct misinterpretations of symptoms, and tailor the information to the participants' specific needs, thereby promoting healthy behaviors and empowering the participants. The consistent and structured format of the course appeared to reduce stress and promote learning. Learning about dementia first-hand, reminiscing, using humor, receiving support from others facing similar challenges, and receiving support and validation from facilitators all contributed to participants coping with their condition, processing negative emotions, and reducing internalized stigma.
This study emphasized the importance of providing people living with early-stage dementia educational opportunities that combine first-hand information, peer and facilitator support, reminiscing, humor, recognition, and validation. These interventions can contribute to promote coping, healthy behaviors, and empowerment in people living with early-stage dementia.
针对早期痴呆症患者的教育性健康促进干预已显示出有前景的结果，包括使痴呆症患者有能力过上良好生活并应对自身状况。
本研究的目的是探讨在为期12周的教育性健康促进课程中，小组互动、课程结构以及医护专业人员的引导如何促进早期痴呆症患者的应对能力、健康行为和赋权。
采用聚焦人种志方法，通过对参加健康促进课程的早期痴呆症患者进行适度参与观察以及与引导者进行现场交谈来收集数据。此外，在参与者完成课程前后，分别对参与者及其护理伙伴进行访谈。
研究结果表明，小组讨论为引导者提供了机会，以识别知识差距、纠正对症状的误解，并根据参与者的具体需求量身定制信息，从而促进健康行为并增强参与者的能力。课程一致且结构化的形式似乎减轻了压力并促进了学习。亲身体验了解痴呆症、回忆往事、运用幽默、获得面临类似挑战的其他人的支持以及获得引导者的支持和认可，所有这些都有助于参与者应对自身状况、处理负面情绪并减少内化的耻辱感。
本研究强调了为早期痴呆症患者提供教育机会的重要性，这些机会应结合第一手信息、同伴和引导者的支持、回忆往事、幽默、认可和确认。这些干预措施有助于促进早期痴呆症患者的应对能力、健康行为和赋权。
