Volume 20, Issue 4 (Winter 2026)
Salmand: Iranian Journal of Ageing 2026, 20(4): 542-557 |
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Azadsiyar A, Jalili Z, Zendehbad A S. The Effect of Educational Intervention Based on Social Cognitive Theory on the Cognitive Status of Elderly With Mild Alzheimer's Disease. Salmand: Iranian Journal of Ageing 2026; 20 (4) :542-557
URL: http://salmandj.uswr.ac.ir/article-1-2942-en.html
URL: http://salmandj.uswr.ac.ir/article-1-2942-en.html
1- Department of Health Education and Health Promotion, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Department of Health Education and Health Promotion, Science and Research Branch, Islamic Azad University, Tehran, Iran. ,zahra.jalili@gmail.com
3- Department of Geriatric Health, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Department of Health Education and Health Promotion, Science and Research Branch, Islamic Azad University, Tehran, Iran. ,
3- Department of Geriatric Health, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Abstract: (2194 Views)
Objectives This study aimed to determine the effect of an educational program based on social–cognitive theory (SCT) on the cognitive status of older adults with mild Alzheimer’s disease (AD).
Methods & Materials This is a quasi-experimental study with a pre-test/post-test design conducted on 60 older people with mild AD referred to elderly day care centers in Tehran, Iran, who were randomly divided into two control (n=30) and intervention (n=30) groups. The educational intervention (poetry therapy) based on the SLT was designed and presented to the intervention group in 12 sessions of 45 minutes for 6 weeks. The data collection tools included a demographic form, a researcher-made questionnaire based on the SCT constructs, and the mini–mental state examination (MMSE) test. The data were analyzed in SPSS software, version 20 using the chi-square test, paired t-test, and the Wilcoxon test.
Results The mean total score of the SCT scale in the intervention group increased significantly from 62.76 before the intervention to 83.73 after the intervention (P<0.01). Also, the mean MMSE score in the intervention group increased significantly from 21.93 to 25.20 (P<0.01). No significant difference was observed in the control group (P=0.34 for SCT and P=0.173 for MMSE).
Conclusion The SLT-based eduational program can improve the cognitive status of older adults with mild AD.
Methods & Materials This is a quasi-experimental study with a pre-test/post-test design conducted on 60 older people with mild AD referred to elderly day care centers in Tehran, Iran, who were randomly divided into two control (n=30) and intervention (n=30) groups. The educational intervention (poetry therapy) based on the SLT was designed and presented to the intervention group in 12 sessions of 45 minutes for 6 weeks. The data collection tools included a demographic form, a researcher-made questionnaire based on the SCT constructs, and the mini–mental state examination (MMSE) test. The data were analyzed in SPSS software, version 20 using the chi-square test, paired t-test, and the Wilcoxon test.
Results The mean total score of the SCT scale in the intervention group increased significantly from 62.76 before the intervention to 83.73 after the intervention (P<0.01). Also, the mean MMSE score in the intervention group increased significantly from 21.93 to 25.20 (P<0.01). No significant difference was observed in the control group (P=0.34 for SCT and P=0.173 for MMSE).
Conclusion The SLT-based eduational program can improve the cognitive status of older adults with mild AD.
Type of Study: Research |
Subject:
Rehabilitation Management
Received: 2024/09/26 | Accepted: 2024/11/16 | Published: 2026/03/01
Received: 2024/09/26 | Accepted: 2024/11/16 | Published: 2026/03/01
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