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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: (254 Views)
Objectives: The aim of this study was to determine the effect of educational intervention based on Social – Cognitive Theory on the cognitive status of elderly with mild Alzheimer's disease.
Materials and methods: This semi-experimental study is a pre-test - post-test design with an intervention-control group in which 60 elderly people referred to daily rehabilitation centers in Tehran who were suffering from mild Alzheimer's were randomly divided into two control groups (30 people) and intervention (30 people) were placed. Educational intervention (poetry therapy) based on social-cognitive theory was designed and implemented in 12 sessions of 45 minutes for 6 weeks in the intervention group. The data collection tools included researcher-made questionnaire in two sections of demographic information and social-cognitive theory (SCT) constructs, and mini–mental state examination (MMSE). The results obtained before and after the intervention were analyzed using SPSS version 20 and chi-square, Kolmogorov-Smirnov, paired t-test and Wilcoxon statistical tests.
Results: Statistical analysis showed that the average score of SCT constructs in the intervention group increased from 62.76 before the educational intervention to 83.73 after the intervention (P<0.01). Also, the average cognitive status score (MMSE) in the intervention group before the educational intervention was 21.93, which showed a significant difference after the intervention with an average increase of 25.20 (P<0.01). However, no significant difference was observed in the control group before and after the intervention (P=0.34 for SCT and P=0.173 for MMSE).
Conclusion: By conducting an educational intervention based on the constructs of social-cognitive theory, the cognitive status of the elderly with mild Alzheimer's disease can be improved.
Materials and methods: This semi-experimental study is a pre-test - post-test design with an intervention-control group in which 60 elderly people referred to daily rehabilitation centers in Tehran who were suffering from mild Alzheimer's were randomly divided into two control groups (30 people) and intervention (30 people) were placed. Educational intervention (poetry therapy) based on social-cognitive theory was designed and implemented in 12 sessions of 45 minutes for 6 weeks in the intervention group. The data collection tools included researcher-made questionnaire in two sections of demographic information and social-cognitive theory (SCT) constructs, and mini–mental state examination (MMSE). The results obtained before and after the intervention were analyzed using SPSS version 20 and chi-square, Kolmogorov-Smirnov, paired t-test and Wilcoxon statistical tests.
Results: Statistical analysis showed that the average score of SCT constructs in the intervention group increased from 62.76 before the educational intervention to 83.73 after the intervention (P<0.01). Also, the average cognitive status score (MMSE) in the intervention group before the educational intervention was 21.93, which showed a significant difference after the intervention with an average increase of 25.20 (P<0.01). However, no significant difference was observed in the control group before and after the intervention (P=0.34 for SCT and P=0.173 for MMSE).
Conclusion: By conducting an educational intervention based on the constructs of social-cognitive theory, the cognitive status of the elderly with mild Alzheimer's disease can be improved.
Type of Study: Research |
Subject:
Rehabilitation Management
Received: 2024/09/26 | Accepted: 2024/11/16
Received: 2024/09/26 | Accepted: 2024/11/16
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