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OBJECTIVE: To evaluate the impact of a dementia Carer Education Programme on carer quality of life (QoL), burden, and well-being. DESIGN: Single group before-after intervention study. The group was subdivided by perceived status post-programme for intragroup analysis. SETTING: Hospital memory clinic. PARTICIPANTS: Convenience sample of 32 dementia carers. INTERVENTION: Eight weekly 2 h education and support sessions run by a psychogeriatric clinical team. MEASURES: Pre-programme and 6 months post-programme data were obtained. Measures included individually perceived QoL, burden, well-being, managing problem behaviour, appraisal of social support, knowledge of dementia, and perception of the programme. Patients were characterized in terms of cognition, behaviour disturbance and functional status. RESULTS: Twelve carers reported their situation post-programme as 'better', 12 as 'worse', and four as 'no change'. There were no significant baseline differences. For 'better/no change' carers the only significant change over time was increased knowledge about dementia. For 'worse' carers knowledge also increased, but there was evidence of poorer QoL, increased burden, a poorer appraisal of social support, and increased patient behaviour disturbance. Only patient behaviour disturbance significantly discriminated 'no change/better' from 'worse' carers (F = 4.08, p = 0.055). CONCLUSIONS: The programme increased carers' knowledge about dementia, but had no significant impact on QoL, burden, or well-being. Increased patient behaviour disturbance appeared to be a major factor when the carer's situation worsened over time. Despite high carer satisfaction the efficacy of a group-based education approach to the management of behaviour disturbance in dementia appears limited. More intensive or individually tailored interventions may be necessary alternatives.
Coen et al. (Thu,) studied this question.