Loss of productivity among caregivers of dependent family members
Notice bibliographique
Résumé
Background: Assuming the care of a dependent family member can constitute a health risk factor that significantly reduces the productivity of family caregivers, compromising their future and quality of life. Objective: Our purpose of this study was to investigate the productivity activities that are altered in the caregivers of a dependent family member and the impact this has on their satisfaction and quality of life. Methods: An analytical observational study was conducted for 500 caregivers of dependent family members. Sociodemographic data were collected for caregivers and their dependent family members. Carers' occupational performance and satisfaction were assessed using the Canadian Occupational Performance Measure (COPM), and quality of life was assessed using the World Health Organization - Quality of Life (WHOQOL-Bref). Comparison between groups was performed using the Chi-square test for qualitative variables. Pearson's correlation coefficient was used to assess the strength and direction of linear associations between numerical variables. Results: Most caregivers were women (72.3%, n = 364), with an average age of 60.3 ± 13.64 years. These individuals were providing care for a family member with severe dependency (69.7%, n = 348), classified as Grade III. Up to 38.2% (n = 191) of caregivers struggled with maintaining punctuality and consistency in their paid employment, and 25.6% (n = 128) of caregivers stopped or had difficulty working. In addition, 28.4% (n = 142) of caregivers had problems with household cleaning and tidying, 20.4% (n = 102) perceived that they neglected their other family members, and 18.6% (n = 93) of caregivers encountered problems attending courses and furthering their education. Women were more affected in terms of productivity. Moreover, performance and quality of life worsened as the number of productivity activities affected increased. Conclusions: Caring for a dependent family member has a considerable impact on the caregiver's productive activities, affecting their work performance, household management, and professional development, with a particularly marked impact on women. This caregiving role is also associated with a decrease in quality of life, which highlights the need for interventions to support caregivers in these areas.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».