| Literature DB >> 34021969 |
Li-Chin Lu1, Shao-Huan Lan2, Yen-Ping Hsieh3, Shou-Jen Lan4.
Abstract
AIM: This meta-analysis evaluated the effectiveness of intergenerational program participation for long-term care institution residents with dementia.Entities:
Keywords: behavioural problem; dementia; intergenerational relations; senile; systematic review
Mesh:
Year: 2021 PMID: 34021969 PMCID: PMC8859040 DOI: 10.1002/nop2.919
Source DB: PubMed Journal: Nurs Open ISSN: 2054-1058
Characteristics and results of studies included in the review
|
Author, publication year Country | Study design, | Duration of intervention | Facility | (Ageing participants, Age) | (Child participants, Age) |
Study site Environmental considerations implemented | Outcomes | JBI qualities |
|---|---|---|---|---|---|---|---|---|
|
Newma, USA | Prospective controlled clinical trail | 5 weeks |
Council Care Senior Adult Day Care Centers | Older adults with dementia ( | Preschoolers children (7–8 grade, |
Adult day care centres Wednesday, morning | Significant increase with the children present: touching ( | High |
|
Ward, USA | Cross over design | 6 months | Metropolitan Jewish Geriatric Center | person with dementia ( | Children ( | Metropolitan Jewish Geriatric Center (nursing facility‐359‐bed) |
1. Touching was more frequent 2. Residents' agitation levels decreased | High |
|
Camp, USA | Before and after design pilot study | 75 weeks | long‐term care facilities | Older adults with dementia ( | Children ( | Small dining room on a regular schedule, in the same settings and circumstances, (e.g., once a week (Tuesdays) from 9:45 a.m. until 10:15 a.m.) |
1. Older adults could indeed serve as mentors and teachers in this intergenerational program 2. No becoming aggressive, disruptive, confused, or anxious during any activity sessions with children | High |
|
Jarrott, USA |
Prospective controlled clinical trail | 23 months | ONE generation Daycare clients |
Older adults with dementia ( Control group ( Intervention ( | Children (infants from 6 weeks–12 months, toddlers between 13–24 months, 2–3 year olds, 3–4 year olds, or 4–5 year olds) | ONE generation Daycare |
1. MMSE was not associated with affect ( 2. Treatment group members attended the program more days per week than comparison group participants | High |
|
Xaverius, USA | Before and after design (one group repeat measure) | 18 weeks | Study 2: Special care unit | Older adults with dementia ( |
Children ( Control group ( Intervention ( |
Friday, morning (11:00‐noon) The lounge areas had several tables, each with four chairs around them and a television, sofa, and lounge chair in the corner of the room. In another corner of the room was a nurse's station | More engaged ( | High |
|
Jarrott, USA |
Prospective controlled clinical trail | 5 years (average) | ONE generation Daycare clients | Older adults with dementia ( | Children ( | ONE generation Daycare semiprivate room |
1. 97% ( 2. Benefits included appreciation for diversity, formation of close intergenerational relationships, and enhanced client self‐esteem | High |
|
Lee, USA | Randomized control trial | 6 months/per group | A dementia special care unit at a skilled nursing facility |
Older adults with dementia ( Control group ( Intervention ( | Children ( | Specific nursing | More constructive engagement ( | High |
|
George, USA | Randomized control trial | 5 months | Northeast Ohio community and local assisted living and nursing homes |
Older adults with dementia who scoring above a 5 on the MMSE ( Control group ( Intervention ( | Children ( | Local assisted living and nursing homes |
1. Decrease in stress for the intervention group 2. Quality of life (QOL): perceived health benefits, sense of purpose and sense of usefulness, and relationships | High |
|
Kamei, Japan | Before and after design | 6 months | Obtained space in the college building |
Older people with slight dementia Intergenerational day program (IDP) group ( (Program volunteers) ( Control group: two groups' baseline | Elementary‐school children ( |
Multipurpose room (6.7 * 11.9 m) of nursing home 2:00–5:00 p.m. |
1. The quality of life (HRQOL) on mental health ( 2. GDS‐15 scores ( | High |
|
Lokon, USA | Qualitative study | 10–12 weeks | Long‐term care facilities | Older people with dementia ( | College Students ( | Public gallery exhibition |
Maintained greater functional Stay indoors more often Physical activity is unclear | High |
|
Sauer, USA |
Prospective controlled clinical trail | 15 months | Long‐term care facilities |
Older people with dementia (age: Unclear) Opening Minds through Art (OMA) ( Traditional visual arts activities ( | College Students | Public gallery exhibition long‐term care facilities and adult day centres |
1. Well‐being (i.e. social interest, engagement, and pleasure) mean intensity score was significantly higher during OMA 2. Not significant difference in the total combined ill‐being (i.e. disengagement, negative affect, sadness, and confusion) | High |
|
Skropeta, Australia | mixed methods quantitative and qualitative design | 6 months | Uniting Care Ageing facilities | Older people with cognitively intact and impaired ( | Children ( | Hostel, nursing home, specific nursing home |
Older adults: SF36 pretest and posttest results indicated a decrease on Scale 4 – Energy/fatigue Geriatric Depression Scale (GDS) showed no significant differences | High |
|
Low, Australia | Randomized control trial | 3 months | Residential aged‐care facility |
Residents with cognitive impairment (80%) ( Control group ( Grandfriends participants ( | Preschool children ( | Residential aged‐care facility on a large site |
1. Increased passive engagement and enjoyment among nursing home residents when interacting with preschoolers 2. Quality of life, agitation, brief sense of community did not show changes | High |
FIGURE 1Forest plot of the quality of life (QOL)
FIGURE 2Forest plot of the depression
FIGURE 3Forest plot of the pleasure
FIGURE 4Forest plot of the disengagement
FIGURE 5(a) Forest plot of the active engagement (AE). (b) Forest plot of the active engagement (AE) by endpoint time
FIGURE 6(a) Forest plot of the self‐engagement (SE). (b) Forest plot of the self‐engagement (SE) by endpoint time
FIGURE 7(a) Forest plot of the passive engagement (PE). (b) Forest plot of the passive engagement (PE) by endpoint time