An online educational intervention for adult child carers of people living with dementia in a low- and middle-income country

: a feasibility study

Abstract

Background:
The number of older people diagnosed with dementia worldwide is 5%, but 71% of new dementia cases are in low- and middle-income countries (LMICs). Recent evidence suggests that carers of people with dementia may find more challenges not only due to the progression of the dementia itself, but also through limitations caused by COVID-19. Adult carers of parents in LMICs who also live with their offspring often need support to improve their care, particularly in this pandemic era.

Aim:
This study explores the feasibility and acceptability of an online educational intervention for adult child carers of parents living with dementia in an LMIC.

Intervention Development:
Following the onset of the covid-19 pandemic, the 12-hour dementia care skills intervention was developed as synchronous online learning with an interactive component for informal adult-child carers of people with dementia in this study.

Method:
A feasibility study with sequential mixed method approach was undertaken. The quantitative phase involved process evaluation and pre-post survey with follow up measurement, while the qualitative phase involved online focus groups to explore the participants’ experience of the online intervention.

Result:
The intervention was delivered online in the Indonesian language to a total of 25 participants as one group across six weeks The online intervention was feasible to be delivered and well received by the participants of the study. The quantitative data suggest evidence of promise on improvement of knowledge about dementia and decrease of anxiety and stress among participants. The qualitative evidence indicates that participants improve their knowledge and caregiving skills which contributed to their self-efficacy when caring for their parent with dementia. Peer support was identified by participants to contribute to peer learning and confidence in caring for their parents.

Conclusion:
Implementation of an online educational intervention for adult child carers in LMICs is acceptable, and a definitive trial is feasible. The intervention guidelines can follow this study protocol with modification as needed. Incorporating a mixed-method approach may be beneficial in evaluating the effectiveness of future interventions.

Thesis is embargoed until 31 July 2025.

Date of Award	Jul 2024
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Indonesia Endowment Fund for Education (Lembaga Pengelola Dana Pendidikan/LPDP)
Supervisor	Christine Brown Wilson (Supervisor), Gillian Carter (Supervisor) & Kevin Brazil (Supervisor)