Efeito das intervenções educativas para cuidadores familiares de pacientes com demência
Arquivos
Data
2024-10-22
Autores
Montiel Aponte, Mariel Carolina 
Orientadores
Bertolucci, Paulo Henrique Ferreira
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Introdução e Objetivos: A doença de Alzheimer é o principal tipo de demência em todo o mundo, embora existam outros tipos de demência dos quais a população, de maneira geral, não tem conhecimento. Os cuidadores familiares não profissionais (cônjuges, filhas, filhos, amigos próximos) desempenham um papel importante, prestando apoio e assistência às pessoas que vivem com demência para que possam continuar a viver com qualidade e dignidade. Porém, alguns estudos relatam que estes cuidadores não estão preparados para tal função, e isso pode estar relacionado ao estresse, transtornos de humor e sentimentos negativos. A capacidade de lidar com uma pessoa que vive com demência parece melhorar quando o cuidador recebe apoio profissional. O objetivo deste estudo foi determinar o efeito de intervenções educativas sobre o conhecimento em demências e sobre os aspectos negativos relacionados ao cuidado em demência, a través da aplicação de duas modalidades de intervenção educativa para cuidadores familiares não profissionais, sob o título de “Curso Básico de Demência”. Métodos: Duas intervenções foram realizadas durante quatro semanas: (1) reuniões educativas presenciais e (2) um grupo de bate-papo online no WhatsApp® com informações educativas postadas regularmente sobre o cuidado em demências, ambas estratégias com conteúdo semelhante. Os participantes foram cuidadores familiares não profissionais, sendo um estudo experimental, prospectivo e longitudinal. Um total de 36 participantes foram alocados, conforme disponibilidade, em um dos três grupos: Grupo 1 (n=10), intervenção educativa tradicional presencial; Grupo 2 (n=12), intervenção educativa online (assíncrona); e Grupo 3 (n=14) que foi o grupo controle. Todos responderam ao questionário de memória e envelhecimento (QME) e à versão de 7 itens do questionário de sobrecarga do cuidador (Zarit Burden Interview 7 items, ZBI-7), em dois momentos: antes e imediatamente após as intervenções. Para o acompanhamento, seis meses após as intervenções, os participantes responderam ao ZBI-7 e a um questionário qualitativo relacionado ao cuidado da demência. Resultados: Os participantes das modalidades presencial e online do curso melhoraram os escores do QME na avaliação imediata pós-intervenção, porém não houve diferença no ZBI-7 em nenhum dos momentos. Contudo, na avaliação de seguimento, o questionário qualitativo mostrou melhora em aspectos do cuidado, como comunicação e comportamento. Conclusão: Esta pesquisa mostra que as intervenções educativas propostas foram um bom recurso, melhorando a compreensão e o conhecimento sobre a demência entre os cuidadores familiares testados, com impacto positivo complementar em alguns aspectos do cuidado. Ainda há necessidade de planejar estratégias personalizadas para focar na melhoria do impacto negativo nos cuidadores familiares. Embora a sobrecarga do cuidador possa estar associada a fatores como apoio social global, a pesquisa abre discussão para melhorias em aspectos controláveis para um cuidado mais assertivo.
Background and Objectives: Alzheimer’s disease is the main type of dementia worldwide, but there are other types of dementia that society might not know so well. Non-professional caregivers (spouses, daughters, sons, close friends) play an important role by providing support and assistance to people living with dementia, so they can continue living with quality and dignity. However, some studies report that caregivers show lack of preparation and this could be related to stress, mood disorders, and negative feelings. It seems that the ability to cope with a person living with dementia improves when the caregiver receives professional support. The objective of this study was to assess the effects of educational interventions on dementia knowledge and on the negative impact related to dementia care, by the application of two types of educational intervention for family non-professional caregivers, named the Dementia Basic Course. Methods: Two interventions were structured and performed during four weeks: (1) face-to-face educational meetings, and (2) an online WhatsApp® group chatting with regularly posted educational information about dementia care, both with similar content. Participants were family non-professional caregivers, within an experimental, prospective, and longitudinal study. A total of 36 participants were allocated, according to their availability, to one of three groups: Group 1 (n=10), face-to-face traditional educational intervention; Group 2 (n=12), online educational (asynchronous) intervention; and Group 3 (n=14), control group. All of them answered the knowledge of memory aging questionnaire (KMAQ), and the Zarit Burden Interview 7 items version (ZBI-7), in two moments: before, and immediately after the interventions. For the follow-up, six months after the interventions, the participants answered the ZBI-7 and a qualitative questionnaire related to dementia care. Results: Participants in Groups 1 and 2 improved their KMAQ scores in the immediate post-intervention assessment, though there was no difference in the ZBI-7 in any of the moments. However, in the follow-up assessment, the qualitative questionnaire showed improvement in aspects of care, such as communication and behavior. Conclusion: This research shows that the proposed educational interventions were a good resource, improving understanding and knowledge about dementia among the tested family caregivers, with complimentary positive impacts in some aspects of care. There is still a need to design personalized strategies to focus on improving the negative impact on family caregivers caused by dementia care. Although the caregiver's burden could be associated with factors such as global social support, the research discusses room for improvements in controllable aspects for better caregiving.
Background and Objectives: Alzheimer’s disease is the main type of dementia worldwide, but there are other types of dementia that society might not know so well. Non-professional caregivers (spouses, daughters, sons, close friends) play an important role by providing support and assistance to people living with dementia, so they can continue living with quality and dignity. However, some studies report that caregivers show lack of preparation and this could be related to stress, mood disorders, and negative feelings. It seems that the ability to cope with a person living with dementia improves when the caregiver receives professional support. The objective of this study was to assess the effects of educational interventions on dementia knowledge and on the negative impact related to dementia care, by the application of two types of educational intervention for family non-professional caregivers, named the Dementia Basic Course. Methods: Two interventions were structured and performed during four weeks: (1) face-to-face educational meetings, and (2) an online WhatsApp® group chatting with regularly posted educational information about dementia care, both with similar content. Participants were family non-professional caregivers, within an experimental, prospective, and longitudinal study. A total of 36 participants were allocated, according to their availability, to one of three groups: Group 1 (n=10), face-to-face traditional educational intervention; Group 2 (n=12), online educational (asynchronous) intervention; and Group 3 (n=14), control group. All of them answered the knowledge of memory aging questionnaire (KMAQ), and the Zarit Burden Interview 7 items version (ZBI-7), in two moments: before, and immediately after the interventions. For the follow-up, six months after the interventions, the participants answered the ZBI-7 and a qualitative questionnaire related to dementia care. Results: Participants in Groups 1 and 2 improved their KMAQ scores in the immediate post-intervention assessment, though there was no difference in the ZBI-7 in any of the moments. However, in the follow-up assessment, the qualitative questionnaire showed improvement in aspects of care, such as communication and behavior. Conclusion: This research shows that the proposed educational interventions were a good resource, improving understanding and knowledge about dementia among the tested family caregivers, with complimentary positive impacts in some aspects of care. There is still a need to design personalized strategies to focus on improving the negative impact on family caregivers caused by dementia care. Although the caregiver's burden could be associated with factors such as global social support, the research discusses room for improvements in controllable aspects for better caregiving.
Descrição
Citação
MONTIEL APONTE, Mariel Carolina. Efeito das intervenções educativas para cuidadores familiares de pacientes com demência. 2024. 90 f. Tesse (Doutorado em Neurologia - Neurociências) - Escola Paulista de Medicina. Universidade Federal de São Paulo. (UNIFESP). São Paulo, 2024.