Learning Objective #1: identify the state of current research related to interventions specific to the teaching and caregiving needs of Alzheimer families.

Learning Objective #2: articulate implications of the findings of this study for nurses.

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Background: over the last several decades, increasingly the attention of nurses has turned towards care of older adults with Alzheimer’s Disease and those important to them. The focus of this study was to review literature on how the lived experience of being taught for family members of Alzheimer clients was described in the nursing and allied health literature between 1995 and 2005, and to interpret and discuss the results from the perspective of theories on family caregiving needs. Methods: studies were retrieved via computerized literature searches, cross-referencing from original and review articles, and a review of the reference list by three recognized gerontological nurses. The inclusion criteria were as follows: (1) reporting care of Alzheimer clients and those important to them; (2) published in the English language; (3) indexed between January 1996 and December 2005; (4) research (defined as those containing a statement of purpose and a description of methods and findings, regardless of whether such heading labels were used); (5) learning needs identified/implied (defined as the information that caregivers require to provide care to the Alzheimer member); and (6) education/teaching intervention identified/implied. Findings: the frequent reports of families needing information, choices, and control over decision making are pathways whereby they maintain their ability to provide care for their older members. At the same time, findings indicated that while information is provided, teaching is often neglected. However, when findings are interpreted from the perspective of caregiving and gerontological nursing models, teaching interventions are understood as essential to promote family caregiving and to reduce perceived burden. Discussion and Conclusion: it is important that more rigorous and consistent research be applied to gain a greater understanding of how to enhance the responsibility for teaching by nurses. Some suggestions towards achieving this are offered.