BACKGROUND: Caring for a loved one with a malignant glioma can be a formidable responsibility. The guarded prognosis, side effects of treatments, and changes in brain function, personality and behaviour pose unique challenges in care provision by family members. It is rare that institutions provide educational programs for caregivers. PURPOSE: To evaluate the impact of providing information in an educational program to caregivers of patients diagnosed with a malignant glioma. METHODS: A structured educational program for caregivers of brain tumour patients was developed based upon multidisciplinary expert opinion and caregiver feedback. Twenty-four caregiver participants were enrolled in the program. Knowledge was assessed before, immediately following, and four to six weeks following the program. Open-ended questions were used to explore the caregivers' experiences, as well as additional benefits derived from the program. RESULTS: Knowledge scores on testing immediately after the program and four to six weeks following the program were statistically significantly improved from baseline testing, although there was a decline in scores four to six weeks after the program. These findings demonstrate effective knowledge transfer (recall of the information) immediately after the education program and four to six weeks later. Specific qualitative and quantitative data serve as a basis for understanding caregivers' needs and experiences.
BACKGROUND: Caring for a loved one with a malignant glioma can be a formidable responsibility. The guarded prognosis, side effects of treatments, and changes in brain function, personality and behaviour pose unique challenges in care provision by family members. It is rare that institutions provide educational programs for caregivers. PURPOSE: To evaluate the impact of providing information in an educational program to caregivers of patients diagnosed with a malignant glioma. METHODS: A structured educational program for caregivers of brain tumourpatients was developed based upon multidisciplinary expert opinion and caregiver feedback. Twenty-four caregiver participants were enrolled in the program. Knowledge was assessed before, immediately following, and four to six weeks following the program. Open-ended questions were used to explore the caregivers' experiences, as well as additional benefits derived from the program. RESULTS: Knowledge scores on testing immediately after the program and four to six weeks following the program were statistically significantly improved from baseline testing, although there was a decline in scores four to six weeks after the program. These findings demonstrate effective knowledge transfer (recall of the information) immediately after the education program and four to six weeks later. Specific qualitative and quantitative data serve as a basis for understanding caregivers' needs and experiences.
Authors: Birgit Flechl; Michael Ackerl; Cornelia Sax; Stefan Oberndorfer; Bernadette Calabek; Eefje Sizoo; Jaap Reijneveld; Richard Crevenna; Mohammad Keilani; Alexander Gaiger; Karin Dieckmann; Matthias Preusser; Martin J B Taphoorn; Christine Marosi Journal: J Neurooncol Date: 2013-02-15 Impact factor: 4.130
Authors: Michelle van Ryn; Sara Sanders; Katherine Kahn; Courtney van Houtven; Joan M Griffin; Michelle Martin; Audie A Atienza; Sean Phelan; Deborah Finstad; Julia Rowland Journal: Psychooncology Date: 2011-01 Impact factor: 3.894
Authors: Julia Day; David C Gillespie; Alasdair G Rooney; Helen J Bulbeck; Karolis Zienius; Florien Boele; Robin Grant Journal: Curr Treat Options Neurol Date: 2016-05 Impact factor: 3.598