Abstract：
OBJECTIVE: To investigate the acceptability, feasibility, and preliminary effectiveness of \"SupportED,\" a novel, online, self-paced skills-based program for carers/support people of those with lived and/or living experience of an eating disorder (ED).
METHODS: Carers of a loved one with an ED were invited to undertake a five-module skills-based (one core module, four optional modules) online program at their own pace. Modules cover general information about EDs, communication, practical skills, treatment engagement, and recovery. Participants completed demographics and were assessed using EDSIS, CASK, and DASS-21 for caregiver burden, skills, and distress, respectively, at program completion and 3-month follow-up. Feedback on the program and modules was also collected.
RESULTS: Most carers (65%; 82/126) completed the core module of the program, which is on par with other online learning programs. Nearly half of program completers responded to the 3-month follow-up (n = 39). On average, carers rated the program as relevant and useful and found the information validating and easy to understand, albeit a few carers found the program time-consuming and technically challenging. Intent-to-treat (ITT) linear mixed models demonstrated the preliminary effectiveness of the program for improving carer burden and skills, although the change in carer distress was non-significant.
CONCLUSIONS: Results of this case series evaluation suggest SupportED is an acceptable and feasible program for carers and may improve burden and support skill development. Although the online, self-paced format was highly rated, small improvements to improve acceptability were suggested. Reasons for a lack of impact on carer distress are discussed.
UNASSIGNED: This article describes a case series evaluation of \"SupportED,\" an online skills-based support program for families, carers, and supporters of people with lived experience of an eating disorder. This is the first online carer support program that is designed to be inclusive of all carer types (e.g., partners, siblings) for all eating disorder presentations. Findings suggest the program\'s suitability and helpfulness for reducing carers\' load and bolstering skills and knowledge.
METHODS: Carers of a loved one with an ED were invited to undertake a five-module skills-based (one core module, four optional modules) online program at their own pace. Modules cover general information about EDs, communication, practical skills, treatment engagement, and recovery. Participants completed demographics and were assessed using EDSIS, CASK, and DASS-21 for caregiver burden, skills, and distress, respectively, at program completion and 3-month follow-up. Feedback on the program and modules was also collected.
RESULTS: Most carers (65%; 82/126) completed the core module of the program, which is on par with other online learning programs. Nearly half of program completers responded to the 3-month follow-up (n = 39). On average, carers rated the program as relevant and useful and found the information validating and easy to understand, albeit a few carers found the program time-consuming and technically challenging. Intent-to-treat (ITT) linear mixed models demonstrated the preliminary effectiveness of the program for improving carer burden and skills, although the change in carer distress was non-significant.
CONCLUSIONS: Results of this case series evaluation suggest SupportED is an acceptable and feasible program for carers and may improve burden and support skill development. Although the online, self-paced format was highly rated, small improvements to improve acceptability were suggested. Reasons for a lack of impact on carer distress are discussed.
UNASSIGNED: This article describes a case series evaluation of \"SupportED,\" an online skills-based support program for families, carers, and supporters of people with lived experience of an eating disorder. This is the first online carer support program that is designed to be inclusive of all carer types (e.g., partners, siblings) for all eating disorder presentations. Findings suggest the program\'s suitability and helpfulness for reducing carers\' load and bolstering skills and knowledge.
摘要：
目的：为了研究可接受性，可行性,和“支持”的初步有效性，\"一部小说,在线,为有进食障碍（ED）生活和/或生活经历的人提供照顾者/支持的自定进度的基于技能的计划。
方法：有ED的亲人的照顾者被邀请进行基于技能的五模块（一个核心模块，四个可选模块)按照自己的节奏进行在线程序。模块涵盖了有关ED的一般信息，通信,实用技能,治疗参与，和恢复。参与者完成了人口统计，并使用EDSIS进行了评估，木箱,和DASS-21为照顾者的负担，技能,和痛苦，分别,在项目完成和3个月的随访。还收集了有关程序和模块的反馈。
结果：大多数照顾者（65％；82/126）完成了程序的核心模块，这与其他在线学习计划相当。近一半的计划完成者对3个月的随访做出了回应（n=39）。平均而言,护理人员将该程序评为相关和有用的，并发现信息验证且易于理解，尽管一些护理人员发现该计划耗时且技术上具有挑战性。意向治疗（ITT）线性混合模型证明了该计划在改善护理人员负担和技能方面的初步有效性，尽管照顾者痛苦的变化并不显著。
结论：本病例系列评估的结果表明，SupportED对护理人员来说是一个可接受且可行的计划，可以改善负担和支持技能的发展。虽然在网上,自定进度格式评价很高，提出了提高可接受性的小改进。讨论了对照顾者困扰缺乏影响的原因。
■本文介绍了“SupportED”的案例系列评估，“一项针对家庭的在线技能支持计划，看护者,和有饮食失调经历的人的支持者。这是第一个旨在包含所有护理人员类型的在线护理人员支持计划(例如，合作伙伴,兄弟姐妹)对于所有饮食失调的陈述。研究结果表明，该计划适合减少护理人员的负担并增强技能和知识。
方法：有ED的亲人的照顾者被邀请进行基于技能的五模块（一个核心模块，四个可选模块)按照自己的节奏进行在线程序。模块涵盖了有关ED的一般信息，通信,实用技能,治疗参与，和恢复。参与者完成了人口统计，并使用EDSIS进行了评估，木箱,和DASS-21为照顾者的负担，技能,和痛苦，分别,在项目完成和3个月的随访。还收集了有关程序和模块的反馈。
结果：大多数照顾者（65％；82/126）完成了程序的核心模块，这与其他在线学习计划相当。近一半的计划完成者对3个月的随访做出了回应（n=39）。平均而言,护理人员将该程序评为相关和有用的，并发现信息验证且易于理解，尽管一些护理人员发现该计划耗时且技术上具有挑战性。意向治疗（ITT）线性混合模型证明了该计划在改善护理人员负担和技能方面的初步有效性，尽管照顾者痛苦的变化并不显著。
结论：本病例系列评估的结果表明，SupportED对护理人员来说是一个可接受且可行的计划，可以改善负担和支持技能的发展。虽然在网上,自定进度格式评价很高，提出了提高可接受性的小改进。讨论了对照顾者困扰缺乏影响的原因。
■本文介绍了“SupportED”的案例系列评估，“一项针对家庭的在线技能支持计划，看护者,和有饮食失调经历的人的支持者。这是第一个旨在包含所有护理人员类型的在线护理人员支持计划(例如，合作伙伴,兄弟姐妹)对于所有饮食失调的陈述。研究结果表明，该计划适合减少护理人员的负担并增强技能和知识。
