Research PaperLearning to live with multiple sclerosis cognitive impairment and how it influences readiness for group cognitive intervention
Section snippets
Methods
This study used a qualitative design with an interpretive description approach. Interpretive description is a methodology used to create a summary of the results that is guided by the researcher's professional view and knowledge.19 The researchers were occupational therapy practitioners (CB, MC), educators (CB) and students (DF, SF) at the time of the study; an interpretative description approach allowed the researchers to recognize their unique occupational therapy perspective in the
Results
The ten participants were Caucasian females ranging in age from 23 to 62 years. Time since diagnosis ranged from 5 to 31 years. The majority of participants had a self-reported disease course of relapsing remitting, although primary progressive and secondary progressive disease courses were also represented. Eight of the participants were living with a spouse. Seven of the participants had grown children; the other three participants did not have children. Two of the participants were engaged
Discussion
This study sought to understand the perspectives of people living with MS and cognitive changes to inform development of a group cognitive intervention that would address the needs of this population. This study confirms previous research on the experience of living with MS as well as research on the content that is important to people with MS for group cognitive interventions.15, 23 This study adds to the literature by highlighting that it is important to consider how individual psychological
Conclusion
The purpose of this study was to determine the perspectives of people with MS to assist the development of a group cognitive intervention. This study highlighted that the content and process of the intervention group needs to reflect the complexity of re-learning to live with a cognitive impairment. Learning to live with cognitive impairment is a process with several inter-related phases that includes re-establishment of personal identity and relationships. It adds to the literature by
Acknowledgments
Thank you to Jacquie Ripat for her coordination and support for the Master's of Occupational Therapy Independent Study course at the University of Manitoba and the participants of our focus groups.
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This was a non-funded study. All authors have no conflict of interest to declare.