Investigating the Effectiveness of Cognitive Enhancement on Quality of Life in the Elderly With Mild Cognitive Impairment
سال انتشار: 1402
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 56
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شناسه ملی سند علمی:
JR_JPCP-11-2_008
تاریخ نمایه سازی: 2 دی 1402
چکیده مقاله:
Objective: Cognitive enhancement is a noninvasive brain treatment that has the potential to improve cognitive deficits in patients with symptoms of cognitive impairment, such as mild cognitive impairment. Studies have not investigated the effectiveness of this method on people’s quality of life; therefore, this study aims to investigate the effectiveness of cognitive enhancement on the quality of life (QoL) of the elderly with mild cognitive impairment.
Methods: As a quasi-experimental study, the authors utilized the pre-test-post-test design with follow-up. The statistical population of the study was elderly with mild cognitive impairment. A total of ۴۰ senior patients with cognitive abnormalities who were referred to the Rehabilitation Clinic of the Payambaran Hospital in Tehran City, Iran, were picked at random and assigned into an experimental and a control group. The experimental group underwent ۱۲ sessions of cognitive enhancement. To measure the variables, the LEIPAD QoLquestionnaire was employed. The data were analyzed using the two-way repeated measures analysis of variance via the SPSS software, version ۲۵.
Results: In terms of the post-test quality of life, the results revealed a significant difference between the experimental and control groups. The QoLof the elderly with mild cognitive impairment was impacted by cognitive improvement. The follow-up studies also demonstrated that the observed disparities between the groups were persistent over time (P<۰.۰۵).
Conclusion: In addition to affecting the cognitive abilities of the brain, cognitive enhancement can affect the QoLof the elderly with mild cognitive impairment.
کلیدواژه ها:
نویسندگان
Fardin Farmani
Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.
Hossein Pourshahriar
Department of Psychology and Educational Sciences, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.
Vahid Nejati
Department of Psychology and Educational Sciences, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.
Omid Shokri
Department of Psychology and Educational Sciences, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.
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