Applying an ecological framework to education needs of communication partners of individuals with aphasia

Abstract

Background: Education provided to communication partners of individuals with aphasia can be crucial in coping with resulting changes in communication. Research is limited regarding the viewpoint of communication partners in the process of receiving education. Aims: The aim of the study was to explore education experiences and needs of communication partners of individuals with aphasia in the current climate of healthcare. Methods & Procedures: A qualitative research design was implemented. Participants included nine communication partners of individuals with aphasia with onset within 2 years. Mean age of participants was 58 years; mean age of aphasic individuals was 71 years. Outcomes & Results: Bronfenbrenner's ecological model (1979, 2005) provided a framework for discussing the participants' perception of the education received about aphasia and the specific communication problems of the individuals with aphasia. Barriers and facilitators to education were identified at the microsystem, mesosystem, and exosystem levels. The mesosystem level was the most prevalent focus and prominent mesosystem themes included: education provided must be tailored to the needs of each dyad, transitions require more education, and barriers from both the healthcare system and healthcare workers' misperceptions about education needs negatively affected transmission of education. Conclusions: Interventions to improve education of communication partners of individuals with aphasia should be provided at a variety of levels. Intervention is needed for the surrounding environment and for the person with aphasia/communication partner dyad. Future research could build on this study, and ultimately lead to development and testing of intervention measures in the area of education needs.