Developing and Evaluating a Training Program Responsive to Family Caregiver Needs

Tuesday, July 12, 2011: 2:25 PM

Janet M. Witucki-Brown, PhD1
Shu-Li Chen, PhD, RN2
Pratsani Srikan, MSN1
(1)College of Nursing, The University of Tennessee, Knoxville, Knoxville, TN
(2)Caylor School of Nursing, Lincoln Memorial University, Harrogate, TN

Learning Objective 1: The learner will be able to describe how a community-based training program can assist family caregivers in their caregiving role.

Learning Objective 2: The learner will be able to describe barriers to attending training programs for family caregivers and methods to minimize those barriers.

Purpose:  Care of older family members at home can be challenging. Family caregiver training (FCT) programs may lessen caregiver burden and provide caregivers with knowledge and skills. This presentation describes development and evaluation of a FCT program that was offered six times. A mixed methods, time series study was used to identify effectiveness and delivery of the program and the impact of the training on caregiver burden, satisfaction, mastery (self-esteem), demands, and impact.

Methods:  Open-ended questionnaires regarding the effectiveness of the FCT were completed at the end of each program and one month after each program. Demographic information on caregivers (n=58) and care recipients (n=72) was also collected. The Revised Caregiving Appraisal Scale was administered before each program (time 1), after each program (time 2), and one month post completion (time 3).

  Results: Participant feedback at the end of the each program was used to refine and modify subsequent programs. Content analysis was used to analyze qualitative data. Descriptive statistics and Friedman’s two-way analysis of variance were used for the quantitative data. Participants were satisfied with the program and found it useful and applicable. Barriers and facilitators were identified. Themes of Usefulness, Satisfaction, Confidence, Socialization and Planning Ahead were identified. There was significant improvement between the time 1 and time 3 scores on the subscales of satisfaction and sense of mastery (self-esteem).

  Conclusion:  Caregiver effects as measured by the Revised Caregiving Appraisal Scale were not evident immediately upon completion of the program (time 2), but became evident once caregivers had time and opportunities to use the knowledge and skills (time 3). Caregiver training programs such as this can assist caregivers in perceptions of their abilities and satisfaction with the caregiver role. An added benefit is the socialization that occurs through meeting with other family caregivers who share the experience.