PDF(Pubmed)
Abstract：
UNASSIGNED: Post-diagnostic support is a significant factor in facilitating personal recovery following a diagnosis of dementia, but access is often inconsistent and insufficient. Recovery Colleges offer peer-led, co-produced courses that can support people to have meaningful lives and have been adapted for use in the context of dementia. A realist review was conducted to understand the application and sustainability of Recovery College dementia courses.
UNASSIGNED: An iterative, five-step process combined literature published to 2023 with knowledge from stakeholders with lived and professional experience of dementia involved with Recovery College dementia courses (PROSPERO registration CRD42021293687).
UNASSIGNED: Thirty-five documents and discussions with 19 stakeholders were used to build the initial programme theory comprising of 24 context-mechanism-outcome configurations. Reoccurring factors included: attending to aspects of co-production and course delivery to ensure they promoted inclusion and were not compromised by organisational pressures; how stigma impacted access to course opportunities; and embedding personal recovery principles throughout course development to be relevant for people living with dementia and those who support them.
UNASSIGNED: People struggling to reconcile their future alongside dementia need practical and emotional support to access and benefit from Recovery College dementia courses, ways to achieve this will be explored through a realist evaluation.
UNASSIGNED: An iterative, five-step process combined literature published to 2023 with knowledge from stakeholders with lived and professional experience of dementia involved with Recovery College dementia courses (PROSPERO registration CRD42021293687).
UNASSIGNED: Thirty-five documents and discussions with 19 stakeholders were used to build the initial programme theory comprising of 24 context-mechanism-outcome configurations. Reoccurring factors included: attending to aspects of co-production and course delivery to ensure they promoted inclusion and were not compromised by organisational pressures; how stigma impacted access to course opportunities; and embedding personal recovery principles throughout course development to be relevant for people living with dementia and those who support them.
UNASSIGNED: People struggling to reconcile their future alongside dementia need practical and emotional support to access and benefit from Recovery College dementia courses, ways to achieve this will be explored through a realist evaluation.
摘要：
■诊断后的支持是促进痴呆症诊断后个人康复的重要因素，但是访问通常不一致且不足。恢复学院提供同行主导，共同制作的课程，可以支持人们过上有意义的生活，并已被改编用于痴呆症。进行了现实主义者的审查，以了解康复学院痴呆症课程的应用和可持续性。
■迭代，五步过程将到2023年发表的文献与利益相关者的知识相结合，这些利益相关者具有与康复学院痴呆症课程相关的痴呆症的生活和专业经验（PROSPERO注册CRD42021293687）。
■使用了35个文件并与19个利益相关者进行了讨论，以建立由24个上下文机制结果配置组成的初始计划理论。重复出现的因素包括：参与联合制作和课程交付的各个方面，以确保它们促进包容性，并且不会受到组织压力的影响；污名如何影响获得课程机会；并在整个课程开发中嵌入个人康复原则，以与痴呆症患者和支持痴呆症的人相关。
■努力与痴呆症调和未来的人们需要实际和情感支持，才能获得康复学院痴呆症课程并从中受益。实现这一目标的方法将通过现实主义评估来探索。
■迭代，五步过程将到2023年发表的文献与利益相关者的知识相结合，这些利益相关者具有与康复学院痴呆症课程相关的痴呆症的生活和专业经验（PROSPERO注册CRD42021293687）。
■使用了35个文件并与19个利益相关者进行了讨论，以建立由24个上下文机制结果配置组成的初始计划理论。重复出现的因素包括：参与联合制作和课程交付的各个方面，以确保它们促进包容性，并且不会受到组织压力的影响；污名如何影响获得课程机会；并在整个课程开发中嵌入个人康复原则，以与痴呆症患者和支持痴呆症的人相关。
■努力与痴呆症调和未来的人们需要实际和情感支持，才能获得康复学院痴呆症课程并从中受益。实现这一目标的方法将通过现实主义评估来探索。
