Objectives: To evaluate the effectiveness of online memory training interventions in improving memory of patients diagnosed with early-stage dementia. The secondary outcomes comprised cognitive and psychological outcomes.
Design: This review was conducted for accordance to the Cochrane Handbook for Systematic Reviews of Interventions.
Data source: A comprehensive search from six electronic databases: PubMed, Embassy, The Cochrane Library, The Cumulative Index to Nursing and Allied Health Literature, Scopus and Web of Science was conducted (2000-2020).
Review methods: The populations included in this review comprised adults who had been clinically diagnosed with early-stage dementia and involved in online memory training interventions. Two reviewers appraised the risks of bias through the Cochrane Collaboration's tool and performed the meta-analysis, including the assessment of heterogeneity.
Results: Eleven randomized controlled trials retrieved from six databases demonstrated low to moderate levels of quality of evidence according to the GRADE approach. The meta-analysis revealed that online memory training interventions have demonstrated a moderate effect size in improving memory outcomes (d = 0.57; 95% confidence interval 0.28-0.85; p = 0.0001). Additionally, such interventions have shown improvements in secondary outcomes of cognition and psychological with small to medium effects. Duration of each online memory training session and its frequencies did not affect the memory outcome. As opposed to the conventional face-to-face interventions conducted for a group, it is more effective to be conducted for an individual setting.
Conclusions: Online memory training intervention was effective in improving the memory for adults with dementia.
Impact: Memory interventions have the prospect of reducing everyday problems caused by lapses in memory and improving well-being. With factors such as limited resources and restriction of social gathering due to pandemic, this review could offer relevant information for clinical decision-makers when planning online memory training interventions for adults with dementia.
目的: 评价在线记忆训练干预对改善被诊断为早期痴呆症患者记忆力的有效性。次要结果包括认知和心理结果。 设计: 根据《Cochrane干预系统性评估手册》进行本次评估。 数据来源: 对PubMed、Embassy、The Cochrane Library、护理学及医疗相关文献累计索引、Scopus和Web of Science这6个电子数据库进行全面检索(2000年-2020年) 。 评估方法: 本评估中纳入的人群包括临床上被诊断为患有早期痴呆症并参与在线记忆训练干预的成年人。两名评估员通过Cochrane Collaboration工具评估了偏倚风险, 并进行了荟萃分析, 包括异质性评估。 结果: 从6个数据库中检索的11项随机对照试验显示,根据GRADE方法,证据质量为低至中等水平。荟萃分析显示, 在线记忆训练干预在改善记忆结果方面表现出中等效果 (d=0.57;95%置信区间: 0.28-0.85;p=0.0001) 。此外, 此类干预亦改善了认知和心理的次要结果, 具有小到中等的效果。每次在线记忆训练课程的持续时间及其频率并不影响记忆结果。相对于传统的针对群体进行的面对面干预, 针对个体环境进行的干预更为有效。 结论: 在线记忆训练干预能有效改善成人痴呆症患者的记忆力。 影响: 记忆干预有可能减少因记忆丧失而引起的日常问题, 并改善健康状况。由于资源有限、流行病导致社交聚会受限等因素, 本评估为临床决策者在规划成人痴呆症患者在线记忆训练干预时提供了相关信息。.
Keywords: Alzheimer's disease; cognition; dementia; memory; nursing; online intervention.
© 2020 John Wiley & Sons Ltd.