Abstract：
Psychoeducation interventions using distance learning modalities to engage caregivers in active learning environments have demonstrated benefits in enhancing caregiving mastery. However, few of these programs have been specifically adapted to develop mastery in Black caregivers.
A multimethod approach was carried out to assess Caregiving While Black (CWB), including pre-post surveys and in-depth interviews. This psychoeducation course addresses the cultural realities of caring for a person living with dementia as a Black American. Caregivers engaged in online asynchronous education related to healthcare navigation, home life management, and self-care. Primary (caregiving mastery) and secondary outcomes (anxiety, depression, perceived stress, burden, perceived ability to manage behavioral and psychological symptoms) were assessed at baseline and post-course (10 weeks).
Thirty-two Black caregivers from across the United States completed the course within the allotted time frame. Paired sample t test analyses revealed significant reductions in caregiver burden and role strain. Caregiver mastery from baseline to completion increased by 0.45 points with an effect size of 0.26 (Cohen\'s d). Twenty-nine caregivers participated in an optional post-course interview, and thematic analysis led to the construction of 5 overarching themes: Comfortability with a Culturally Tailored Course; Experiences Navigating the Course Platform; Utility of Course Resources; Time as a Barrier and Facilitator; Familial and Community Engagement.
Pilot findings convey a need to continue creating and receiving feedback on culturally tailored psychoeducation programs for dementia caregivers. The next steps include applying results to fuel the success of the next iteration of CWB.
A multimethod approach was carried out to assess Caregiving While Black (CWB), including pre-post surveys and in-depth interviews. This psychoeducation course addresses the cultural realities of caring for a person living with dementia as a Black American. Caregivers engaged in online asynchronous education related to healthcare navigation, home life management, and self-care. Primary (caregiving mastery) and secondary outcomes (anxiety, depression, perceived stress, burden, perceived ability to manage behavioral and psychological symptoms) were assessed at baseline and post-course (10 weeks).
Thirty-two Black caregivers from across the United States completed the course within the allotted time frame. Paired sample t test analyses revealed significant reductions in caregiver burden and role strain. Caregiver mastery from baseline to completion increased by 0.45 points with an effect size of 0.26 (Cohen\'s d). Twenty-nine caregivers participated in an optional post-course interview, and thematic analysis led to the construction of 5 overarching themes: Comfortability with a Culturally Tailored Course; Experiences Navigating the Course Platform; Utility of Course Resources; Time as a Barrier and Facilitator; Familial and Community Engagement.
Pilot findings convey a need to continue creating and receiving feedback on culturally tailored psychoeducation programs for dementia caregivers. The next steps include applying results to fuel the success of the next iteration of CWB.
摘要：
目标：使用远程学习模式使护理人员参与主动学习环境的心理教育干预已证明在提高护理掌握方面具有益处。然而,这些项目中很少有专门用于培养黑人护理人员的掌握能力。
方法：进行了多方法方法评估，包括事后调查和深入访谈。这个心理教育课程解决了照顾一个患有痴呆症的人作为美国黑人的文化现实。从事与医疗保健导航相关的在线异步教育的护理人员，家庭生活管理,和自我照顾。主要(护理掌握)和次要结果(焦虑，抑郁症,感知压力，负担，在基线和课程后（10周）评估感知的管理行为和心理症状的能力）。
结果：来自美国各地的32名黑人护理人员在规定的时间内完成了课程。配对样本t检验分析显示，护理人员负担和角色压力显着降低。护理者从基线到完成的掌握情况增加了0.45点，效果大小为0.26（Cohen'sd）。二十九名护理人员参加了选修课程后面试,和主题分析导致了5个总体主题的构建:文化定制课程的舒适性；课程平台的经验；课程资源的效用；时间作为障碍和促进者；家庭和社区参与。
结论：试点研究结果表明，需要继续为痴呆症护理人员创建和接收有关文化定制心理教育计划的反馈。接下来的步骤包括应用结果以促进CWB的下一次迭代的成功。
方法：进行了多方法方法评估，包括事后调查和深入访谈。这个心理教育课程解决了照顾一个患有痴呆症的人作为美国黑人的文化现实。从事与医疗保健导航相关的在线异步教育的护理人员，家庭生活管理,和自我照顾。主要(护理掌握)和次要结果(焦虑，抑郁症,感知压力，负担，在基线和课程后（10周）评估感知的管理行为和心理症状的能力）。
结果：来自美国各地的32名黑人护理人员在规定的时间内完成了课程。配对样本t检验分析显示，护理人员负担和角色压力显着降低。护理者从基线到完成的掌握情况增加了0.45点，效果大小为0.26（Cohen'sd）。二十九名护理人员参加了选修课程后面试,和主题分析导致了5个总体主题的构建:文化定制课程的舒适性；课程平台的经验；课程资源的效用；时间作为障碍和促进者；家庭和社区参与。
结论：试点研究结果表明，需要继续为痴呆症护理人员创建和接收有关文化定制心理教育计划的反馈。接下来的步骤包括应用结果以促进CWB的下一次迭代的成功。
