Caregivers use of technology delivered intervention: The role of computer proficiency

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Abstract Background Technology delivered interventions are becoming increasingly common as they are considered a cost‐efficient and an effective way to deliver self‐administered education and support to caregivers. These technology‐based interventions have been shown to benefit caregivers by increasing their ability to help cope with caregiver stress. There are also potential challenges associated with technology use such as lack of “meaningful access” to technology systems for some segments of the population (e.g., older adults, individuals of lower socio‐economic status) and usability problems. The purpose of this study is to explore the role of caregiver characteristics and competencies when evaluating the effectiveness of technology‐based interventions. Method Time for Living and Caring (TLC) is an on‐line intervention that provides virtual coaching and self‐administered education and resources to caregivers, with the primary goal of helping them schedule and maximize the utility of their respite time. We conducted a pilot test, where Alzheimer’s and related dementia caregivers (n = 159) used the tool for 16 weeks. Our baseline survey of participants employed the Computer Proficiency Questionnaire, or CPQ‐12, to measure various computer proficiencies. This score was then used to investigate differences in overall appraisal of the intervention and self‐reported caregiver outcomes post intervention. Result Our findings indicate that CPQ does decrease by age (P>|t| = .000), but that the TLC intervention received favorable reviews despite one’s CPQ score. This includes participant’s self‐perceived benefits, willingness to recommend the intervention to others, and their own willingness to use TLC in the future. It is noted that this sample was highly educated and proficient with technology. This is part selection, given the nature of the study and recruitment strategies. However, these findings also challenge the narrative that older adults are less capable or willing to use on‐line resources. Conclusion Overall, computer proficiency was lower among older participants as expected, but computer proficiency was not associated with the evaluation of the intervention or the benefits to caregiver well‐being. Using a design process that focuses on universal design principals, and considers the needs and characteristics of the target population, appears to increase accessibility and usability of technology delivered intervention for caregiver support.

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