Table 1. Main information of the studies included in the review.
| Title/year | Sample size | Tools and approaches | Duration/frequency | Content of the sessions | Quest.* | Outcome |
|---|---|---|---|---|---|---|
| Evaluating the Effect of Family-Centered Intervention Program on Care Burden and Self-Efficacy of Hemodialysis Patient Caregivers Based on Social Cognitive Theory: a Randomized Clinical Trial Study—2020 (Rabiei et al., 2020) | 70 | The intervention group (n = 35) received an empowerment program that was held in group sessions with the assistance of the research team, including a nephrologist, a psychiatric nurse, and a hemodialysis nurse. Two rooms were assigned: an educational one and a Patient-family health room. A written description of the goals, content, and implementation timing was given to the participants in the first session. In the last session CDs and booklets were provided. The control group received routine training pamphlets and brochures during the study. Also, at the end of the study they received two general sessions, an educational booklet, and a CD. The researcher’s contact number was provided to participants for relevant consultation or enquiry. |
One session per week for four consecutive weeks (each session lasted about 2 h) | Introduction of the program and familiarization between the participants; problem solving; self-efficacy improvement strategies for caregivers (self-esteem, a sense of competence, self-awareness skills such as knowledge about rights and values, attitudes and strengths, creativity and reinforcement of goal-setting skills, development of self-assessment skills, and self-confidence); psychological and spiritual benefits of care to increase caregivers’ positive expectancies and reduce their negative expectancies from patient care. | A two-section questionnaire with patients’ demographic characteristics and questions on care burden, negative outcomes expectancies, positive outcomes expectancies, and self-efficacy. |
The intervention was statistically efficient decreasing care burden and negative outcomes expectancies between groups (P ≤ 0.05). Also, a statistically significant increase in the positive outcomes expectancies (P ≤ 0.05) and in the self-efficacy was found between groups (P < 0.05). |
| The Effect of Psycho-educational Intervention on the Caregiver burden among Caregivers of Hemodialysis Patients—2019 (Torabi, Maslak & Radfar, 2019) |
105 | Intervention group 1 (n = 35) received a workshop session, while intervention group 2 (n = 35) held group discussion sessions. Group 1 was subdivided into two groups and group 2 into three groups. A control group (n = 35) received routine trainings and training packages at the end of the study for acknowledgment of participation in research. | Intervention group 1 received six sessions for 2 h. Intervention group 2 received four sessions for 4 h. One session per week was held. | Group 1: more familiarity with the end-stage renal disease; principles of self-care, ways to increase self-confident; reducing stress and managing time. Group 2 had the same thematic as group 1 plus: improving carer skills and increasing communication skills. |
ZBI and DQ. | After intervention statistically significant reduction of burden between intervention and control groups was found for individual, social, emotional and overall burden (p < 0.0001). |
| The Effect of a Family-Based Training Program on the Care Burden of Family Caregivers of Patients Undergoing Hemodialysis—2019 (Sotoudeh, Pahlavanzadeh & Alavi, 2019) | 70 | Caregivers in the intervention group (n = 35) received lectures, group discussions, practice, homework, and question and answer based on an educational booklet held by a researcher. Relaxation techniques were also conducted. At the beginning of each session, previous discussions and participants’ homework were reviewed and the sessions ended with questioning and group discussion. The control group (n = 35) received usual care plan and also two supervised session meetings were held to discuss their problems, feelings, and experiences. |
Two sessions per week for four consecutive weeks (each session lasted about 90 min) | Knowledge and awareness about the end stage of kidney disease; maintenance and promotion of physical health and importance of self-care; effective communicative methods; methods of expressing emotions; coping skills for stress management; promoting family and social relationships; prayer therapy. | ZBS and DQ. | Statistically significant reduction of burden between intervention and control groups was found after intervention (p < 0.001). |
| Effect of Educational Program on the Burden of Family Caregivers of Hemodialysis Patients—2016 (Ashghali Farahani et al., 2016) | 38 | Intervention group (n = 38) was divided into five subgroups of 5–8 people. The sessions were held with short PowerPoint-based lectures, group discussion, question and answer, and role playing. Caregivers were provided with contact number of the researcher for relevant consultation or enquiry. Control group (n = 38) received routine care. |
Two sessions per week for two consecutive weeks. (each session lasted about 60 min) | Greeting/explanation of rules and basic concepts; Home care of hemodialysis patients; Home care of hemodialysis patients; Hemodialysis complications and appropriate actions. | CBI and DQ. | Statistically significant reduction of burden between intervention and control groups was found after intervention (p < 0.001). |
| The effect of supportive educative program on the quality of life in family caregivers of hemodialysis patients.—2017 (Ghane et al., 2017) | 38 | The intervention group (n = 38) was divided into 5 subgroups of 6–8 people. Trainings sessions were delivered by an expert psychiatric nurse who was previously trained and tested. The caregivers received the researcher’s phone number in case of emergent questions. The control group (n = 38) received routine trainings and a booklet. |
Three sessions per week for two consecutive weeks (each session lasted about 1 h). | Greeting/explanation of rules and basic concepts; Home care of hemodialysis patients; basic concepts of coping strategies; problem-focused coping strategies, and effective communication skills; strategies for anger management; and stress reduction and anger management strategies. | SF-36 and DQ. | Statistically significant improvement in quality of life between intervention and control groups was found after intervention (p < 0.001). |
| Effectiveness of Problem-Focused Coping Strategies on the Burden on Caregivers of Hemodialysis Patients—2016 (Ghane et al., 2016) | 38 | The intervention group (n = 38) was divided into 2 groups of 8 people. Sessions adopted short PowerPoint facilitated lectures, group discussion, a question and answer period, educational booklet and role playing. At the end of first session an educational handout was given to all participants so that they could exercise at home what was worked on. Trainings sessions were delivered by an expert psychiatric nurse previously trained. The control group (n = 38) received an educational booklet. |
Two sessions per week for two consecutive weeks (each session lasted about 1 h). | Greeting, explaining the rules and basic concepts; Problem-focused coping strategies and effective communication skills; Strategies for anger management; Stress reduction and anger management strategies. | CBI and DQ. | Statistically significant reduction of burden between intervention and control groups was found after intervention (p < 0.001). |
Note:
*
Quest: questionnaires applied in the interventions; DQ: demographic questionnaire; ZBI: Zarit Burden Interview; ZBS: Zarit Burden Scale; SF-36: Short Form Health Survey; CBI: caregiver Burden Inventor.