Abstract

Objectives

The present study was a 2 × 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.

中文翻译：

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一项析因随机对照试验，以检查基于模拟的同理心增强计划和基于讲座的教育计划对痴呆症患者的家庭照顾者的单独和综合影响

摘要

目标

本研究是一项 2 × 2 析因随机对照试验，检查基于模拟的同理心增强计划和基于讲座的教育计划是否一起或单独改善痴呆症患者的家庭护理人员的结果。

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、基于模拟的教育加基于讲座的教育或照常治疗。使用协方差的双向分析对数据进行分析，同时控制预测试结果、亲属关系和性别。

结果

在幸福感和无助感水平上发现模拟程序和讲座程序之间的统计显着交互效应。与单独的讲座计划相比，伴随着模拟计划的讲座计划在幸福感和无助感方面带来更高水平的幸福感。与没有提供讲座计划的看护人相比，提供讲座计划的看护人较少使用功能失调的应对策略。提供模拟程序的护理人员比没有提供模拟程序的护理人员更频繁地使用以情绪为中心的应对策略。

结论

本研究的结果支持将基于模拟和基于讲座的计划组合和单独的基于模拟和基于讲座的计划对痴呆症患者的家庭护理人员在影响痴呆症患者家庭的护理质量和生活质量的重要结果方面的益处。需要进一步研究以确定干预措施，以提高痴呆症患者家庭照顾者的同理心，并将其嵌入到更适合不同需求家庭的多分量计划中。