dc.contributor.author | Kajander, Martine | |
dc.contributor.author | Gjestsen, Martha Therese | |
dc.contributor.author | Vagle, Vigdis | |
dc.contributor.author | Meling, Målfrid | |
dc.contributor.author | Henriksen, Anne Torsvik | |
dc.contributor.author | Testad, Ingelin | |
dc.date.accessioned | 2022-10-10T12:41:32Z | |
dc.date.available | 2022-10-10T12:41:32Z | |
dc.date.created | 2022-04-27T13:41:00Z | |
dc.date.issued | 2022 | |
dc.identifier.issn | 0360-1277 | |
dc.identifier.uri | https://hdl.handle.net/11250/3025131 | |
dc.description.abstract | Educating and supporting people with early-stage dementia has gained increased focus worldwide as a response to an aging population and limited advancements in the medical treatment of the condition. The aim of this study was to explore the experiences of people with early-stage dementia who were provided with support and information through a 12-week health promotion course and identify elements of the intervention potentially contributing to coping and adjustment to the condition. Data was collected through individual semi-structured interviews with 32 people with dementia after they had attended the course. For each participant, a care partner was also interviewed. The data were analyzed using systematic text condensation. Three main categories emerged from the analysis. These were: (I) bridging the post-diagnostic information gap, (II) facilitating health behavior changes, and (III) new perspectives on living with the condition. The results demonstrated that the intervention was well-received by the participants. Learning about dementia, meeting others in the same situation, and focusing on maintaining a healthy lifestyle was particularly highlighted, as was promoting family communication. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Health promotion in early-stage dementia – user experiences from an educative intervention | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | Copyright 2022 The Author(s) | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.doi | 10.1080/03601277.2022.2043618 | |
dc.identifier.cristin | 2019542 | |
dc.source.journal | Educational Gerontology | en_US |
dc.source.pagenumber | 391-403 | en_US |
dc.identifier.citation | Educational Gerontology. 2022, 48 (9), 391-403. | en_US |
dc.source.volume | 48 | en_US |
dc.source.issue | 9 | en_US |