A Systematic Review of Educational Interventions for Informal Caregivers of People Living with Dementia in Low and Middle-Income Countries

Isabelle Evans; Ria Patel; Charlotte R. Stoner; Mel Melville; Aimee Spector

doi:10.3390/bs14030177

Behavioral Sciences (Feb 2024)

A Systematic Review of Educational Interventions for Informal Caregivers of People Living with Dementia in Low and Middle-Income Countries

Isabelle Evans,
Ria Patel,
Charlotte R. Stoner,
Mel Melville,
Aimee Spector

Affiliations

Isabelle Evans: Faculty of Brain Sciences, Division of Psychology and Language Sciences, Research Department of Clinical, Educational and Health Psychology, University College London, Gower Street, London WC1E 6BT, UK
Ria Patel: Faculty of Brain Sciences, Division of Psychology and Language Sciences, Research Department of Clinical, Educational and Health Psychology, University College London, Gower Street, London WC1E 6BT, UK
Charlotte R. Stoner: Centre for Chronic Illness and Ageing, Institute of Life Course Development, School of Human Sciences, University of Greenwich, Old Royal Naval College, Park Row, London SE10 9LS, UK
Mel Melville: Faculty of Brain Sciences, Division of Psychology and Language Sciences, Research Department of Clinical, Educational and Health Psychology, University College London, Gower Street, London WC1E 6BT, UK
Aimee Spector: Faculty of Brain Sciences, Division of Psychology and Language Sciences, Research Department of Clinical, Educational and Health Psychology, University College London, Gower Street, London WC1E 6BT, UK

DOI: https://doi.org/10.3390/bs14030177
Journal volume & issue: Vol. 14, no. 3
p. 177

Abstract

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Objectives: With the increasing prevalence of dementia worldwide, there is a growing need for an integrated approach to dementia care. Little is known at present about the benefits of educational interventions for informal caregivers of people living with dementia (PLWD) in low- and middle-income countries (LMICs). This review aimed to identify and synthesise the current research on these interventions. Method: Four databases (PsycINFO, Medline, Web of Sciences and Scopus) were searched, alongside Google Scholar and reference lists. The Downs and Black checklist was used for quality assessment and data relating to intervention characteristics, outcomes, and educational component features were compared. Results: Eighteen papers detailing 17 studies were included. All studies presented found at least one significant outcome/effect. Study comparison was difficult due to diverse methodologies, intervention structures, and outcomes. Study quality was also variable. Four studies had education as the primary focus, and most interventions utilised multicomponent and group-based designs. Interventions that included group delivery tended to find more significant results than individual approaches. Intervention length did not appear to influence efficacy. Regular delivery and an average intervention dosage of around 12 h appeared most effective. Conclusions: Research into educational interventions for caregivers in LMICs appears to be promising and can help guide future interventions towards clinical implementation. A multicomponent group intervention trialled in Egypt provided particularly favourable findings. Future studies should focus on understanding the active mechanisms within such interventions to optimize their effectiveness. Collaboration between LMICs, high-income countries (HICs), and caregivers is crucial in developing interventions tailored to meet caregiver needs whilst accounting for feasibility and equity for dementia care worldwide.

Published in Behavioral Sciences

ISSN: 2076-328X (Online)
Publisher: MDPI AG
Country of publisher: Switzerland
LCC subjects: Philosophy. Psychology. Religion: Psychology
Website: http://www.mdpi.com/journal/behavsci

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