EFFECTS OF INFORMATIONAL SUPPORT AND EMOTIONAL SUPPORT ON MORALE OF NURSING HOME STAFF PROVIDING CARE TO ALZHEIMER'S DISEASE PATIENTS.
Contributors: Clemson University.
Published: 1987
Number of pages: 179
Subjects: Education, Vocational.; Psychology, Industrial.
Description: A quasi-experimental design involving pretest, posttest, and control was used to address the purposes of this study which were to determine (1) whether education about the specific needs of Alzheimer's patients will improve morale of nursing home staff providing their care and (2) whether education will improve morale more or less than will the provision of a support group. Within a conceptual framework based on social support theory, social support served as the independent variable with treatment applied at two levels: informational support, operationally defined as instruction about Alzheimer's disease and its specific nursing care; and emotional support, defined as a nondirective support group for feeling ventilation. The dependent variable, morale, was defined as scores on the Multiple Affect Adjective Check List which measures anxiety, depression, and hostility.

It was hypothesized that informational support would improve morale more than emotional support, but that both types of support would significantly improve morale when compared with a control group which was not treated. Ninety-two subjects from 12 nursing homes in 5 South Carolina counties were randomly assigned by institution to 1 of 3 treatment groups. Treatments were applied in four weekly one-hour sessions. Random pretesting of 46 subjects established equivalence of groups at the time of pretest.

An ANOVA and planned comparison of posttest means for 76 subjects who completed the study revealed significant differences (p $<$.05) for anxiety and depression but not for hostility among subjects who experienced emotional support. No significant differences were obtained for informational support. Analysis of difference scores from pretest to posttest for 38 subjects did not reveal significant differences although scores moved in the predicted direction for all three groups. Effects of pretesting or interaction of pretesting and treatment were not significant. Significant differences were found among the 12 institutions on all three affect measures. No significant differences were found on the basis of educational level or previous education about Alzheimer's disease. Differences were noted for level of job title; RNs had lower scores than LPNs or NAs. However the small number of RNs in the study (N = 4) precluded conclusions in this regard.
Notes: Source: Dissertation Abstracts International, Volume: 49-01, Section: A, page: 0080.

Thesis (ED.D.)--CLEMSON UNIVERSITY, 1987.

School code: 0050.