Poster Presentation
Thursday, 20 July 2006
10:00 AM - 10:30 AM
Thursday, 20 July 2006
3:00 PM - 3:30 PM
This presentation is part of : Poster Presentations II
Development of a Conceptual Framework to Guide a Psycho-Educational Nursing Intervention Focused on Communication for Caregivers in the Early Dementia Context
Krystyna B. Kouri, RN, BN, MSc, Nursing Department, CSSS - University Institute of Geriatrics of Sherbrooke, Sherbrooke, QC, Canada and Francine Ducharme, Faculty of Nursing, Université de Montréal, Montréal, QC, Canada.
Learning Objective #1: understand the application of the McGill Model, self-efficacy and geragogy in nursing intervention research in early dementia caregiving.
Learning Objective #2: identify the principle communication related domains and subjects relevant for the early dementia caregiving context.
In the early dementia context associated with Alzheimer’s disease, nurses play a key role in responding to the health care needs not only of individuals diagnosed with this disorder, but also their family caregivers. Even in the initial dementia stage, communication problems represent a major concern for these generally older care providers – who are also lacking in communication knowledge and skills. The main goal herein is to present the conceptual framework used to guide a psycho-educational intervention for caregivers to facilitate the acquisition of knowledge and skills relevant to communication in early Alzheimer’s disease. The principal components of the program will also be presented.
With its’ strong focus on learning, the McGill model is retained as the nursing framework to guide the overall conception of this program. Given the advanced age of these ‘learners’, the pedagogical orientation of geragogy complements the McGill model. A constructivist orientation within geragogy is used to guide the individualized nature of the intervention. Self-efficacy theory, (within social cognitive theory), which has been shown to play a key role in behavior change, guides the specific learning strategies for the acquisition of communication skills. This program is comprised of five themes and fifty communication subjects pertinent for the early dementia caregiving context. The effects of this intervention on dependent variables related to communication in early Alzheimer’s disease  (i.e., knowledge, nature and degree of perceived disturbance of (communication) problem, self-efficacy and skills), are currently being tested using a quasi-experimental design. Given the lengthy ‘career’ faced by these family care providers, and considering that nurses are well placed in the health care system to facilitate learning opportunities for these persons, this communication program, based on a clear conceptual framework, serves as a useful tool for nurses to better prepare these caregivers for their new role.
 

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