Lenique K L Huggins1,2, Se Hee Min3, Chelsea-Ann Dennis4, Truls Østbye2,5, Kimberly S Johnson6,7,8, Hanzhang Xu2,3,5. 1. Department of Biology, Duke University, Durham, North Carolina, USA. 2. Duke Global Health Institute, Durham, North Carolina, USA. 3. Duke University School of Nursing, Durham, North Carolina, USA. 4. Department of Psychology, Duke University, Durham, North Carolina, USA. 5. Department of Family Medicine and Community Health, Duke University School of Medicine, Durham, North Carolina, USA. 6. Department of Medicine, Division of Geriatrics, Duke University School of Medicine, Durham, North Carolina, USA. 7. Durham Veterans Administration, Durham, North Carolina, USA. 8. Geriatrics Research Education and Clinical Center, Durham, North Carolina, USA.
Abstract
BACKGROUND: Certain racial/ethnic minority groups have a higher risk of developing dementia, yet studies have demonstrated that they often have limited knowledge and understanding of this disease. An increasing number of educational and advocacy programs have been developed to promote dementia knowledge. We aimed at assessing current evidence and quality regarding educational interventions for promoting dementia knowledge. METHODS: We searched for intervention studies published in English that focused on educational interventions for promoting dementia knowledge among racial/ethnic minority groups. We identified 25 relevant studies through PubMed, PsycINFO, CINAHL, and Scopus, using tailored search terms. We screened titles and abstracts, reviewed full texts, synthesized relevant evidence, and evaluated the studies' quality based on the Mixed Methods Appraisal Tool. Relevant intervention studies took place in communities, hospitals or clinics, and schools, and online. RESULTS: Most studies were conducted in the United States (n = 21), followed by the UK (n = 3). Over half of the studies included Asian/Pacific Islander groups (n = 14), followed by Black groups (n = 12) and Hispanic groups (n = 11). The intervention delivery mode varied across studies-from workshops hosted in a faith community to talk shows on YouTube. Target populations included middle-aged and older adults, caregivers and family members, health students and professionals, and elementary school students. Common content included symptoms and signs of dementia, protective and risk factors, and local resources. The assessment of study outcomes varied across studies. Improvement in dementia knowledge and attitudes towards dementia was reported in many studies. Among the included studies, intervention satisfaction was high. The overall quality of the interventions was low. CONCLUSION: Formally evaluated educational interventions promoting dementia knowledge are at an early stage. Existing published interventions showed adequate acceptability and promise in promoting better understanding and awareness of dementia in minority groups. More well-designed randomized controlled trials are needed.
BACKGROUND: Certain racial/ethnic minority groups have a higher risk of developing dementia, yet studies have demonstrated that they often have limited knowledge and understanding of this disease. An increasing number of educational and advocacy programs have been developed to promote dementia knowledge. We aimed at assessing current evidence and quality regarding educational interventions for promoting dementia knowledge. METHODS: We searched for intervention studies published in English that focused on educational interventions for promoting dementia knowledge among racial/ethnic minority groups. We identified 25 relevant studies through PubMed, PsycINFO, CINAHL, and Scopus, using tailored search terms. We screened titles and abstracts, reviewed full texts, synthesized relevant evidence, and evaluated the studies' quality based on the Mixed Methods Appraisal Tool. Relevant intervention studies took place in communities, hospitals or clinics, and schools, and online. RESULTS: Most studies were conducted in the United States (n = 21), followed by the UK (n = 3). Over half of the studies included Asian/Pacific Islander groups (n = 14), followed by Black groups (n = 12) and Hispanic groups (n = 11). The intervention delivery mode varied across studies-from workshops hosted in a faith community to talk shows on YouTube. Target populations included middle-aged and older adults, caregivers and family members, health students and professionals, and elementary school students. Common content included symptoms and signs of dementia, protective and risk factors, and local resources. The assessment of study outcomes varied across studies. Improvement in dementia knowledge and attitudes towards dementia was reported in many studies. Among the included studies, intervention satisfaction was high. The overall quality of the interventions was low. CONCLUSION: Formally evaluated educational interventions promoting dementia knowledge are at an early stage. Existing published interventions showed adequate acceptability and promise in promoting better understanding and awareness of dementia in minority groups. More well-designed randomized controlled trials are needed.
Authors: Jaime Perales-Puchalt; Ashley Shaw; Jerrihlyn L McGee; W Todd Moore; Ladson Hinton; Jason Resendez; Stephanie Monroe; John Dwyer; Eric D Vidoni Journal: Hisp Health Care Int Date: 2019-12-15
Authors: Judith Neugroschl; Margaret C Sewell; Mari Umpierre; Raquel Rodriguez; Laura Meyers; Stephanie Kranes; Carlos Aldrete; Alma Collazo; Licet Valois; Mary Sano Journal: Int Psychogeriatr Date: 2018-10-15 Impact factor: 3.878