Background
Importance of the stroke-survivor-carer dyadic relationship
Stroke psychosocial interventions
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combine skill-building (e.g. problem solving, stress management, goal setting) with psychoeducational strategies
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tailor interventions to the needs of stroke caregivers based on needs assessments along the continuum of care
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deliver the program face to face and/or by telephone (when in-person contact is not possible)
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offer an optimal number of sessions, which is between five and nine [6].
Translating Research, Integrated Public Health Outcomes and Delivery (TRIPOD)
Qualitative study: informing development of an optimal health program
Themes | Sub-themes |
---|---|
Transition | Healthcare provider roles across stages of the stroke trajectory |
Carer transition to a caring role and how this changes over time | |
Information | Delivery of information by healthcare provider |
The carers’ response to information and difficulties comprehending implications | |
Impact of stroke | Healthcare provider role in supporting the carer and person with stroke and maintaining hope |
Carers’ experiences of the impact of stroke |
Carer | Stroke survivor | |||||||
---|---|---|---|---|---|---|---|---|
Assessment tools | BL | 3 | 6 | 12 | BL | 3 | 6 | 12 |
Primary outcomes | ||||||||
AQoL-6D (20 items) | X | X | X | X | X | X | X | X |
GSE (10 items) | X | X | X | X | X | X | X | X |
Secondary outcomes | ||||||||
BIPQ (8 items) | X | X | X | X | ||||
Brief COPE (28 items) | X | X | X | X | X | X | X | X |
CASI (30 items) | X | X | X | X | ||||
CEQ (6 items) | X | X | ||||||
EQ-5D -3 L (6 items) | X | X | X | X | X | X | X | X |
HADS (14 items) | X | X | X | X | X | X | X | X |
HCUQ (10 items) | X | X | X | X | X | X | X | X |
MCSI (13 items) | X | X | X | X | ||||
TEI-SF (9 items) | X | X | ||||||
BFI-10 (10 items) | X | X | ||||||
WSAS (5 items) | X | X | X | X | X | X | X | X |